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The purpose of this paper is to analyse data from the New South Wales Government’s Pilot Programme of establishing Smart Work Hubs (SWHs) for enabling teleworking in two busy commuter corridors. The paper analyses the relationships between various firm, job and personal factors and the perceived value, attitudes and expected usage by users of the SWHs.

Employing a cross-sectional survey design, the characteristics, values and attitudes of 117 SWH users were analysed using partial least squares (PLS) method of structural equation modelling (SEM). SEM-PLS approach is considered appropriate especially in prediction-based studies and to estimate an endogenous target construct.

Results revealed that perceived SWH value significantly influenced attitude towards the SWH, which then had a significant influence on SWH usage intentions, with personal, job and firm factors also playing a role. Further analysis revealed four variables that significantly influenced the perception of family-value benefits (age, income, hub commute distance, work commute distance), however, there were none that significantly influenced the perception of work benefits.

The small sample size limits statistical inferences and generalisations to be drawn. Further, this paper also discusses how the low and uneven uptake of teleworking at a SWH raises several managerial and policy implications needing attention.

To the best of the authors’ knowledge, this is the first empirical study analysing the expected values, attitudes and usage intentions of teleworkers in a SWH context. This study adds to the emerging body of human resource management studies on an outward-looking approach. The novel context will provide a useful base for subsequent studies.

This paper aims to explore the changing nature of religion (also described in terms of faith or spirituality) as experienced in the USA, particularly regarding the interrelationship between business and religion within the contexts of culture, law and management. With a solid understanding of these subjects, business leaders, judges and public policy officials will be able to more effectively deal with issues arising from a more religious workplace.

This paper begins by examining the religious nature of the USA, with attention paid to the embrace of religious tolerance from a cultural perspective and religious liberty from a legal perspective. The piece then looks at the characteristics associated with religious vibrancy. Then, the paper delves into the impact of religion on business, both yesterday and today. Legal and managerial literature, studies and perspectives are used to determine how business can respond and perhaps even embrace a more religious business environment.

After describing and critiquing cultural, legal and managerial dimensions associated with an increasingly religious business environment at worker and owner levels, this paper suggests there exists currently an adequate legal structure to serve the needs of religious workers and owners, if properly managed. More research is needed to find solutions to situations where competing interests conflict, but this paper provides a foundation upon which further study can be conducted.

This paper draws from cultural, legal and management sources to provide an understanding of the current religious environment facing business, legal and public policy leaders.

This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions.

Literature review.

The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity.

Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump.

Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends.

This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners.

This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a social marketing approach to design a pro-diversity intervention in a university setting.

We conducted extensive qualitative, quantitative and observational background research to identify elements that would increase the effectiveness of the intervention. Focus groups and surveys allowed us to identify a target audience, target behaviors and the relevant barriers and benefits.

The background research suggested increasing inclusive behavior would have a greater impact than reducing discriminatory behavior. Based on this research, this paper determined an optimal target audience was students who had relatively positive attitudes toward diversity but engaged in few inclusive behaviors. This paper used relevant theories from the behavioral sciences to design an intervention that promoted a small set of inclusive behaviors and that addressed the relevant barriers and benefits. The intervention took the form of a single page of targeted messages that instructors can add to their course syllabi. The page communicates injunctive and descriptive norms, highlights the benefits of behaving inclusively and provides concrete behavioral advice.

The research applies the social marketing approach to a novel domain. This approach represents a new way to advance diversity, equity and inclusion through promoting inclusive and reducing discriminatory behavior.

The purpose of this research is to obtain an updated assessment of the use of standard methods in IS development practice in New Zealand, and to compare these practices to those reported elsewhere.

A web‐based survey of IS development practices in New Zealand organisations with 200 or more full‐time employees was conducted. The results of the survey were compared to prior studies from other national contexts.

The results suggest that levels of standard method use continue to be high in New Zealand organisations, although methods are often used in a pragmatic or ad hoc way. Further, the type of method used maps to a shift from bespoke development to system acquisition or outsourcing. Organisations that reported using standard methods perceived them to be beneficial to IS development in their recent IS projects, and generally disagreed with most of the published limitations of standard methods.

