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The purpose of this paper is to study recently published research to identify findings that provide research‐based guidance to organizational change agents and managers in addressing individual resistance to organizational change initiatives.

The paper examines published research appearing in peer‐reviewed journals since 1998 that focus on exploring individual resistance to organizational change.

Recent published research provides considerable practical guidance to organizational change agents and managers in understanding and dealing with resistance to change. Recent research examines the cognitive, affective, and behavioral dimensions of individual resistance and how it is influenced by: individual predispositions towards openness and resistance to change; individuals' considerations of threats and benefits of change; communication, understanding, participation, trust in management, management styles, and the nature of relationships with the change agents.

This paper is limited to research articles involving resistance to organizational change published in peer‐reviewed journals from 1998 to 2009. Also, the paper finds that reported research used primarily self‐report questionnaires to gather data, which are quantitatively analyzed. Such a lack of diversity of research methodologies provides a limited perspective of resistance to organizational change that might have been broadened by qualitative and practice‐based methods (e.g. case studies and action research).

A framework is presented linking organizational change research findings to specific change practitioner recommendations. Limitations of recent research are also discussed.

Most studies provide an examination of a limited number of variables influencing resistance to change, and are not necessary designed to provide practical guidance to change practitioners. This paper provides a comprehensive framework of constructs and variables specifically aimed at linking research‐based findings to guidance for change practitioners.

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

The purpose of this paper is to examine critically the accuracy of expert judgment, drawing on empirical evidence and theory from multiple disciplines. It suggests that counsel offered with confidence by experts might, under certain circumstances, be without merit, and presents approaches to assessing the accuracy of such counsel.

The paper synthesizes research findings on expert judgment drawn from multiple fields, including psychology, criminal justice, political science, and decision analysis. It examines internal and external factors affecting the veracity of what experts may judge to be matters of common sense, using a semiotic structure.

In multiple domains, including management, expert accuracy is, in general, no better than chance. Increased experience, however, is often accompanied by an unjustified increase in self‐confidence.

While the dynamic nature of decision making in organizations renders the development of a codified, reliable knowledge base potentially unachievable, there is value in recognizing these limitations, and employing tactics to explore more thoroughly both problem and solutions spaces

The paper's originality lies in its integration of recent, multiple‐disciplinary research as a basis for persuading decision makers of the perils of accepting expert advice without skepticism.

While qualitative work has a long tradition in the strategy field and has recently regained popularity, we have not paused to take stock of how such work offers contributions. We address this oversight with a review of qualitative studies of strategy published in five top-tier journals over an extended period of 15 years (2003–2017). In an attempt to organize the field, we develop an empirically grounded organizing framework. We identify 12 designs that are evident in the literature, or “designs-in-use” as we call them. Acknowledging important similarities and differences between the various approaches to qualitative strategy research (QSR), we group these designs into three “families” based on their philosophical orientation. We use these designs and families to identify trends in QSR. We then engage those trends to orient the future development of qualitative methods in the strategy field.

As organizations attempt to deal with change that is transforming, research has identified factors that need to be present in order to optimize the change transformation. The purpose of this research paper is to focus on those critical success factors.

After presenting a summary of the identified success factors, a combined quantitative and qualitative research methodology focusing on a single case study examines these critical factors in more depth.

Presented are identified factors of previous research, and two additional critical factors are revealed: flexible curriculum – the need for a comprehensive action plan having a prescribed curriculum; and perception of personal gain – the need to present a clear understanding addressing the aspirations and individual personal goals of those who are both involved and affected by the significant change.

Beyond the limitations inherent in conducting both qualitative and quantitative research on a single case study, the emphasis of this investigation was at one end of a success continuum. While the focus was on the critical and important factors (one end), that leaves the discussion of any other factors and the continuum itself for future research.

By having an action plan that addresses the critical factors for dealing with significant change, the organization increases its chances of a successful transformation, and it may also become a more flexible organization able to deal with future change.

Through this research, two new critical success factors are identified that have impact upon organizations attempting to go through a major significant change transformation.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was intended to provide remedial instructional support to re‐entry students in selected subjects. For this project, college algebra became the chosen subject because there appeared to be widespread local agreement that a number of adult students needed remedial instruction in college algebra. The question of the appropriateness of CAI in the library remains open. This service seems to be a viable one for academic libraries to offer. Success would be dependent on wide ranging cooperation involving the library, teaching faculty, computing staff, and instructional technologists.

In job advertisements, companies present claims about their organizational identity. My study explores how employers use multimodality in visuals and verbal text to construct organizational identity claims and address potential future employees. Drawing on a multimodal analysis of job advertisements used by German fashion companies between 1968 and 2013, I identify three types of job advertisements and analyze their content and latent meanings. I find three specific relationships between identity claims’ verbal and visual dimensions that also influence viewers’ attraction to, perception of the legitimacy of, and identification with organizations. My study contributes to research on multimodality and on organizational identity claims.