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The vast majority of interventions during organizational change tend to focus on individually-held attitudes toward change. However, groups often form collective attitudes that are distinct from those held by its individual members, and organizational change often necessitates collective attitude change within teams, work units, or even the entire organization. We challenge the dominant view that collective attitudes to organizational change merely reflect an aggregation of individual attitudes by considering how and why collectively-held change attitudes are formed and activated. Drawing on social network theory, we propose an alternative approach toward an understanding of change. Acknowledging and detailing attitude formation as a social response to change – a social system of interaction among change recipients – we explain how collective attitudes to organizational change emerge. With this stance, individuals may hold broad and differing attitudes, but as a group can come together to share a collective attitude toward change. Using this approach, we explain how collective attitudes and individual attitudes are linked through top-down or bottom-up processes, or a combination of both. Developing this alternative perspective improves our understanding of how collective attitudes to change develop and evolve and enables both scholars and practitioners to better manage and influence the formation of change-supportive collective attitudes.

It is becoming increasingly important for leaders to recognize and develop the skills needed to interact with diverse others (Karim, 2003). To this end, several leadership programs in American colleges and universities offer courses that explore the practice of multicultural leadership (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006); our institution’s leadership program is no different in its goals of preparing culturally competent leaders. The multicultural leadership course in the Staley School of Leadership Studies at Kansas State University has two learning outcomes: “Understand the impact of cultural identity (Note that this manuscript uses the terms social identity and cultural identity interchangeably, which is common practice (Wren, 2002), life experiences, and world views on leadership relationships as it relates to privilege and inclusion,” and, “Practice inclusive leadership through advocacy for social change.” Such goals are desirable, but also lofty – how can we know if our course has had any effect on student learning toward these objectives?

Theory-informed assessment of the effects of multicultural leadership courses can meet many pedagogical needs while answering the demands of multiple stakeholders (Fink, 2006; Wholey, Hatry, & Newcomer, 2004). Knowing what changes occur in students’ attitudes or behaviors during a multicultural leadership course would permit faculty, staff, and other practitioners to evaluate whether the experience may be able to meet desired learning goals. Future courses could be recalibrated to address deficiencies or strengthen successes. Assessment data also facilitates the sharing of the course’s effects to administrators, prospective students, parents, or donors in efforts to communicate the value of intentional, curricular student leadership development.

Beyond these larger-scale needs for assessment, we have an interest in knowing to what degree the course contributes to our students’ engagement and leadership development. Assessment can help us to identify what students are learning as a result of the course. Further, we hope that sharing our assessment structure, analysis, and results can help other leadership educators strengthen a culture of assessment in their own programs, particularly concerning multicultural leadership development.

To determine if we are making progress in meeting our learning outcomes, we developed an assessment tool to determine students’ change over the course of the term across two theoretical constructs: diversity attitudes, which encapsulates the first learning goal of recognizing linkages between worldview and leadership (Bennett, 2004; Karim, 2003; Komives, Longerbeam, Owen, Mainella, & Osteen, 2006); and changes in leadership behaviors and attitudes, which speaks to the second learning goal of catalyzing social change-based leadership (Komives, Wagner, & Associates, 2009).

We use a pre-test / post-test design to compare students’ reported values at the beginning of the semester to their values upon completion of the class (Fink, 2006). By comparing pre-test and post-test responses to questions from the assessment instrument, we demonstrate in what ways our course might influence student leadership development and multicultural competence, as well as areas we might wish to consider fortifying in future iterations of the course to better meet learning objectives. We then reflect on the effect the results will have on learning outcomes, curricular development, and the instrument itself, illustrating the cyclical relationship between theory, practice, and assessment in multicultural leadership education.

