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This research proposes and evaluates hypotheses about patterns of communication in a multi‐party, multi‐issue negotiation. Data were from 36 four‐person groups. We found that the majority of groups initiated negotiations with a distributive phase and ended with an integrative phase—strong support for Morley and Stephenson's (1979) rational model of negotiation. We identified transitions between both strategic orientations (integration, distribution) and strategic functions (action, information), but found that the first transition was more likely to result in a change of orientation than of function and that negotiators were more likely to change either orientation or function (single transition) than to change both aspects of the negotiation simultaneously (double transition). Finally, we determined that negotiators used process and closure strategies to interrupt distributive phases and redirect negotiations to an integrative phase.

This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results indicate that administrators believe student evaluations measure teaching effectiveness to a greater degree than faculty, while faculty members believe their personality is the primary determinant of ratings on student evaluations. Faculty also believe that the type of course, the work load of a course, and the grade distribution of a course have a larger impact on student evaluations when compared with administrators’ beliefs.

This article reports a study on the relationship between organizational climate and one aspect of school based curriculum development, namely, who makes the curriculum decisions and how. In a systematically selected sample of 20 primary schools in N.S.W., two questionnaire were administered: the Organizational Climate Description Questionnaire (OCDQ) to measure organizational climate, and the Curriculum Decision Making Questionnaire (CDMQ) to determine who makes the curriculum decisions and how. The results indicated a highly significant relationship between the organizational climate factor of principal supportiveness, and curriculum decision making by a group of staff, with group decision making more likely to occur when the principal was supportive. Conversely, there was less likelihood of curriculum decision making by the class teacher acting alone, when the principal was supportive.

Purpose – To be the first study to consider the difference between men's and women's perceptions of most important mentoring functions. Design/methodology/approach – Survey recipients identified the three most important things that mentors can do for their protégés. Two independent coders categorized the behaviors listed by the 637 respondents. Findings – There was little difference between men's and women's perceptions of important mentoring behaviors. Women more than men reported championing and acceptance and confirmation behaviors to be in what they consider the top three for importance. Additionally, the lists respondents generated under‐represented the mentoring behaviors commonly identified in the extant literature, whereas some of the behaviors most frequently identified are not well represented in the mentoring literature. Research limitations/implications – Respondents were graduates of a top‐tier MBA program, although from multiple years. Future research should examine perceptions of mentoring behaviors by employees with different educational backgrounds and across cultures, particularly to explore perceptions of mentoring behaviors where cultural and gender stereotypes are present. Practical implications – The design of mentoring programs and fostering of cross‐sex mentoring are discussed in lieu of managing protégé expectations and educating mentors about actual expectations versus the expectations they might associate with the other sex. Originality/value – The findings here extend existing research by first asking men and women to generate a list of what they perceive to be the three most important mentoring behaviors and then showing that, for MBAs at least, there is little difference across the sexes.

This study contributes to the management accounting (MA) literature by exploring the effect of managers’ perception of justice in the budgeting process (as a subsystem of MA) on their satisfaction and motivation to achieve organizational objectives. Drawing on the Habermasian concept of deliberative democracy, which underscores the importance of gaining legitimacy to achieve desirable outcomes, our analysis focuses on seven constructs related to situational and intrinsic participation, procedural and distributive justice, and attitude on two outcome constructs: satisfaction and motivation. We surveyed managers with an accounting background who are directly involved in the budgeting process and analyzed our data using partial least squares-based path analysis–structural equation modeling (PLS-SEM). The results of this study indicate that both dimensions of justice – distributive and procedural – are positively associated with participation, and in turn, positively impact satisfaction and motivation. Contrary to expectations, managers’ influence on the final budget does not seem to be as important as we expected. Budgeting is an important managerial function that involves setting targets based on an organization’s strategy and allocating resources for its execution. Such a fundamental process requires managers’ participation at various levels to ensure that the process is fair and just. Our study’s findings imply that justice perceptions are an essential fabric of organizational processes that drive human behavior. Specifically, our findings reveal that perception of justice influences participation and satisfaction and motivation.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

The development of electronic monitoring policy over the last decade in Scotland has contributed towards its expansion and the intensification of what McNeill (2019) refers to as mass supervision. Often posited as a solution to relieve problems in the criminal justice system such as prison overcrowding and high remand populations, electronic monitoring can be punitive and problematic, exposing more people to diffused forms of social control and functioning more as a supplementary feature of prisons as opposed to a substitution for prisons. In this chapter, I explore the existing and emerging policy landscape of penal electronic monitoring Scotland, drawing upon qualitative, experiential data about being subject to and enforcing penal electronic monitoring in Scotland (see Casey, 2021) to highlight how policy is enacted in practice. Ultimately, I argue that there are fundamental issues with how electronic monitoring is currently enacted in terms of what it promises, in terms of fairness and in relation to the potential harms of integration. I call for a fundamental and holistic reframing of policy and regulation of penal electronic monitoring in Scotland that avoids siloed approaches towards policymaking, attending to both the social and digital impacts of electronic monitoring in people’s lives, thus contributing to arguments about how ‘mass supervision’ should be moderated and resisted.

Law requires translations in order to make the mundane world legible to the legal sphere. This translation requires transposing an infinite landscape of ethical possibilities into a set number of categories, modes of speech, reasoning, and histories. The body represents both a challenge to this translation while illuminating the historical contingency of the contaminants that ineluctably shape law’s responsiveness. This chapter is concerned with the way the figure of the body in law acts as a kind of absent presence through the writ of habeas corpus, what Roberto Esposito (2015) calls ‘the silent mechanism that facilitates the passage from one mechanism to another through the chain of symbols engendered by its very presence’. The author would like to trace this chain of symbols which permits the passage from differing legal mechanisms through the history of the writ of habeas corpus to examine how it served as one vehicle through which law established predominance in Colonial British Columbia. Through British Columbia colonial legal history, this chapter will examine how Habeas corpus was used to more than merely seize jurisdiction but, more pointedly, to mobilise images of sovereignty to bolster local, contingent, and contextual forms of authority and sovereignty. In the end, the author’s argument will contribute to an understanding of the various mechanisms and discourses that sought to envelope the differing peoples, landscapes, and topographies of British Columbia into a single normative and affective legal atmosphere, as lawmakers sought to distinguish themselves from their southern neighbour’s colonial experience.