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Nations today are faced with unprecedented challenges due to rapid globalization and global climate change. Universities no longer operate in isolation but are now a part of society where they are expected to be socially responsible citizens. Universities need to have effective strategies in order to be effective in a highly competitive higher education (HE) landscape. Corporate social responsibility (CSR) is a preferred strategy that can help achieve a good reputation and competitive advantage for the institutions of HE. Such institutions imparting HE are engaging in debates and quality research work to gauge the need of the current generation with a vision to meet the needs of the future generation (Sengupta, Blessinger, & Yamin, 2020). This book contains chapters that review scientific literature with an aim to find out the theoretical underpinnings explored in the case studies and interventions practiced by universities across the globe. This book provides evidence for CSR and the role of civil societies in creating an organizational culture that promotes social competence and human relations. This collective knowledge will help facilitate continuous improvement in higher education institutions with external impact and internal capacity building and a focus toward performance and management.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Transforming gender research in accounting is possible, desirable, and promising: the past few decades have included prescient work and expansive theories. The purpose of this paper is to reflect on the legacy of the 1992 special issue “Fe[men]ists' account” and urge new linkages and contexts for a continuation of visionary inquiries.

By reviewing pioneering feminist research in various disciplines, the author opens the margins and boundaries of gender‐in‐accounting research. Innovative multidisciplinary works from different regions of the globe reveal methods for challenging entrenched premises and recasting new meanings.

Reflecting on our embedded ideas, expanding boundaries, and imagining new areas of inquiry are not only plausible, they are essential, for contesting repression and discrimination and advancing social justice.

Tying the current rhetoric of global neo‐liberalism to contemporary feminist struggles, the paper illustrates the significant consequences of economic globalization on women, and accounting's connection. As there is no single story regarding gender, research exploring the unexplored has precedent in accounting literature, providing a foundation for new insights and enhanced possibilities for advancing and transforming the field.

The paper re‐imagines the accounting‐gender dilemma, offering practical yet expansive research concepts regarding values, class, the construction of gender, and the impositions of economic structures.

Since 1960, a considerable amount of research has been done in the fields of police science and corrections. Here, Reference Librarian Bill Bailey evaluates bibliographies, encyclopedias, government documents, directories, and other sources of information on these branches of criminal justice.

One challenge increasingly arising in individuals' personal lives is balancing life style and career to maintain a satisfactory long‐term relationship with a spouse who also has a career. According to the Bureau of Census, there are more than 26 million married women in the workforce. By 1982 over half of all married women were employed outside the home, and fewer than 15 per cent of all US households acknowledged the father as sole wage earner and the mother as full‐time homemaker. The unprecedented increase in the number of dual career families (from 9.3 million in 1950 to over 13.4 million in 1960, and 26.8 million in 1984) suggests a need to know more about the demands facing such households. Relatively few studies have investigated the relationships of work and non‐work factors within the two provider or dual career family context. Moreover, much of the existing research on dual careers is lacking in methodological rigour.

The environment surrounding U.S. higher education has changed substantially over the past 40 years. However, we have a limited understanding of what these changes mean for the higher education organizations (HEOs) that occupy this organizational field. In this paper, I use descriptive statistics and multilevel latent class analysis (MLCA) to analyze the financial behaviors of public four-year HEOs from 1986 to 2010 to evaluate how HEOs adapt financially to their changing environments. I advance the current conceptual and empirical understanding of public HEO behaviors by evaluating how public HEOs utilize combinations of revenue and spending streams to accomplish their mission and the extent to which the revenues and spending patterns of these institutions are related. Descriptive results confirm the shift away from state funding toward tuition revenues and the relative stability in spending patterns. MLCA results, which allow for the investigation of how combinations of revenue and spending streams work together, indicate that public HEOs are changing the combinations of revenues they rely on in different ways, revealing multiple specific pathways for how public HEOs adapt to their changing environments. The spending profiles, in contrast, remain stable with only a few HEOs changing their profile over time. I argue that the loose coupling between revenues and spending and discontinuity in their patterns of change over time suggests that public HEOs are able to establish a buffer between their environment and spending or activities that allows them to continue engaging in the same broad set of activities despite environmental changes.

Students with emotional and behavioral disorders (EBD) who display aggression necessitate effective interventions for reducing highly disruptive behavior, while keeping learning environments safe and secure for all students and staff. In this chapter, we describe the merits of cognitive-behavioral interventions (CBIs) in school settings to reduce student aggression and other destructive and maladaptive behavior and to promote student success and lifelong learning. To that end, we first explore three theoretical frameworks for aggression: the general aggression model, social learning theory, and social information processing, each of which examines the role of environment, cognition, and behavior as foundational to the occurrence of aggression. Synthesizing these theories assists in the development and implementation of CBIs in classroom settings. We then describe the CBI approach to teaching students cognitive and behavioral strategies to reduce problematic behaviors and increase the use of more pro-social alternatives, and ultimately generalize learned skills to a variety of social situations. A brief history of CBIs is explored, followed by a discussion of several meta-analyses establishing CBI's effectiveness in decreasing aggression across a variety of venues and populations. We then focus on social problem solving as an example of a cognitive-behavioral approach and describe the Tools for Getting Along curriculum as an example of a school-based CBI. At the end of the chapter, we explain some limitations of CBIs in schools and delineate future research needs.

Purpose – To examine the potential for switching short trips in urban areas from cars to walking and cycling, and the possible contribution, this could make to a reduction in transport-related greenhouse gas emissions.

Methods – Case studies in four urban areas combining a questionnaire survey, interviews with households and during journeys and in-depth ethnographies of everyday travel.

Findings – The barriers to an increase in walking and cycling in British urban areas are emphasised. It demonstrates that motivations for walking and cycling are mostly personal (health and local environment) and that the complexities and contingencies of everyday travel for many households, combined with inadequate infrastructure, safety concerns and the fact that walking and cycling are seen by many as abnormal modes of travel, mean that increasing rates of walking and cycling will be hard. Given that the contribution of trips less than 2 miles to transport-related greenhouse gas emissions is relatively small, it is argued that any gains from increased walking and cycling would mostly accrue to personal health and the local environment rather than to the UK's carbon reduction target.

Social implications – Positive attitudes towards walking and cycling are motivated mainly by personal concerns rather than global environmental issues.

Originality – Use of detailed ethnographic material in policy-related transport research.

This article aims to explore quality improvement (QI) at individual, group and organisational level. It also aims to identify restraining forces using formative evaluation and discuss implications for current UK policy, particularly quality, innovation, productivity and prevention.

Learning events combined with work‐based projects, focusing on individual and group responses are evaluated. A total of 11 multi‐disciplinary groups drawn from NHS England healthcare Trusts (self‐governing operational groups) were sampled. These Trusts have different geographic locations and participants were drawn from primary, secondary and commissioning arms. Mixed methods: questionnaires, observations and reflective accounts were used.

The paper finds that solution versus problem identification causes confusion and influences success. Time for problem solving to achieve QI was absent. Feedback and learning structures are often not in place or inflexible. Limited focus on patient‐centred services may be related to past assumptions regarding organisational design, hence assumptions and models need to be understood and challenged.

The authors revise the Plan, Do, Study, Act (PDSA) model by adding an explicit problem identification step and hence avoiding solution‐focused habits; demonstrating the need for more formative evaluations to inform managers and policy makers about healthcare QI processes.

Although UK‐centric, the quality agenda is a USA and European theme, findings may help those embarking on this journey or those struggling with QI.