We have two aims here. Our first is to articulate what gains may be made by students who engage in our course to determine what exactly is gained by students who participate in such experiences. We believe such courses have educational value, but needed to find a way to articulate our course’s success in helping students meet our stated learning objectives. Our second aim is to illustrate both the necessity, rewards, and limitations of engaging in critical engagement with the assessment-practice cycle (Maki, 2002). Here, we reflect on what changes we or others could make to our course to better achieve our desired goals, as well as how we might continue to strengthen our assessment efforts. We hope that our analysis here provides some starting points to assess multicultural leadership programs’ efficacy in meeting student learning outcomes.

The purpose of this paper is to develop and test a model that aims to explain individual entrepreneurial orientation (IEO) focused on the context of social entrepreneurship (SE) (Social-IEO) by considering the personal values and attitude toward social change through direct and indirect effects. To achieve this purpose, the authors created and validated a scale to measure Social-IEO.

The paper uses scale construction techniques (DeVellis, 2016) and survey method for data collection. As such, this study was conducted by considering a sample of 198 social entrepreneurs. Multivariate data analysis and structural equation modeling are used to validate the theoretical model.

The Social-IEO scale was validated and shows to adequately encompass and measure the construct. The proposed model has predictive relevance and explains 45% of Social-IEO. Findings suggest that self-transcendence value has no direct effect on Social-IEO. Additionally, conservation and self-promotion values do not have a negative correlation with Social-IEO. Finally, attitude of social change has a strong explanatory power to Social-IEO. The findings offer important theoretical and practical implications for the field of entrepreneurship education and entrepreneurial behavior.

The definition of a specific concept of IEO applied to the context of SE contributes to the correct understanding of its dimensions, measurement and management. This eliminates a gap in studies and contributes to expand and strengthen research. It also provides an original empirical approach, as the method used to measure IEO in a reflective way is unusual in previous studies.

Supervisors play an important role in the implementation of organizational policies and practices. This study aims to examine the role of supervisors as both recipients and main implementers of organizational change by investigating how supervisors’ relationship with organization would affect their attitude toward change (ATC) and how employees–supervisor relationship, as perceived by employees, would influence their reaction to change.

The influence of participation, perceived organizational support (POS) and mutual expectation clarity (MEC) on supervisors’ ATC was examined, along with the influence of leader–member exchange, perception of supervisor’s expressed ATC and also supervisors’ organizational status on employees’ ATC. Two studies were conducted in a chain hospital in India.

The findings suggest that supervisors’ ATC improved by higher participation, POS and MEC. Also, while employees’ change attitude was predicted by how they perceived their supervisors’ status, expressed reaction toward change and perception of employee–supervisor relationship, for employees who either perceived highly negative change attitude of their supervisors or believed that their supervisors had low organizational status, the employee–supervisor relationship had almost no effect on improving employees’ attitude.

Considering that supervisors often tend to engage in professional relationships with their subordinate employees, little is investigated on how, through the lens of relationships, supervisors may affect employees’ ATC. This paper attempts to make a difference by conducting two connected studies in a chain hospital to examine how supervisors – as recipients and implementers of organizational policies and practices – could influence employees’ ATC. The findings suggest managerial implications that could inform practitioners toward improvement of employee buy-ins for change programs.

The scope of this chapter is place and its identity in view of global changes. The ground for undertaking the topic is the belief that by conscious activity undertaken to protect the value of places we are capable of facing modern changes involving the homogenization of space.

Today we are witnessing a rapid destruction of the existing urban forms, leading to fading legibility of the city structure, destroying the state of subtle balance between space and place, and shaking the sense of identity of city inhabitants. The values of identity, legibility, and a traditional network of meanings and symbols are fading away. The space of flows supplants the space of places, evoking essential changes in the functional structure of cities, almost all over the world.

Is it possible to preserve the tradition and identity of place under globalization conditions? It is a challenge for architects, urban planners, decision-makers, investors, and inhabitants. One potential role of the urban planner is perceived as active participation in creating new qualitative social attitudes, as well as undertaking mediating, promotional, and educational activities. Tools that could be helpful in shaping a new model of place involve comprehensive discussion and education in the field of the value of space, shaping social awareness and grounds for social development. It may be concluded with some caution that such comprehensive discussion will contribute to raising the level of knowledge about the world and the sense of the value of space.

