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Prior experimental budgeting research has focused primarily on individuals’ budget setting and little experimental research has examined budgeting in a group setting. Using a controlled experiment, this study extends prior participative budgeting research by examining the effects of aggregation levels of performance feedback and task interdependence on budgetary slack and the effects of different levels of feedback on group performance in a group participative budget setting.

The results suggest that aggregation levels of performance feedback differentially impact budgetary slack and group performance. Providing both group and individual performance feedback increases group performance and reduces budgetary slack compared to providing group performance feedback only. Providing information about other subordinates’ performance further increases group performance and reduces budgetary slack beyond the effects of providing individual workers information only about their own performance. The results indicate that task interdependence also affects the level of budgetary slack. Specifically, high task interdependence groups created more budgetary slack than did low task interdependence groups.

Many workers today are employed under a variety of nonstandard work arrangements, such as contract work and agency temporary work. While prior research has shown that the use of nonstandard workers can be detrimental to standard workers’ attitudes and behaviors, producing conflict between nonstandard and standard employees, that research has not shown how or why. We propose a model in which threat to status of, and accommodation by, standard workers cause negative reactions to nonstandard workers, contingent upon the competence of nonstandard workers. The model helps explain how subtle differences among seemingly similar nonstandard work arrangements can produce dramatically different challenges to work group effectiveness. Implications for the effective blending of work groups are discussed.

Labor unions play a key role in combating inequality. Recent research focuses on unions' ability to shape “moral economies” that make greater inequality socially inappropriate. But this research largely hypothesizes moral economy pathways for combating inequality, rather than showing them in action. Through a case study of the 2018 teachers' strike wave, we identify mechanisms that allow unions to shape moral economies. Based on analysis of in-depth interviews with key strike leaders, social media discussion groups, and contemporaneous media coverage, we find that the interaction of sustained mass disruption and worker–organizer intervention were the key mechanisms that allowed the teachers and their unions to reshape moral economies. Externally, the strikes created a social and political crisis to which political elites had to respond, while tying the teachers' struggles to broader community issues, galvanizing public support for the strikes. As disruptions escalated, the teachers' experience of collective action created a positive feedback effect, reshaping workers' understanding of what they wanted, what they deserved, and what they could win. The 2018 teachers' strike is analytically useful because it managed to reshape norms and expectations around educational and economic inequality rapidly, on a large scale.

Workplace abuse, interpersonal mistreatment that occurs within the victim’s work environment, has attracted considerable attention in recent years. In this chapter, we argue that problems with the conceptualization and measurement of workplace abuse have thwarted scientific progress. We identify two needs that we believe are especially pressing: (a) the need to consider the construct breadth of workplace abuse scales and (b) the need to test whether the measures of various types of workplace abuse effectively capture the unique qualities of the constructs they purport to assess. To guide our discussion of these issues, we conducted a review of the item content of several workplace abuse measures. We offer suggestions for addressing these and other conceptualization and measurement issues, and we discuss the possible implications of these issues on the study of the hypothesized predictors and consequences of workplace abuse.

The COVID-19 pandemic accelerated the adoption of working from home (WFH), which contributed to widespread loneliness at a global level. Drawing on the theory of social exchange, this chapter examines how WFH, masculinity contest culture (MCC) at work, and co-worker support impact workplace loneliness. A theoretical model is developed, which adds to the scarce literature on workplace loneliness and MCC, while practical recommendations are also provided to enable organisational leaders and human resource practitioners to decrease workplace loneliness.

This chapter suggests that traditional views of gender and other social categories existing in a face-to-face environment are reproduced and even exacerbated online (Allen, 2000; Barak, 2005; Bell & de La Rue, 1995; Cooper, Safir, & Rosenmann, 2006; Hargittai, 2008; McGerty, 2000; Soukup, 1999; Sussman & Tyson, 2000). Further, characteristics of the online environment such as anonymity, acceptability, and aloneness allow for the perpetuation of prejudicial attitudes and accompanying misbehavior. This chapter will focus on the characteristics of the online environment that perpetuate misbehavior, especially with regard to harassment based on social demographic categories. In addition, this chapter will explore how social and experiential learning theories can help us understand the increased propensity of misbehavior online and will suggest how universities and organizations can use these principles to decrease misbehavior.

The post-Cold War period allowed the U.S. nuclear legacy of ecocide to be declassified and made public. The policy of nuclear secrecy, evident in Russia (see Mironova et al., this volume), was not merely an eastern practice. Western nuclear releases were kept equally under wraps. In England, for example, the Windscale disaster was not fully disclosed until 1987.¹ Likewise, releases from the Hanford Nuclear Reservation, in Washington State, and other U.S. nuclear sites were kept undercover until the same period. The irony was that Americans learned of many of the nuclear skeletons in their closet around the time that Russians learned of theirs (see Mironova et al., this volume). It would appear that glasnost was contagious.

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

We present an overview of research on spillover effects within firms and introduce a classification of the literature. We divide spillovers into either technological or social in nature. In our classification, a technological spillover is one in which an agent rationally responds to a cue in the workplace that does not rely on the identity or characteristics of a coworker. Social spillovers, on the other hand, may be thought of as arising from the social preferences of an individual or social norms established in the organization.