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The purpose of this study is to examine the effect of polarisation on trust in government.

The authors use the ordered probit technique to model trust as a function of polarisation and various control variables. The authors apply the instrumental variables approach to address potential endogeneity in polarisation, using ethnic diversity as an instrument.

The results reveal that an increase in polarisation reduces trust in central government. However, trust in local government is non-responsive to this polarisation. The estimations controlled for government performance, and the authors found a positive association between government performance and trust in government, which, however, does not alter the relationship between polarisation and trust in government.

In ethnically polarised nations, policymakers should consider decentralisation measures. This can help sustain trust and development support, particularly in regions where citizens prioritise ethnicity over nationality.

The social implications of this research underscore the importance of promoting trust in government to foster social cohesion and stability, particularly in ethnically diverse societies.

The authors find that increased ethnic polarisation reduces trust in the central government, particularly among those prioritising their ethnicity over nationality. This adds a non-performance dimension to government trust literature, suggesting that policies focusing solely on performance may yield limited results. The research extends beyond central government trust to include local governments. Unlike central government, local government trust remains tied to performance attributes unaffected by polarisation. Hence, investing resources through local governments is a viable strategy for enhancing citizen support while mitigating polarisation’s adverse effects.

This paper aims to present relevant literature review to build up the case pertaining to the impact of traditional leadership in the demarcation of municipal boundaries in South Africa. Municipal boundary demarcation remains a major contentious issue during the process of establishing municipalities. Little or no attention has been paid to the significance of traditional leadership in resolving issues around boundary demarcation between municipalities, hence this paper.

This paper adopted case study design. Data were collected from secondary sources and the contents were analyzed for this research purpose.

This paper put boundary in municipal context as a result of spatial reconfiguration process. It also discussed the impactful roles of traditional leadership as an institution involved in municipal (re)demarcation processes.

This paper focusses on the contemporary roles that traditional leadership is at vantage position to play in the process of municipal boundary demarcation. Therefore, the paper concludes that traditional leadership could resolve issue of ethnicity as a causal factor mitigating the redemarcation of municipal boundaries.

It contributes to existing knowledge by providing information on the roles of traditional leadership that could complement the resolution of the ethnic complexities arising from municipal (re)demarcation processes.

Prior research treated entrepreneurs’ actions as purely opportunistic and voluntary, excluding social and economic systems’ influence on entrepreneurial actions. However, the applications of communication strategies, project management and social network are anchored in socioeconomic systems in which the entrepreneurs are rooted. To address the gap, this study aims to articulate – through the prism of institutional theory – how restaurant crowdfunding (CF) success is affected by socioeconomic prosperity according to entrepreneurs’ race and geographic area.

The current study analyzed 2,008 restaurant CF projects launched in the USA through the Kickstarter platform from 2010 to 2020. By conducting one-way analysis of variance and multilevel mixed-effect logistic regression models, this study examined the relative socioeconomic prosperity and CF success according to the race of the restaurant entrepreneurs. The study also examined how socioeconomic prosperity affected CF success and how that relationship was moderated by the entrepreneurs’ level of restaurant experience.

This study finds that relative socioeconomic prosperity and CF success does differ according to race. Also in the CF context, lower socioeconomic prosperity does impede fundraising success. While the level of restaurant experience significantly increased an entrepreneur’s CF success, the impact was not so significant as to overcome the impact of socioeconomic prosperity.

Drawing on institutional theory, this study examines the impact of socioeconomic prosperity on CF project outcomes. By uncovering the significant impact of socioeconomic systems on CF success, this study fills the research gap. Previous studies have generally treated minority entrepreneurs as an aggregated form. The authors’ results extend the literature by including major ethnic groups – whites, African Americans and Asians.

The findings of the current study show restaurant entrepreneurs can raise the likelihood of CF success by doing two things: first, accumulate experience in the restaurant industry; second, use their CF websites to highlight testimonials about the value of that experience. Federal, state and local governments can institute policies to help improve racial minorities’ socioeconomic conditions and thereby promote startups’ fundraising success.

To the best of the authors’ knowledge, this study is one of the first to examine unexplored institutional effect on CF outcomes. It examines how and why socioeconomic factors affect minority entrepreneurs’ funding success. It compares the prosperity and CF success of white, African American and Asian entrepreneurs.

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.

This study explores information behavior and perception and vaccination among America's three largest ethnic minorities, Hispanic, Black/African American and Asian, in COVID-19 context. Information behavior and perception are investigated from cultural and demographic characteristics, while vaccination is explored from COVID-19 related information behavior and utility/value of COVID-19 vaccine information.

Using Qualtrics survey panel, a national survey of America's Hispanic, Black/African American and Asian population was conducted to better understand the impact of cultural and demographic factors on COVID-19 related information. Data were collected in Fall 2021. Multiple and logistic regression were conducted to analyze data.

Results show that cultural factors (i.e. cultural identity, social identity, social capital and religiousness) exert significant impact on information value and seeking across all three minority groups, while some demographic factors, Republicanism and age, also significantly predict COVID-19 related information seeking and value for Black/African Americans and Hispanics, but less for Asian Americans. Lastly, information value was found to significantly predict vaccine status, willingness and eagerness, the three facets of vaccination as conceptualized in this study, for top three racial/ethic minorities.

The finding of this study reveal that there are variations in terms of the level and type of attachment to one's culture/social group in COVID-19 informational context. Between the three groups, granular differences were observed regarding the relationship between cultural factors and perceived COVID-19 information value. While cultural identity is most associated with African Americans, social capital is most evident for the Asian Americans, but social identity was the strongest predictor among Hispanics. Thus, this study offers important strategic insights into a unique population sample to better understand the impact of COVID-19 related information perception and vaccination implication.

