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The purpose of the present studies was to derive an integrative taxonomy of responses to social conflict. In Study 1, we had college‐age participants sort 33 responses to conflict, taken from various research domains, according to their similarities. From this, we generated two different classification systems: a very simple low‐dimensional system, obtained through multi‐dimensional scaling; and a complex high‐dimensional system, obtained through cluster analysis. To aid in the interpretation of the structures, in Study 2 we collected a set of ratings on each of the conflict responses. The results from Study 2 indicated that many of the labels used to describe conflict responses in past research could be used to describe some aspects of these taxonomies. However, no dimension or set of dimensions was sufficient to describe all classes of conflict responses. The results are discussed in terms of their larger theoretical and practical implications.

The purpose of this paper is to examine the effect of empowering leadership on contextual ambidexterity. To this end, the authors underscore the underlying mechanism of perceived organizational support (POS). Furthermore, to provide more robust insights into this indirect effect, role ambiguity was examined as a moderator.

The paper is based on a questionnaire survey. Data collected from 219 employees working in three IT small-and-medium enterprises located in Greece.

The findings indicated that empowering leadership is positively related to contextual ambidexterity through POS and, further, this indirect association is contingent on role ambiguity.

The study provides more insights into the important role of leadership in generating contextual ambidexterity. Thus, moderated mediation framework that has empirically tested considers both how and when empowering leadership affects contextual ambidexterity and provides important implications for both theory and practice.

The purpose of the present study was to examine the relationship between empowering leadership and volunteers' service capability in the context of nongovernmental organizations. In doing so, the mediating role of intention to share knowledge was highlighted.

Data were collected from volunteers from two non-governmental organizations (NGOs) operating in Greece through a web-survey tool. To test our hypotheses, we used bootstrapping analysis.

Our study provides support for the positive effect of empowering leadership (EL) on volunteers' service capability. In addition, we highlighted volunteers' intention to share their knowledge as an underlying mechanism that explains the above relationship.

The present study highlights the important role of EL in increasing service capability in the context of NGOs. Even more, the mediating role of intention to share knowledge provided new knowledge into why EL affects employees' extra-role behavior and more specifically, service capability.

This study aims to investigate to role of empowering leadership and psychological empowerment on nurses' work engagement and affective commitment.

Self-administered questionnaire data from 231 nurses working in a university hospital in Saudi Arabia were analysed using a cross-sectional research design using structural equation modelling (SEM) to assess the relationship between empowering leadership (EL), affective commitment (AC) and work engagement (WE) while testing for the mediating role of psychological empowerment (PE).

SEM analysis demonstrated that EL significantly relates to AC. AC similarly significantly relates to WE. Further, the results showed that PE substantially mediates the relationship between EL and WE. There is no significant direct relationship found between EL and WE.

The study findings are essential for nursing managers. They illustrate that nurses become more committed to their organisation and, in return, more engaged with their work when they receive EL. Therefore, nursing managers could train their leaders to practice EL as increased WE has been found to result in other positive work attitudes such as reduced turnover intention.

This study corroborates the relationships between EL, AC and WE, as well as the mediating role of PE. However, this research is unique as the long-established relationship between EL and WE was not supported. It shows that the propositions of leader-member exchange theory may not hold for unique non-Western contexts, in this case, Saudi Arabia.

A synthesis of the various strands of macro-sociology that is commensurate with a more robust theory of evolutionary institutionalism.

Drawing from what may be conceived of as classical institutionalism and from neo-evolutionary sociology and other related traditions, this chapter endeavors to provide a general theory of evolutionary institutionalism as an overview of institutions and institutional autonomy (along with the underlying forces driving the process of autonomy), to present a theory of institutional evolution that delineates the relevant units of selection and evolution, the types of mechanisms that facilitate institutional evolution, and a typology of the sources of variation.

The chapter constitutes the attempt to provide a theoretical framework intended to engender an improved historical-comparative institutionalism inspired by the works of Max Weber and Herbert Spencer.

The purpose of the theoretical framework presented should not be misconstrued as a general, “grand” theory for the discipline of the sociology as a whole, but rather understood as the model of a common vocabulary for sociologists interested in macro-sociology, institutions, and socio-cultural evolution designed to complement other available models.

