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The purpose of this paper is to illustrate how to examine the effectiveness of a pilot summer bridge program for elementary algebra using propensity scores. Typically, selection into treatment programs, such as summer bridge programs, is based on self-selection. Self-selection makes it very difficult to estimate the true treatment effect because the selection process itself often introduces a source of bias.

By using propensity scores, the authors can match students who participated in the summer bridge program with equivalent students who did not participate in the summer bridge program. By matching students in the treatment group to equivalent students who do not participate in the treatment, the authors can obtain an unbiased estimate of the treatment effect. The authors also describe a method to conduct a sensitivity analysis to estimate the amount of hidden bias generated from unobserved factors that would be needed to alter the inferences made from a propensity score matching analysis.

Findings suggest there is no significant difference in the pass rates of the subsequent intermediate algebra course for students who participated in the summer bridge program when compared to matched students who did not participate in the summer bridge program. Thus, students who participate in the summer bridge program fared no better or worse when compared to similar students who do not participate in the program. These findings also appear to be robust to hidden bias.

This study describes a unique way to estimate the causal effect of participating in a treatment program when there is self-selection into the treatment program.

The aim of this paper is to explore whether open innovation is emerging in the Italian fashion industry.

Based on available studies on innovation and open innovation, we first identified the main facets of open innovation within the industry investigated, such as the process of searching for new ideas, the involvement of external partners in the new product development process and the use of collaboration mechanisms between supply chain partners. Starting from these findings, the authors designed a semi-structured questionnaire that was used as a guideline for 15 case studies, carried out in the Italian fashion industry.

The outcomes from the case studies allow drawing some conclusions about the emergency of open innovation in the fashion industry and the related patterns.

Given its exploratory nature, this study is expected to start a debate about open innovation in the fashion industry, as well as to encourage future studies in this field.

The purpose of this study is to describe the use of complementary and alternative medicine (CAM), pain reliever use and the expectations refugees have of physicians about their practice of CAM use in the USA. Individuals with a refugee background are one of the populations who use CAM for treatment. However, to date, there is insufficient empirical evidence to describe CAM use among refugees resettled in the USA. In addition, collecting information about the use of pain relievers would help better understand the experiences of individuals with a refugee background.

Data was collected from August 2018 to November 2019 using a self- or interviewer-administered survey from 94 refugees 18 years of age or older who had settled in the USA.

This study found the following: CAM practice is very common among refugees resettled in the USA, most refugees use non-prescription pain medicine and refugees prefer to see physicians who understand CAM. This study contributes valuable findings in the usage of CAM among refugees and determines that CAM is commonly used among refugees resettled in the USA for pain management.

By better understanding CAM, physicians can address a direct need for the refugee population-seeking health care in the USA and other countries that host refugee resettlement.

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.

The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students?

An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis.

Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement.

The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further.

Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).

The purpose of the paper is to analyse the changing of governance modes for the acquisition of external technology in the context of design driven innovation.

This is an explorative study drawing on cases of new product development (NPD) by six design‐oriented Italian firms. In analyzing the cases a longitudinal approach is taken.

The analysis of the cases shows a similar pattern for technology sourcing during the NPD process, starting with informal networks and ending with hierarchical structures. In the early stages of NPD, when market uncertainty and technological uncertainty are very high, these companies choose an informal network. However, once the product concept is defined and the companies need to become familiar with a technology, they move to strategic alliances with partners. In the final stages of NPD, more hierarchical structures seem to prevail.

There are two main limitations of the study. The paper investigates the influence of uncertainty on the choice of governance modes and does not consider other variables that could impact on choice such as assets specificity, frequency of transactions, product complexity, cultural distance among partners, etc. Another limitation of the study is the small set of cases.

From a managerial point of view, this study suggests that firms which develop successful design‐driven innovations follow an organizational pattern for technology sourcing during the NPD process, starting with informal networks and ending with hierarchical structures. Thus it is extremely important for these firms to have an open‐minded management that fosters the creation of a wide external network. This openness shown by the firms towards collaboration with other organizations in order to acquire ideas, new materials and knowledge must be offset by the secure protection of the results of the innovation process. Managers must foresee these needs and find ways to safeguard the results obtained through experimentation by means of patents or exclusive contracts with the supplier.

The paper contributes to the research on the theme of design‐driven innovation, analyzing the evolution and change in governance modes across the new product development process. It thus differentiates from the existing literature adopting a dynamic view, where multiple transactions are taken into consideration.

Complex collaboration refers to situations where working together effectively across boundaries is critical for complex projects and problems. This work often involves projects of large scope and long duration. The knowledge of a variety of disciplines may be involved. Such projects may cross organizational, national, and/or cultural boundaries. The problem of managing such situations includes ambitious schedules, conflict of cultures and practices, massive amounts of information, multiple languages, and ambiguity of roles and responsibilities. Complex collaboration represents a capability that is essential to effective execution in such situations as new product development, mergers and acquisitions, joint ventures, and supply chain management, as well as large government projects. A number of issues emerge in examining complex collaboration, including: unit of analysis, critical relationships, resource development, virtual teaming, key skills, and improvement processes.