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The purpose of this paper is to consider the problem of allocating responsibility for risk through a simple classroom vignette that illustrates some of the difficulties encountered in more complex real‐world scenarios.

After considering a number of ad hoc allocation methods, this study focuses on the Shapley and Aumann‐Shapley values from cooperative game theory.

Shows that the Aumann‐Shapley value provides a useful tool for allocating risk in a real‐world insurance context, and therefore may be used to distribute capital (surplus) and premium loadings.

The paper offers insights into both the challenges of the risk‐allocation problem and its proposed solutions.

This paper aims to overview the professional context for Canadian research libraries (as outlined in the 8Rs Canadian Library Human Resources Study by Ingles et al.) and to examine the approach and response to dynamic human resources challenges and opportunities unfolding through a strategic planning and change management process at the University of Saskatchewan (U of S) Library.

The paper discusses the context and challenges for Canadian research libraries as highlighted in the 8Rs Study and overviews this in the context of the U of S Library's response through its strategic planning and change management process. It explores institutional responses and the possibilities of joint collaborative action across member libraries of the Canadian Association of Research Libraries (CARL).

The study finds that greatest challenge to transforming library services, resources and facilities lies in transforming the knowledge, skills and abilities of library staff and to developing new models and approaches to professional practice, which meet and exceed client expectations and overcome the traditionally conservative approach to the practice of librarianship.

The paper provides a discussion on strategic options and strategies for research libraries as exemplified by the experiences and work underway at the U of S Library. While some of the context is Canadian specific, the U of S response contains many strategies applicable in other academic and research libraries contexts.

With so many academic librarians now employed in split or multi‐task job assignments, those who teach may question how they can develop the skills they need to be challenging and innovative in the classroom. Instruction librarians may turn to their colleagues to help them cultivate their teaching skills, particularly during times when bibliographic instruction (B.I.) workshops or training sessions are not imminent. Noticing the informal coaching that exists among trusted colleagues, some libraries have given structure to this exchange through peer coaching programs.

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

Some communities in the USA are remarkably better at responding to civic challenges than others. These communities are more competent at marshaling their resources – material and human – in service of their own needs. The authors’ purpose in this paper is to enhance their collective understanding of ideas related to community-driven change and to describe the development of a civic capacity index (CCI), a measure of a community's capacity to respond to civic challenges and disruptions like COVID-19.

The authors used a concept mapping process (akin to grounded theory) to develop the CCI. Using this process, a panel of 34 scholars and practitioners of civic leadership and civic engagement worked together to create measurable descriptors of civic capacity.

The CCI measures dynamic processes related to collective leadership, inclusion of diverse voices, how institutions and coalitions address shared challenges and collaboration among community members. Sample data from several states show the CCI's scales to have high internal reliabilities and to correlate strongly with validation scales such as collective efficacy, social justice and community connectedness. Confirmatory factor analyses support a bifactor model of a general CCI factor and six CCI scales.

With the help of the CCI, civic actors can take advantage of existing civic capacity, understand where it is lacking and build resilience for the future.

To date, most scholars have used qualitative research to determine the elements of civic capacity. The authors wanted to know what civic capacity looks like in sufficient detail to assess the extent to which it is present or not in a community. Other efforts to quantify or assess civic capacity or related ideas are less comprehensive or lack the specificity to provide guidance for building and mobilizing it in communities. This work enhances our understanding of leadership in the civic arena, a little understood aspect of leadership studies.

This chapter discusses the evolution of German views on public debt 1850–1920, referring to three strands of secondary literature: (1) German retrospectives on public finance, (2) the historical literature with a public choice perspective, and (3) contributions to public/constitutional law, mainly referring to Lorenz von Stein. The skeptic view of public debt endorsed by authors of the second half of the period is shown to be related to politico-economic issues of state agency combined with new state functions, rather than to the rejection of Dietzel’s Proto-Keynesian macroeconomic reasoning.

This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an effective teaching strategy for communication competency development in leadership education. One hundred and five participants engaged in an escape room experience followed by a discussion focused on the competencies. The findings indicated a significant positive change from pre-test to post-test in all four student leadership competencies measured, including verbal communication, listening, advocating for a point of view, and conflict negotiation. Leadership educators should consider escape rooms as a pedagogical tool for competency development and may wish to explore alternative serious games to align with their learning objectives.

This article aims to investigate how R&D employees use their social networks to acquire user information and how this information is used in the development of new products.

A single case study was conducted within a business unit at a multinational medical technology company. Data were collected through a mixed method.

The results show that many R&D employees lack social networks through which they can acquire information about the users’ needs. However, some R&D employees establish cost-efficient relationships to people with a direct experience of using the company’s products. These relationships are established over time and are often used in a rather informal way to acquire user information. Moreover, the results show how R&D employees are purposefully complementing these relationships with more occasional interactions with people who hold direct and indirect use experiences.

As with most single-case studies, it will be important to replicate this investigation in other contexts to clarify the generalizability of the findings.

The article shows how important it is that management provides R&D employees with opportunities to establish, nurture and utilize relationships conducive to information about the users’ needs. The article provides some advice on how this can be accomplished.

This is one of the first articles that clearly explain how R&D employees use their social networks to acquire user information for the development of new products.

Drawing from our current original research on cultural trends in Latin America‐based multinational firms, this paper challenges the stereotypical perception of Latin America as a homogeneous region and explores the cultural distances among groups of multinational employees. After collecting surveys from 733 employees across eight multinationals in Argentina, Brazil, Chile, Colombia, and Mexico, we establish that, much like it happens in other lumped‐together regions of the globe, such as “East Asia” and “Africa”, Latin American countries present significant differences in the way firm employees respond to situations where cultural traits are at stake. By researching these countries, we recorded significant variation in aspects such as the treatment and place of women in the workplace, attachment or detachment to formal rules, formal organizational hierarchies, and structured business planning, in addition to varying levels of tolerance to invasion of privacy. Implications of the study include the need to develop methodologies that adequately capture cultural differences within large geographic blocs and business practices that prepare the expatriate, the international manager, and the policy maker for the different realities they are bound to encounter in different countries.