In describing these projects, the authors hope to encourage academic librarians and archivists to participate in, and even facilitate, similar work at their own institutions. Although both of these projects began in the library and included readings and discussions related to library and archival practices, the most generative conversations rapidly shifted from “how should the library handle these materials?” to “what might this institution do to reckon with its history?” When traditional library practices were de-centered and community perspectives were sought on the college archive, the authors were able to have more inclusive, authentic conversations about the college's history and future.

This case study explores two projects undertaken at a liberal arts college: a working group and a credit-bearing course intended to reckon with racist, xenophobic or otherwise harmful materials in the college archive. Both projects were informed by the authors' engagement with Tema Okun's White Supremacy Culture and guided by inclusive pedagogies and practices that participants had explored in workshops and within the context of the college's Engaged Pluralism Initiative.

The working group and the course underscore the centrality of relationships, trust-building and time to the work of addressing difficult histories. The “campus-wide conversations” the authors had hoped to have about the college archive evolved into smaller spaces developed with intention and care. The diverse perspectives of working group members and students in the course demonstrate the value of bringing together viewpoints from outside the library and beyond institutional or disciplinary silos, to consider far-reaching systemic issues.

Many US colleges and universities have begun, or will begin, to investigate the myriad ways in which racism, racial exclusion, or racial violence have marked their institutions and how these troubled legacies persist in the present day. This case study proposes possible approaches that academic libraries and librarians may take to contribute to this essential work.

These two projects propose that work that typically happens solely within libraries and archives (cataloging and description of potentially harmful materials) or within institutional or disciplinary silos (reckoning with legacies of racism and bias) can be discussed, debated, and shared among the campus community. All of the participants in the working group and the course, regardless of their title, role, or academic credentials, bring necessary expertise and experience to these projects. Inclusive practices, when paired with grassroots energy, suggest ways in which a college archive can be used as a site of evidence, reflection, interrogation, and repair.

The paper aims to analyse the meaning and extension of discretionary power of social service professionals within network-based interventions.

Empirically, the paper is based on a case study of a network-based policy involving private and public organisations in the Northeast of Italy (Province of Trento).

The paper identifies netocracy as a social policy logic distinct from bureaucracy and professionalism. What legitimises netocracy is neither authority nor expertise but cooperation, the activation of connections and involvement, considered “good” per se. In this framework, professionalism and discretion acquire new and problematic meanings compared to street-level bureaucracy processes.

Based on a case study, the research results cannot be generalised but pave the way to further comparative investigations.

The paper reveals that the position of professionals in netocracy is to some extent trickier than that in a bureaucracy because netocracy seems to have the power to encapsulate them and make it less likely for them to deviate from expected courses of action.

Combining different literature streams – street level bureaucracy, professionalism, network organisations and welfare governance – and building on an original case study, the paper contribute to understanding professionalism in welfare contexts increasingly characterised by the combination of bureaucratic, professional and network logics.

Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

This study aims to understand the utility of personas and illustrate, through a case study, how a persona-building exercise in a Community Based Prevention Marketing (CBPM) training of community leaders elicited important insights that complemented findings from ongoing formative research on vaccine hesitancy in the Hispanic/Latino population in the USA during COVID-19 pandemic.

An exploratory concurrent parallel qualitative study design compared three personas created by community-based organization members (n = 37) to transcripts from five formative research focus groups (n = 30) from the same project. All participants in this study were recruited by the National COVID-19 Resiliency Network as part of their capacity-building and formative research activities. Grounded theory guided the content analysis.

This study found personas and focus groups to be complementary. A high degree of co-occurrence was observed when investigating the uptake of the COVID-19 vaccine under the categories of barriers, culture and communication. Between the two methods, the authors found strong associations between fear, disruption to the value system, work-related barriers, inaccessibility to health care and information sources and misinformation. Areas of divergence were negligible.

While personas provided background information about the population and sharing “how” to reach the priority population, focus groups provided the “why” behind the behavior, followed by “how”.

A community-driven persona-building process built on cultural community knowledge and existing data can build community capacity, provide rich information to assist in the creation of tailored messages, strategies and overall interventions during a public health crisis and provide user-centered, evidence-based information about a priority population while researchers and practitioners wait on the results from formative research.

This case study provided a unique opportunity to analyze the complementary effectiveness of two methods acting in tandem to understand the priority population: stakeholder-informed persona-building and participant-informed focus group interviews. Understanding their complementary nature addresses a time gap that often exists between researchers and practitioners during times of crises and builds on recommendations associated with bringing rigor into practice, promoting academic contribution to real-world issues and building collaborative partnerships. Finally, it supports the utility of a nimble tool that improves social marketers’ ability to know more about their audience for intervention design when time is of the essence and formative research is ongoing.

This chapter explores the potential impact of middle leaders on their learning environments and on learning outcomes, focusing primarily on authenticity in leadership in schools. In outstanding schools, middle leaders are very active and visible in their curriculum areas, as well as more broadly around the school. They work together to build leadership capacity through the promotion of shared leadership practices based on a collective ethic of responsibility. They actively influence others to break down silos between departments and teams within a school. It is through the quality of their engagements that they project, maintain, and sustain their presence and influence with and on others. The work of authentic middle leaders is transformational insofar as they promote and support transformational teaching and learning for their students.