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This research analyzes the current knowledge regarding the use of maturity models (MMs) in SSCM, aiming to identify the main characteristics, trends and research gaps on the subject. Facing the growing interest in carrying out studies directed at sustainability, to the detriment of more prescient environmental and social impacts and the need to consolidate the concepts present in the literature regarding the SSCM, an absence of similar studies in the current literature was found. The authors have selected articles to compose a database that allows users to analyze and classify publications on MMs in SSCM, being those subdivided into 7 categories: focus, methodology, analyzed sector, sustainable practices, dimensions of sustainable development, type of MM and model/framework validation method.

To achieve this purpose, a literature systematization was conducted by searching publications using defined keywords in two databases and following a process of classification. The systematic process has five steps, from the selection of databases to the filtering of publications, review of information and analysis of the sample.

The topic under study is promising, with a few publications dealing with it, mainly in Brazil, and there is a trend to exploit more of the area in future research.

This research provides a detailed analysis of an emerging theme, divided into seven thematic categories. Results demonstrate that the topic is still underexplored, indicating an important research gap to be filled.

The purpose of this study is to assess the interaction effect of government non-financial support and firms' regulatory compliance on firms' innovativeness. Firms' regulatory compliance with environmental and safety issues has been suggested as one of the reasons why firms innovate. Such compliance provides legitimacy, improves reputation and corporate image, and enhances customer loyalty and competitive advantages, which influence firm innovativeness. However, regulatory compliance is costly and with limited resources, the role of government support is crucial as a moderator, to help firms become more compliant and influence their innovativeness.

The study uses data from the World Bank Enterprise Innovation Survey for seven countries in Sub-Saharan Africa.

Regulatory compliance has a positive and significant effect on firm innovativeness. Increased use of government non-financial support enhances the level of firm regulatory compliance and the effect of regulatory compliance on firm innovativeness.

The study contributes to the literature on compliance and firm innovativeness in Africa by showing how the positive effect of regulatory compliance on firm innovativeness is stronger when firms benefit from government non-financial support.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

This paper extends the current literature on app engagement to identify dynamic factors that affect app engagement and the value-creation pathway that connect these factors with app engagement.

Survey data were collected from 299 app users to test the proposed research model.

The study found that the perceived effectiveness of evolution content and that of evolution speed impose both individual and joint positive effects on app identity, which serves as the mediation mechanism that connects these dynamic factors with app engagement.

This study takes the user perspective to explore how user perceptions of the effectiveness of app evolution content and speed, which represent unique user experiences in the app context, cultivate app engagement by enhancing app identity. Specifically, this study reveals the intertwined relationship among perceived effectiveness of app evolution, app identity, and app engagement.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

Teacher educators' emotions are shaped by the fluctuating conditions of their work and variable interactions with students and colleagues. Many studies report on emotions in classrooms and teachers' regulation of emotion, yet there is limited research on emotion in teacher education. This chapter focuses on emotions that teacher educators from diverse contexts encountered during the Covid-19 pandemic. Data were written responses and interviews from teacher educators from 29 countries. Coding included identifying explicit and implicit emotion, the mood of the narrative/interview, and categorizing by theme. A shared excel sheet was used for comparison, which generated emergent themes. Interrater reliability was established using 7 data sets; the remaining were individually coded following the same procedure, then discussed. Common emotional experiences were expressed across all countries, save 3, despite the different people and cultures. Although not representative of the entire country, in general, seven themes emerged, which are: (1) feeling sorrow (2) feelings of optimism, (3) concern for future of teaching, (4) concerns for student mental and professional well-being, (5) fulfilment with ethic of care in higher education, (6) concerns over inequity, and (7) efforts in resilience. Viewed as a whole, the future of teacher education is made apparent. Despite the divergent contexts, the state of concern and goals are similar. Such insight can provide guidance for supporting teacher educators' careers, well-being, and professional development.

The paper examines “lessons learned” from the COVID-19 pandemic by capturing the organizational and operational experiences of police departments in the state of Washington across two waves of survey administration. This study is among the first to document experiences at a state level, affording an opportunity to compare national results and allowing for documenting shifts between each wave.

This study draws from a state-specific replication of the IACP instrument fielded by Lum et al. (2020a) on the experiences of police departments working under COVID-19 and integrates specific questions from stakeholders in Washington. The survey was administered through Qualtrics, which was distributed by the Washington Association of Sheriffs and Police Chiefs (WASPC) 6 months into the pandemic and 18-months later.

Respondents reported operational and organizational reconfigurations including shifting to telecommuting for support staff and command staff, implementing online reporting forms for use by the public to report crimes and planning exercises for predicted budget reductions. While CDC and Washington Department of Health guidelines informed most of the respondents' policy, integrating that policy into the operational procedures demonstrated how quickly issues in staffing can transition from a challenge to a severe issue. Quarantining and staffing problems remained an issue across both waves, which were exasperated by staff turnover.

The response rate and response completeness, particularly a drop in response for Wave 2, limit the ability to supply more precise estimates documenting the experiences of WA police departments. Relatedly, an inability to match Wave 1 to Wave 2 results inhabits a direct comparison of changes 12-months later. Second, the responses reflect those of the chief law enforcement officer (Chief of Police, Sheriff) or the person designated by the chief, which may not represent the experiences of front-line officers.

Reflecting on the lessons learned across each Wave, agencies shared adaptations implemented to better protect the health of staff and their communities to effectively manage future health emergencies. Most directly, they learned how to conduct some business remotely and the necessity to innovate. The most important lesson learned, and implication for policy is improving the resourcing and logistics to secure adequate health protections. The data also highlight a concern for clarity, consistency, and credibility in supplying information to police departments in pandemic and emergency situations.

This paper fulfils an identified need to enhance “lessons learned” for police response in pandemic and emergency situations. These data supply insight into the anticipated and lived experiences of agencies adapting to the pandemic in Washington State. The endogenous and exogenous shock that is COVID-19 altered how police departments interacted externally and internally resulting in operational and organizational reconfigurations.

This paper explores how INGOs communicate their activities and achievements. In doing so, the study seeks to increase our understanding of INGOs' accountability practices.

This paper uses thematic analysis to analyse 90 ‘leaders’ letters' (the letters that many charities include at the beginning of their Annual Reports and Accounts), published by 39 INGOs between 2015 and 2018.

This paper argues that within the Annual Report letters under consideration, INGOs' accountability practices focus on quantitative, process-driven, output reporting. In doing so, it is the actions and agency of INGOs that are primarily emphasised. INGO constituents are largely excluded from representation. Donors are presented only as contributors of financial capital. Drawing on field theory, the paper argues that this representational practice means INGO constituents are almost irrelevant to INGOs' representational and accountability communication practices.

This paper is indebted to previous important work and, building on such scholarship, seeks to contribute to the ongoing conversation about INGO accountability. While reinforcing some prior knowledge, the findings here also differ in the understanding of how donors are portrayed. The paper extends previous analyses by using field theory to show that the INGO field as considered here is a space in which representations of accountability are based on organisational and transactional factors, and does not value the humanity of INGOs' constituents. This connects to operations of power, between donors, INGOs, and constituents, and reinforces inequitable power within the development system.