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Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this ongoing development is the increasing competition for resources and reputation, driving higher education institutions to rationalize their structures and practices. In our study, we focused on changes in job advertisements for professorships in Germany from 1990 to 2010. Findings showed that the requirements stipulated by universities for professorial positions have become increasingly differentiated (and measurable) over time. In this context, competitive aspects, such as third-party funding, international orientation, or publications, have particularly come to the fore and grown significantly in importance. We discuss these findings in light of an increasing managerialization of higher education institutions, which has a direct effect on collegiality. We argue that the differentiation of professorial job profiles leads to even more formalized appointment processes and may push collegial governance into the background.

This chapter explores archetypal change in the context of professional service firms. To understand recent and ongoing changes in professional service firms, we briefly show how the professional archetype has evolved since the 1960s. We then present four theoretical models to describe processes by which institutionalized archetypes can change, and possibly coexist in the same field. Three professional archetypes are described, each in the context of historical development and the change model described earlier. At the one extreme is the traditional professional partnership; at the other the larger, multidisciplinary, corporate, global professional network, or GPN; in between is the “Star” form – relatively specialized, flatter structure, resisting significant growth, with fixations on excellence, and being the leader in a professional niche.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

The axisymmetric steady‐state convective‐diffusive thermal field problem associated with direct‐chill, semi‐continuously cast billets has been solved using the dual reciprocity boundary element method. The solution is based on a formulation which incorporates the one‐phase physical model, Laplace equation fundamental solution weighting, and scaled augmented thin plate splines for transforming the domain integrals into a finite series of boundary integrals. Realistic non‐linear boundary conditions and temperature variation of all material properties are included. The solution is verified by comparison with the results of the classical finite volume method. Results for a 0.500[m] diameter Al 4.5 per cent Cu alloy billet at typical casting conditions are given.

The commentary aims to consider the nexus between corporate marketing, ethical corporate marketing, ethical corporate identity and corporate social responsibility. It seeks to take an explicit internal organisational perspective. It also aims to identify future research avenues.

The commentary explains the relevance of the previous interlinking concepts with a discussion based on a review of past and current research.

While highlighting the need for a fundamental reappraisal of marketing at the organisational level, it outlines potential problems and pitfalls with internal organisational ethical alignment, between employees and their organisation's ethical corporate identity.

Enhanced appreciation for ethical corporate marketing and identity along with some of the challenges faced with internal ethical alignment, can help organisations and institutions to become more astute with the management of internal stakeholder relationships.

The employee perspective for ethical corporate marketing, ethical corporate identity and corporate social responsibility are all relatively under‐researched. This commentary attempts to address this by providing an overview of these intertwining concepts in relation to internal ethical concerns.

Rankings have become a popular topic in the social sciences over the past two decades. Adding to these debates, the present volume assembles studies that explore a variety of empirical settings, emphasizing the importance of acknowledging that there are multiple “Worlds of Rankings.” To this end, the first part of the chapter addresses the implications of two modes of criticism that characterize much of the scholarly work on rankings and summarizes extant conceptual debates. Taking stock of what we know, the second part distinguishes three areas of empirical research. The first area concerns the activities of those who produce rankings, such as the collection of data or different business strategies. Studies in the second area focus on inter-organizational, field-level, or discursive phenomena, particularly how rankings are received, interpreted, and institutionalized. The third area covers the manifold effects that research has unveiled, ranging from the diffusion of practices and changes in organizational identities to emotional distress. Taken together, the contributions to this volume expand our knowledge in all three areas, inviting new debates and suggesting pathways forward.

To examine the lived experiences of the biological adult daughters of women with breast cancer.

Family systems theory and phenomenology were used to guide this exploratory, qualitative study. Qualitative data were collected via one-time, semi-structured interviews with adult daughters of women with breast cancer.

Predominant themes included: close mother–daughter relationships, untimely disclosure of information, attentive fathers, optimistic outlooks, and influences on participants’ intimate relationships. Perceived strong familial and intimate relationships prior to breast cancer diagnosis helped ensure that mother–daughter relationships would remain strong, or even improve. Fathers’ attentiveness to mothers was pivotal in determining positive and negative attributes in daughters’ own intimate relationships.

Based on the findings from this study, family scientists and healthcare professionals may have a better understanding of the patients’ young adult daughters’ concerns throughout breast cancer treatment and follow up.

Daughters may be at a loss when their mothers are diagnosed with breast cancer. Healthcare professionals can be equipped to recognize these signs when meeting with patients and families, offer suggestions for family members’ coping, and encourage daughters to consider their own breast cancer risk and screening.

This study will provide a new insight into the experiences of daughters of women with breast cancer, and help family and health professionals understand how to support the relatives of breast cancer patients.

The purpose of this paper is to examine the nature of leading questions used by a representative sample of investigative interviewers of children. In particular, it examined whether these interviewers use the type of questions that are known to elicit reports of false activities or events among child samples.

A total of 82 police officers who were authorized to conduct interviews with alleged child abuse victims conducted individual mock interviews with children aged 5‐7 years. The focus of the interviews was an event that was staged in the children's school a week earlier. Prior to the interview, each officer was provided with accurate and inaccurate information about the event, including details about an activity that did not occur. The officers' task was to elicit as detailed and accurate account of the event as possible using the techniques they would “normally” use in the field.

Although the officers refrained from using coercive interview techniques, two problematic types of questions were relatively common. These include: questions that presumed that an activity/detail occurred that had not been previously mentioned by the child; and questions that included highly specific details about an activity. Both of these techniques had featured in prior laboratory research on children's false event narratives.

These results support the need for better training techniques for assisting officers to avoid the use of leading questions.

While it is well established that investigative interviewers do sometimes use leading questions when interviewing children, this is the first study to specify the incidence of various types of leading questions.