The purpose of this paper is to identify and describe police officers' opinions on the prevailing anxieties, feeling of fears and threats, attitudes towards crime and punishment.

The paper took a quantitative approach to data collection that included a survey on a representative sample of the Slovene police.

Comparisons of attitudes (anxieties of everyday troubles, feelings of insecurity, importance of appropriate measures against crime and adequate severity of punishment) has been conducted to find similarities and differences between police officers regarding gender and age. The results show that male police officers and senior police officers have more conservative attitudes towards the most appropriate measures against crime and are more likely to defend severe punishment of offenders. Such attitudes indicate persistence of traditional authoritarian police orientation in (post)modern society.

The results are generalizable for the Slovenian police but not generalizable for the police worldwide.

A useful source of information learning about some characteristics of police professional culture and police officers' attitudes towards punishment and their understanding of threats in society.

This paper furthers understanding of police occupational culture in a new democratic country.

It is, of course, Aristotle who pointed out that “Man is by nature a political animal” (quotation taken from Lipset, 1981:vii). One could of course speculate whether he meant only the male half of the human species were political animals. It is, however, the case that men tend to participate more in politics than women. This particular study focuses upon men and women's political participation in Greece, the place many regard as the birthplace of democracy.

This paper aims to explore the determinants causing fake information proliferation on social media platforms and the challenges to control the diffusion of fake news phenomena.

The authors applied the systematic review methodology to conduct a synthetic analysis of 37 articles published in peer-reviewed journals retrieved from 13 scholarly databases.

The findings of the study displayed that dissatisfaction, behavior modifications, trending practices to viral fake stories, natural inclination toward negativity and political purposes were the key determinants that led individuals to believe in fake news shared on digital media. The study also identified challenges being faced by people to control the spread of fake news on social networking websites. Key challenges included individual autonomy, the fast-paced social media ecosystem, fake accounts on social media, cutting-edge technologies, disparities and lack of media literacy.

The study has theoretical contributions through valuable addition to the body of existing literature and practical implications for policymakers to construct such policies that might prove successful antidote to stop the fake news cancer spreading everywhere via digital media. The study has also offered a framework to stop the diffusion of fake news.

The purpose of this paper is to investigate self-perceived age among Baby Boomers in the UK, Germany, Japan, and Hungary, and identifies two horizontal segments based on the way consumers view their age.

Questionnaires were used to sample 880 Baby Boomers. Structural equation modeling is used to investigate multinational measurement invariance of the cognitive age scale.

Two distinct segments are identified, providing support for a young-at-heart consumer culture in all nations in the study. Results also find cognitive age to exhibit partial measurement invariance, which is expected given the disparate nations under study.

This research contributes to cross-cultural global age research which is still in an early pioneering stage. The study builds on a small number of previous studies that validate cognitive age, extends current knowledge of the measurement properties of cognitive age, and identifies two distinct international segments of Baby Boomers. Further research needs to delve into the antecedents of self-perceived age, particularly in the ways in which different life experiences and cultures may impact age identities.

The study has implications for marketing managers wishing to target the increasingly important young-at-heart Baby Boomer.

The study uses four non-American countries, uses samples matched for chronological age, and does not use convenience samples, which make it unique in the cognitive age literature. The study has value for marketing managers, global age researchers, and consumer culture researchers.

Puts forward an “ideal Islamic administration model” (based on Islamic principles “synthesized with modern thought”), explains the role of the Islamist as change agent and outlines the sources, process, outcome, implementation methods and end results of administrative development in Muslim countries. Discusses implementation methods in more detail, contrasting the informal/personal method with the formal/institutional method suitable for Islamic states. Considers the effects on society of introducing the Islamic model and the likely sources of resisteance to it.