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Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions.

This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963.

Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett.

This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.

This paper aims to understand the factors of the exchange relationship that influence a target-partner’s decisions to adopt virtual governance strategies.

Hypotheses are tested using an online panel of 259 key informants from manufacturing firms that sell goods to retailers. Data are analyzed using structural equation modeling.

The study confirms the hypotheses that the target partner’s trust in the initiating partner is a significant driver of supply chain management system (SCMS) adoption intention. While trust fully mediates the adverse effects of technological uncertainty on adoption intentions, asset specificity directly influences both trust and adoption intentions. Additionally, the initiating-partner’s incentive orientation mitigates these effects and encourages SCMS adoption.

This paper contributes to the study of virtual governance and interorganizational adoption decisions in two primary ways. First, it elucidates the relationship between transaction costs and relational norms. Second, it examines the role that the shadow of past incentives has on the target-partner’s decisions to electronically integrate with the initiating partner.

The findings from this study contribute to the virtual governance and interorganizational technology adoption literature by demonstrating the relevance of characteristics of the exchange relationship in the target-partner’s decision to adopt the SCMS technologies necessary for electronic integration. This study provides a better understanding of the function of transaction costs and relational norms that paves the way for further exploration of the choice to adopt virtual governance strategies.

Given that SCMSs enable virtual governance, the findings of this study make important contributions to understanding how transactional and relational elements of the exchange relationship influence a target-partner’s decisions to participate in vertical control strategies with an initiating-partner.

There are many studies regarding the value of gaining cultural awareness, but limited empirical evidence has been shared on programs that use integrated learning and capacity building interventions to specifically build cultural competence in aspiring undergraduate leaders. This qualitative case study examined the effects of interventions designed to build intercultural competence in first-year honors students participating in a leadership development program using co-curricular activities, undergraduate research, and a short-term education abroad. Data collected from two cohorts who completed the first year of the program revealed students’ perceptions of their short-term education abroad experience’s impact on their intercultural competence and leadership development. The study demonstrates the value of integrated leadership and intercultural competence development among undergraduate students.

This paper considers whether negotiation outcomes and processes of groups of males and females differ. Previous research examining such differences has had mixed results, in part because of “cueing” effects contained in typical, high‐conflict negotiation cases. Low‐conflict negotiation cases, such as the one used in this study, provide an opportunity to observe a wider range of negotiation behaviors than are commonly revealed in negotiation research. Fifty advanced undergraduate students negotiated funding in a low‐conflict, public policy negotiation case. Analysis of the negotiated outcomes revealed that females allocated less than males. Content coding of audio transcripts revealed very different negotiation processes and styles underlying these different outcomes. Implications and directions for future research are discussed.

The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate.

The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire.

Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations.

The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes.

Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.

The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences.

For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences.

The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor.

The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

This paper aims to examine the link between the Big Five personality traits and self-efficacy for teamwork, positioning manifest needs as intervening variables. The primary purpose of the analyses is to further develop some of the key variables contributing to team performance.

Relationships were tested with conditional process analysis. The sample includes 315 students from a large university. Likert measures were used to operationalize survey items, which are based on existing scales in the literature.

Each of the Big Five dimensions are related to teamwork self-efficacy (TSE), with manifest needs having significant mediating effects. For example, conscientiousness displayed a positive relationship to TSE, with both the need for affiliation and the need for power acting as significant intervening variables. Such relationships for each personality dimension are discussed fully in the paper.

High functioning teams need members who share a level of self-efficacy for engaging in teamwork. Leaders who must form their teams may find it useful to consider TSE, and the individual attributes that contribute to this important construct. The authors’ examination of the roles of both personality and manifest needs should offer some essential tools for this objective.

This paper contributes to our understanding of the relationship between personality and TSE by investigating manifest needs as process variables.

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.

Data was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.

We find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.

We extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

The purpose of this paper is to present a retrospective of the career life of Michael Driver, from the time of his Princeton graduate studies and early faculty years at Purdue University through the over three decades he spent at USC.

The history and development of his theoretical and research interests are presented, as well as the many contributions he made to both management consulting and the education of MBA students. His 1970s role in the founding and development of the Careers Division of the Academy of Management and his contributions to career research are highlighted and illuminate one of the critical periods in the renewal of the field. His orientation towards complexity and integration stand out as characteristics that positively impact theory building and research.

Michael Driver's career life was one of depth, scope, growth, and continuity. As a humanist, he would want us to not only continue our pursuits to better understand the complexities of human behavior, but to integrate them into something more meaningful.

This retrospective provides insight into the history and development of Mike Driver's theoretical and research interests and underscores his many contributions. The essay also highlights the history of career studies during the renewal period of the 1970s and 1980s. Hopefully, Mike Driver's legacy will inspire younger scholars to extend the field and carry it forward.

The weld region obtained during friction stir welding (FSW) of metallic materials (including aluminum alloys) contains typically well-defined zones, each characterized by fairly unique microstructure and properties. The purpose of this paper is to carry out combined experimental and numerical investigations of the mechanical properties of materials residing in different weld zones of FSW joints of thick AA2139-T8 plates.

Within the experimental investigation, the following has been conducted: first, optical-microscopy characterization of the transverse sections of the FSW joints, in order to help identify and delineate weld zones; second, micro hardness field generation over the same transverse section in order to reconfirm the location and the extent of various weld zones; third, extraction of miniature tensile specimens from different weld zones and their experimental testing; and finally, extraction of a larger size tensile specimen spanning transversely the FSW weld and its testing. Within the computational investigation, an effort was made to: first, validate the mechanical properties obtained using the miniature tensile specimens; and second, demonstrate the need for the use of the miniature tensile specimens.

It is argued that the availability of weld-zone material mechanical properties is critical since: first, these properties are often inferior relative to their base-metal counterparts; second, the width of the weld in thick metallic-armor is often comparable to the armor thickness, and therefore may represent a significant portion of the armor exposed-surface area; and finally, modeling of the weld-material structural response under loading requires the availability of high-fidelity/validated material constitutive models, and the development of such models requires knowledge of the weld-material mechanical properties.

The importance of determining the mechanical properties of the material in different parts of the weld zone with sufficient accuracy is demonstrated.