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This study identified and analyzed the 29 empirical articles which created 65 new scales that were published from 1996–2004 within the Spirituality, Religion, and Work (SRW) domain. Utilizing Hinkin's (1995) methodology for evaluating questionnaire scale development as a model, this study reviewed: (1) item generation issues such as inductive vs. deductive approaches; (2) scale development issues such as sampling and validity/reliability assessment; and (3) scale evaluation issues such as convergent validity testing. The study found that the vast majority of studies (86%) reported detail on the item development process for the new scales used; the primary method for item development was deductive, based on existing theory. In the area of scale development, only 45% of the studies reported using factor analysis for evaluation of constructs; of those that did, less than 25% of those reported information regarding factor retention criteria, such as eigenvalues. With regard to the internal consistency, the coefficient alpha was reported in only 45% of the studies. However, in those cases where scale development practices were described, the information was generally quite detailed and reflected statistical rigor. Few studies (38%) reported any information related to scale evaluation. Similar to Hinkin's (1995) conclusions from his review of scales in the management field, this study found scale development practices within the SRW domain to be inconsistent. The article reports detailed findings using Hinkin ‘s (1995) detailed methods and discusses practical implications for editors, reviewers and SRW researchers.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

The development and progressive refinement of the concept of academic freedom has generally occurred without material participation by the American business school. Whereas the business school looms large as a component of higher education in the twenty-first century, most believe that it is indifferent or perhaps hostile to the concept of academic freedom. For the most part, business school faculty fail to share the liberal political leanings of their colleagues from across the university, and therefore are less likely to find themselves to need academic freedom protection from those who would like to squelch opinions that run contrary to government and establishment elites. This chapter recognizes the fundamental alignment of what is taught in the business school and what business faculty research. However, that does not gainsay prospects for academic freedom protection when such is not the case. The chapter explores public interest dimensions of being a faculty member in a business school and how these might be manifested. Examples of controversial work are offered for each of the major business disciplines.

The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on the perceptions that shape their beliefs about student bullying.

The authors used interpretative phenomenological analysis to understand how participating teachers were using peer coaching in the action learning meetings to make sense of their subjective experiences with student bullying.

The authors report three themes (power, categories/labels and diversity/differences) explaining the perceptions that guided participants’ understanding of student bullying, and for each theme, describe how peer coaching enabled the participants to re-shape their interpretation of experiences with student bullying.

This study showed how peer coaching has the potential to empower teachers to devise meaningful action plans to address bullying. Future research using longitudinal quantitative research design could shed more light on the sustainability of those action plans.

Knowledge of teacher perceptions identified in the study can enrich anti-bullying interventions in schools. Furthermore, building a peer coaching action learning community can provide a form of systemic support to help teachers gain resilience in acting against student bullying in schools.

The study reveals the potential of peer coaching as a transformational learning tool to support teachers when dealing with student bullying.

This paper reports some preliminary lessons from a qualitative study of services that have cared for a person with learning disabilities during a terminal illness. It reflects current concern about access to health care as well as the national priority being placed on improvements in cancer services for all patients. The study documents how the service learned of the person's illness, how they mobilised services and made decisions, how agencies worked together (or not!) and what support staff needed in the person's last months and weeks. It also considers the way staff, as individuals and as teams, made sense of their experiences and evaluated the input of other professionals.