As the intent was to consider only New Zealand organisations, the results of the survey cannot be generalised further afield. More comparative research is needed to establish whether the trends identified here occur at a wider regional or international level.

A significant proportion of organisations anticipated extending their use of standard methods. Growth in packaged software acquisition and outsourced development suggests an increasing need for deployment management as well as development management, possibly reflecting the increased visibility of standard project management methods.

The relevance of traditional standard methods of IS development has been questioned in a changing and more dynamic IS development environment. This study provides an updated assessment of standard method use in New Zealand organisations that will be of interest to researchers and practitioners monitoring IS development and acquisition elsewhere.

The purpose of this paper is to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers.

Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. In total, 45 trained peer educators from the sixth form and 455 Year 7 students completed pre- and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health.

Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees. Most students would recommend participation in the programme to other students.

While peer education has been found to be effective in some areas of health promotion, research on the effectiveness of peer-led mental health education programmes in schools is limited. This study contributes evidence around the efficacy of a new peer education programme that can be implemented in secondary schools.

Employee loyalty is generally a very positive trait. However, when loyal employees are confronted with dysfunctionality in the workplace the impact on their well-being can be significant. The purpose of this paper is to assess the interaction of employee loyalty and employee experience of inter-professional dysfunction in a hospital setting to predict employee job tension.

The paper is based on the analysis of a cross-sectional attitudinal survey of employees within a hospital setting in Australia. The authors use OLS regression and an SPSS macro (by Hayes, 2013) to assess the regions of significance of the interaction effects.

The authors find, as anticipated, significant direct effects for employee loyalty and inter-professional dysfunction on employee job stress. The authors further find significant interaction effects that suggest that highly loyal employees who experience inter-professional dysfunction also experience disproportionately high levels of job tension.

The main research implication of this research relates to the confirmation of the presence of an interaction effect between loyalty and inter-professional dysfunction in predicting employee job stress. Further, the zone of significance analysis (following Johnson and Neyman) suggests that this effect is evident at even low levels of inter-professional dysfunction.

Organisations should appreciate employee loyalty but should also be aware that loyal employees are more vulnerable to the negative consequences of organisational dysfunction than are employees with limited organisational loyalty.

The paper confirms the importance of managing organisational cooperation between groups in organisations as a precursor to positive employee outcomes.

This is the first paper to investigate this interaction and to apply Johnson-Neyman analysis to confirm the regions of significance for the interaction effects noted.

The purpose of this paper is to illuminate for social studies teachers and teacher educators the ways in which students' disciplinary writing is scaffolded within the context of the inquiry design model; trends in such scaffolding are called “the learner's pathway,” since it leads students to more abstract levels of historical argumentation. The author argues that engaging historical writing genres is a necessary component of historical thinking and that understanding the ways that teachers support students' historical writing capacities can help them to make more intentional choices when building inquiries.

To study genre-related scaffolding across inquiries, this study draws on systemic functional linguistics (SFL)-based genre theory as an analytical structure and seventy-four history-focused secondary social studies inquiries to determine any patterns in the ways that teachers scaffold students' writing genres through an inquiry.

Findings suggest that there is a learner's pathway that teachers use to develop students' argumentative writing capacities; however, there is also evidence to suggest that notetaking and source synthesis are not valued instructional products, limiting the potential impact of historical thinking work within the inquiry process.

The existence of this learner's pathway has implications for the ways that teachers and preservice teachers can be professionally developed to leverage this pathway. Rather than the often-used methods of support students' generic writing capacities, professional development should focus on the ways social studies teachers can guide students to more abstract reasoning through their writing. This study's findings also have implications for the ways that social studies teachers assess students' summative arguments. Assessment practices should focus on the genre-features of “argument” rather than just the stages of the argumentative essay.

This piece is original because genre-based research is missing from much of the social studies education research. This study's findings present an additional paradigm through which social studies teachers and teacher leaders can explore the purposes of historical writing tasks and assessment.