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Scholarship on reputation in and of organizations has been going on for decades, and it always has separated along level of analysis issues, whereby the separate literatures on individual, group/team/unit, and organization reputation fail to acknowledge each other. This sends the implicit message that reputation is a fundamentally different phenomenon at the three different levels of analysis. We tested the validity of this implicit assumption by conducting a multilevel review of the reputation literature, and drawing conclusions about the “level-specific” or “level-generic” nature of the reputation construct. The review results permitted the conclusion that reputation phenomena are essentially the same at all levels of analysis. Based on this, we frame a future agenda for theory and research on reputation.

The present paper reviews the research literature on trust in bargaining and mediation. Several models of trust within the bargaining process are also described. It is concluded that trust means different things, depending upon the relationship under investigation. Trust among negotiators can refer to a personality trail (how trusting a negotiator is of others) or to a temporary state. Within the state perspective, trust often refers to one of three orientations: (1) cooperative motivational orientation (MO), (2) patterns of predictable behavior, (3) a problem‐solving orientation. Trust between a negotiator and constituents usually refers to a cooperative MO (i.e., shared loyalty) between these two groups. The addition of a mediator can impact both the opposing negotiators' relationship and each negotiator‐constituent relationship; the mediator also has direct and indirect relationships with the parties and their constituents. Future directions for research on trust are identified.

Physical victimization at school is little studied in impoverished developing country contexts. Moreover, the role of school and classroom contexts as risk factors remains poorly understood.

The aim of the study is to investigate the prevalence of physical victimization in rural Chinese middle schools as well as the individual, teacher/classroom, and school-level risk factors associated with experiencing physical victimization.

We use two waves of longitudinal, representative survey data to perform a multilevel logistic regression analysis (MLRA) of physical victimization among middle school students from 100 villages in one of China’s poorest provinces. We focus on a subset of questionnaire items that were gathered from students when the sampled children were 13–16 years old. We also utilize student data from the first wave of the survey to control for prior internalizing problems and academic achievement. Finally, we link matched data collected from principal and teacher questionnaires to examine the risk factors for physical victimization associated with students’ microclimates and the wider school environment.

A substantial proportion of middle school students (40%) reported having been beaten by classmates. Elevated risk was found among males; students with prior poor performance in language; students with past internalizing problems; students of female teachers and teachers evaluated as low performing; students in disruptive classrooms; and students in classrooms undergoing mandated reforms.

These findings suggest that efforts to reduce school violence should not only focus on the deficits of individual students, but rather should target practices to alter the within school risk factors associated with microclimates.

Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.

Although it is widely acknowledged that health care delivery systems are complex adaptive systems, there are gaps in understanding the application of systems engineering approaches to systems analysis and redesign in the health care domain. Commonly employed methods, such as statistical analysis of risk factors and outcomes, are simply not adequate to robustly characterize all system requirements and facilitate reliable design of complex care delivery systems. This is especially apparent in institutional-level systems, such as patient safety programs that must mitigate the risk of infections and other complications that can occur in virtually any setting providing direct and indirect patient care. The case example presented here illustrates the application of various system engineering methods to identify requirements and intervention candidates for a critical patient safety problem known as failure to rescue. Detailed descriptions of the analysis methods and their application are presented along with specific analysis artifacts related to the failure to rescue case study. Given the prevalence of complex systems in health care, this practical and effective approach provides an important example of how systems engineering methods can effectively address the shortcomings in current health care analysis and design, where complex systems are increasingly prevalent.

This chapter explores the implications of patrimonial politics in the Dutch East India Company empire in the context of establishing a settlement at the Cape of Good Hope in southern Africa in the mid-seventeenth century. The Cape extended the reach of Company patrimonial networks with elite Company officials circulating throughout the Indian Ocean empire and consolidating their familial ties through marriage both within the colonies and in the United Provinces. These patrimonial networks extended to the Cape as elite Company officials created families locally or married Cape-born women. As the colony grew, the Company created a class of free-burghers some the wealthiest of whom were tied directly into elite Company patrimonial networks. But from the early eighteenth century onwards these elite Company networks came into conflict with the evolving free-burgher patrimonial networks with which they were in direct competition. This paper argues that local patrimonial networks can evolve in a settler colony that challenge the elite patrimonial networks of the imperial elite.

Strategy scholars have long argued that breakthrough innovation is generated by recombining knowledge from distant domains. Even if firms have the ability to access and absorb knowledge from distant domains, however, they may fail to pay attention to such knowledge because it is seemingly irrelevant to their tasks. We draw attention to this problem of knowledge relevance and develop a theoretical model to illuminate how ideas from seemingly irrelevant (i.e., peripheral) domains can generate breakthrough innovation through the cognitive process of analogical reasoning, as well as the conditions under which this is more likely to occur. We situate our theoretical model in the context of teams in order to develop insight into the microfoundations of knowledge recombination within firms. Our model reveals paradoxical requirements for teams that help to explain why breakthrough innovation is so difficult.