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This paper aims to build a new bridge between the literature in organizational behavior and the micro-foundations of strategy. The authors elaborate the concept of strategic voice, studying the extent to which employees express their strategic recommendations.

The authors gathered data from employees and supervisors of three distinct organizations, measuring determinants and outcomes of strategic voice, as compared to promotive voice.

Strategic voice is empirically distinct from promotive voice and predicted by opportunity/threat recognition, perceived organizational support and strategic voice opportunity. It has, surprisingly, either positive or negative effects on performance, through the mediation of supervisors' perceptions of strategic voice and the moderation of employee satisfaction with pay and career.

Unlike traditionally assumed by strategy research, employees at any level engage in strategic voice with considerable frequency. Yet, paradoxically, under certain conditions, strategic voice could harm individual performance, although potentially benefiting organizations. Managers could either value employees' strategic voice or perceive it negatively, raising the salience to fully comprehend this behavior.

Organizations should embrace practices that encourage employees to express their strategic opinions, give them access to resources to properly form their strategic opinions and ensure management considers employees' recommendations.

While scholars in the micro-foundations of strategy have theorized that strategy can emerge from the contribution of individuals, there has been no evidence, to date, on how each employee can contribute to strategy formulation. This paper is original as it fills this gap.

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.

Gatekeepers play an important role in research conducted with children and youth. Although qualitative researchers frequently discuss institutional and individual gatekeepers, such as schools and parents, little attention has been paid to the role that Institutional Review Boards (IRBs) play in determining who is allowed to research particular populations and the ramifications of these decisions for findings involving children and youth. In order to examine this role, we compare negotiations of two researchers working on separate projects with similar populations with the IRB of a large Midwestern university. In both cases, it is likely that board members used their own personal experience and expertise in making assumptions about the race, social class, and gender of the researchers and their participants. The fact that these experiences are supported by findings across a wide range of IRBs highlights the extent to which qualitative research with children is changed (or even prevented) by those with little knowledge of typical qualitative methodologies and the cultural contexts in which research takes place. While those such as principals, teachers, and parents who are traditionally recognized as gatekeepers control access to specific locations, their denial of access only requires researchers to seek other research sites. IRBs, in contrast, control whether researchers are able to conduct research at any site. Although they wield considerably more control over research studies than typical gatekeepers, the fact that they are housed in the institutions at which academic researchers work also means that we can play a role in their improvement.

The chapter will review significant changes in information technology (IT) affecting research over the 30-year history of Communication, Information Technology, and Media Sociology. It compares broad overviews of computers and the social sciences published shortly after the beginning of the section (1989 and 1990) with a contemporary overview of online research methods from 2017. It also draws on my own experiences from 1981 to the present as both an academic and a software entrepreneur. The author will discuss how changes in the section parallel developments in social science computing over this period, identifying some of the significant ways IT has transformed both the methods of research and the substantive foci of research. Finally, the author extrapolates into the future to consider how continuing changes in the Internet, big data, artificial intelligence, and natural language understanding may change how sociological research is conducted in the foreseeable future.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.