As a synthesis, the originality of the theoretical framework presented lies in (1) elucidation of the idea that institutional autonomy as the “master” process of institutional evolution, (2) more precise delineation of the link between meso-level institutional entrepreneurs and institutional evolution, and (3) combination of a body of complementary – yet often loosely linked – bodies of scholarship.

In March 1999, the Reserve Bank of New Zealand changed its method of implementing monetary policy from targeting settlement cash to specifying an (official) Overnight Cash Rate (OCR). This paper explores some of the impacts of this, by comparing market movements before and after the change.

We find that, since the introduction of the OCR, key lending interest rates have been found to be more responsive to changes in official monetary policy, with a significant shortening of the half-life of interest rate changes. This suggests that monetary policy is now more efficient, while the speed of response supports the case for regarding the New Zealand banking market as competitive.

The purpose of this paper is to explore the provision and reported outcomes of Experiential Entrepreneurship Education (EEE), from learner, educator and university perspectives, in order to reflect upon the progress of the Entrepreneurial University. It proposes a conceptual framework for integrating the multiple stakeholder perspectives for an “education led” and student-focused Entrepreneurial University, something yet to be identified from existing research and, consequentially, future research.

A reflective literature review explores the depth and breadth of EEE provision in Universities, noting: what is taking place, who is involved, where EEE is situated (within the university context), and how the knowledge base is informed. From these reflections, a conceptual framework is proposed as a means of exploring and categorizing progress towards a student-focused Entrepreneurial University through education experiences.

The literature review is largely informed by case studies developed by educators reflecting on student learner experiences for the purpose of course enhancement. These case exemplars provide the resource for emergent, bottom-up strategy that could support the Entrepreneurial University. However, the role of the University is less researched, in terms of providing context and external strategic relationships to resource EEE and deliver a more planned approach to the Entrepreneurial University. The Entrepreneurial University and EEE are mainstream agendas and the development of both must consider the role and contribution of the University in terms of strategy formulation and implementation.

This study takes a holistic view, seeing EEE and the Entrepreneurial University as connected agendas. The student-focused Entrepreneurial University cannot result from emergent, bottom-up strategy alone and thus there is a need to address the role of top-down resource-based University strategy in creating real progress. The paper provides a conceptualization, for the purpose of analysing and informing the relationship between EEE and the Entrepreneurial University that places the University as a key stakeholder, and in doing so asks that scholars and educators build the knowledge base not only from cases of good practice but also from the review of strategic management within Universities.

This chapter analyzes the construction of secrecy under the current U.S. export control regime for dual-use technologies and discusses its application for two technologies: research on a class of semiconductors used in military and civilian applications and biotechnology research on select agents. We argue that the assignment of technologies and countries to categories controlled under the export regime is an exercise in creating secret knowledge, in which the broad category of “the other” is subdivided between those who are forbidden to know and those who are not (and thus implicitly are qualified to become a party to the secret). We draw attention to the social cost of errors made in applying these categories, and point to some remaining issues.

Research in higher education provides the foundation for the future of education and hence attracts the attention of policymakers who debate the merits and demerits of it in various contexts. Research in higher education is expected to anticipate emerging trends, problems faced by educationists, and to develop concepts that would be reliable to generate the curriculum needed for knowledge-based nations. Universities that are conscious of the future and want to contribute to coping with this rapidly changing world have been engaged in meaningful research agendas. Education now has to deal with issues like globalization, climate change, refugee crisis, new models for education systems, steering the entire system toward internationalization, and manage the institution with a scarcity of resources. These challenges call for extensive research and in-depth analysis of the problems so that a possible solution can be worked out by academics in identifying thematic areas of work and emerging fields of education. Research-based universities occupy a prime position in the 21st-century global knowledge economy. These institutions have multiple roles to play besides teaching–learning and academic achievement of their students. This book demonstrates how research is being viewed in different countries having completely diverse socio-cultural backgrounds. The authors have explored the university’s contribution toward the advancement of global science and scholarship in countries like Turkey, Kosovo, Latin America, and the United States. Authors have also explored new information and processes that are contributing to emerging trends that are significant in understanding the human condition through multiple academic and societal roles. These authors discuss issues related to culture, technology, and society, which are the foundation of intellectual and scientific trends.