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A survey was conducted to test the preference of salaried employees when given the option of increased pay versus increased job security. The study also looked at various job characteristics and compared how employees ranked them as motivators and satisfiers. Subjects were 41 automobile industry salaried employees who responded to written questionnaires. The results showed a preference for increased salary over increase in job security. Respondents who preferred a salary increase demonstrated a less satisfied attitude with current salary and overall satisfaction with the job. Those preferring increased security ranked security higher than salary as a satisfier, but not as a motivator. Those preferring a salary increase ranked compensation higher than job security as a motivator and a satisfier. One group, male middle managers, showed a higher preference for salary increase versus increased security. Overall average response ranking of job elements resulted in compensation being ranked as the number one element in importance towards job satisfation while increase in salary for performance ranked as the number one element in importance in motivating employees. Job security ranked fifth as a satisfier and seventh as a motivator overall.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

The pursuit of entrepreneurial opportunities is not always successful. On the one hand, entrepreneurial failure offers an invaluable opportunity for entrepreneurs to learn about their ventures and themselves. On the other hand, entrepreneurial failure is associated with substantial financial, psychological, and social costs. When entrepreneurs fail to learn from failure, the potential value of this experience is not fully utilized and these costs will have been incurred in vain. In this chapter, the authors investigate how the stigma of failure exacerbates the various costs of failure, thereby making learning from failure much more difficult. The authors combine an analysis of interviews of 20 entrepreneurs (who had, at the time of interview, experienced failure) with an examination of archival data reflecting the legal and cultural environment around their ventures. The authors find that stigma worsens the entrepreneurs’ experience of failure, hinders their transformation of failure experience, and eventually prevents them from utilizing the lessons learnt from failure in their future entrepreneurial activities. The authors discuss the implications of the findings for the entrepreneurship research and economic policies.

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

Purpose – To develop an alternate metaethical framework based upon a specific modality of difference.

Methodology/approach – A radicalisation of Moore's naturalistic fallacy and the application of the open question argument within the broader context of the continental tradition allow one to direct the ethical question away from non-naturalism and towards a speculative ethics.

Findings – Suggesting an ethical modality irreducible to ontological description or political prescription, the chapter argues for a metaethics of ‘exhortation’.

Originality/value of chapter – The chapter opens a new space for thinking ethics, and further encourages the continuing rapprochement between continental and analytical traditions in philosophy.

Practical implications – Questions of practical ethics will find new modes of engagement and expression in the context of a hortative metaethics.

This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).

The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.

Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.

Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.

Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black students, cultural messages of strength and determination (e.g. Million Man March) and the exhortation to be an example that other African-American boys could look up to.

This paper addresses the need for K-12 and higher education institutions to understand how to assist first-generation, rural African-American males in getting admitted to college, matriculating through college and graduating from college.

This article aims to advance a new theoretical perspective on the basis of prosumption theory, namely, that online review platforms can be conceptualized as prosumer communities (and online reviews as prosumer-generated content). This perspective meshes with message tuning research to suggest specific mechanisms through which peer-to-peer prosumption takes place in online review communities. Overall, this article enriches and deepens theoretical understanding of prosumption behavior in the product review context and offers practical advice for inducing high-value, prosumer-generated content in online communities.

Exploratory observations of current practices across a wide spectrum of review platforms were conducted. The observed platforms include independent review sites (e.g. Yelp) and review sites affiliated with e-tailers (e.g. Amazon), general review sites (e.g. Viewpoints) and product-specific review sites (e.g. Healthgrades), large-scale review sites (e.g. TripAdvisor) and review sites of a smaller scale (e.g. Judy’s Book) and review sites based in different geographic regions, including Australia (e.g. Productreview.com.au), China (e.g. Taobao), Europe (e.g. Reevoo), India (e.g. Zomato) and North America (e.g. Foursquare).

Theoretical analysis suggests that high-quality review content is the result of collaborative prosumption characterized by three distinct value-adding processes: history-based message tuning, audience-based message tuning and norm-based message tuning. In-depth observations reveal that today’s review platforms are leveraging these value-adding processes to varying degrees. The overwhelming diversity of the observed platform features points to the need for more research on platform design and management.

This research identifies three distinct dimensions of review quality – novelty, relevancy and congruency – that can be systematically managed through platform design. The exploratory nature of this research necessitates follow-up work to further investigate how high-quality review content emerges in the historical, interpersonal and cultural contexts of online prosumer communities.

The prosumption-inducing mechanisms identified in this research have major consumer welfare and strategy implications. First, they may lead to novel, relevant and congruent consumer reviews. Second, they may enhance the value of brand communities (which rely heavily on collaborative prosumption).

This research addresses two intriguing questions pertinent to marketing theory and practice in the digital era. First, how do high-quality reviews emerge on product review platforms (which consist of ordinary consumers)? Second, what constitutes high-quality review content and how can platform managers facilitate the collaborative creation of high-quality review content by ordinary consumers?