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In many colleges and universities, publication is a key factor in evaluating the academic productivity of faculty. Moreover, the pressure to publish may drive scholars to identify research questions that are believed to have a greater probability of being published rather than being driven by their interests in an important research question that will advance the field. A critical question then, is to what extent publication outlets reinforce a pattern of publications that are well-suited to the research enterprise − encouraging contributions that extend the frontiers of what is already known. Analysis of both accepted and rejected empirical manuscripts from two leading journals in organization science reveal that novel research is less likely to be published, but more likely to be cited. Results are used as a basis for making inferences about the publication process and for commentary related to the advancement of organization science as a field of study.

Division of motor vehicle (DMV) offices serve a wide swath of Americans in all states and can therefore serve as excellent vehicles to study the quality of public services in the country. However, relatively little attention has been devoted in the academic literature to studying operations in DMV offices, especially as it relates to service quality and productivity. In an attempt to address the same, this paper aims to present the results of a study of DMV offices across the USA through a nationwide survey about vehicle titling and registration services, that received response from 31 of the 50 states and District of Columbia.

The authors use a mixed methods approach – a sequential unequal weight mixed methods approach starting with a quantitative analysis of DMV operational data followed by a qualitative case study approach. The primary data collected for this study were with a nationwide survey of the highest DMV office in each state, conducted through the American Association of Motor Vehicle Administrators. Out of the 50 states, 31 states and District of Columbia responded to the survey. In addition to descriptive statistical analysis performed to glean nationwide findings, Data Envelopment Analysis was used to determine efficiency of operations. Finally, extensive in-person interviews with senior managers of DMV offices in Ohio and Indiana were conducted to get more in-depth information for case studies and identification of best practices.

States exhibit significant variations in labor and capital productivity and based on Data Envelopment Analysis, Texas and Minnesota DMVs are the most efficient in terms of using their labor and capital inputs to maximize the number of transactional services rendered. The authors also find that while operational performance of vehicle titling and registration services is monitored by most DMV offices across the nation, assessment of customer satisfaction received much less attention. Among the states that do well on both are Indiana and Ohio; the case studies presented based on interviews with their officials that also identify best practices.

This research was limited to the USA as are its findings. Additionally, it focuses only on vehicle titling and registration at DMV offices because that represents the bulk of services performed by a DMV and the output is standard across all states. Nonetheless, a future study should be extended to other DMV services.

Given the finding that assessment of customer satisfaction is not widely practiced in DMV offices, DMV officials should address this by putting appropriate systems in place. Additionally, practitioners and state officials can use the findings of this study to develop best practices for their operations and also determine the most appropriate ways to structure the provision of those services that result in enhanced efficiencies and customer satisfaction.

DMV services are among the most widely used services offered by the government in the USA and the overall size and scope of services provided by them across the country is immense. Thus, any improvements in productivity and service quality has significant implications in terms of improving public satisfaction with government services.

To the best of our knowledge, this represents the first nationwide comparative study of DMV offices in the USA that focuses on service quality and analyzes productivity across the states. Additionally, the case study provided at the end of the paper identifies best practices from two states that have received national recognition for service quality which could be adopted by all DMV offices across the USA. The findings also conform/strengthen numerous hypotheses espoused in existing models and theories from service operations literature by providing evidence in their favor.

While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants’ perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one’s community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field.

Purpose – This chapter explores how a group of African academics at a university in South Africa experience belonging at varying levels of geographical scale. It considers how race, class and professional status intersect to influence the scholars’ experiences.

Design/Methodology/Approach – Narrative interviews were conducted with 24 individuals from nine African countries. All were current doctoral or postdoctoral fellows at the University of the Free State. The focus is decidedly qualitative in approach, with an emphasis on understanding the subjectivity of the people under study.

Findings – The interviews reveal that, while participants have struggled to forge a sense of belonging to South African society due to high levels of xenophobia and structural racism, they have found other spaces to validate their professional identities and, hence, forge a sense of belonging. These spaces include certain university departments and meeting places at the university. Importantly, these spaces have a very specific, local location, but are international in their linkages and their orientation. The professional identity of the scholars helps them overcome challenges to traditional modes of belonging based on race and class in the South African context.

Originality/Value – The findings contribute to broader discussions on the scale of migrant belongings and on the increasingly complex ways migrants relate to space and place. It also offers a new perspective on the belonging(s) of international scholars, which is largely understudied in the South African context.

Previous research on community attitudes toward the police focuses on suspect race as an important predictor of attitudes toward law enforcement and police use of force. Generally, missing from these studies, however, is the role of mental illness, both independently and in conjunction with race, and its effect on perceptions of police. This chapter summarizes our recent research addressing two issues: (1) how race and mental illness of suspects affect perceptions of the appropriateness of police use of force, and (2) how race and mental illness of citizens affect perceptions of police.

We examine these issues by summarizing research obtained through The Portland Race and Mental Illness Project (PRMIP), a survey administered to residents of Portland, Oregon. For our first topic, we use an experimental vignette that randomly alters race and mental health status of suspects. For our second topic, we ask respondents to self-report race, mental health status, and perceptions of the police.

Our dual focus provides two key findings: first, citizens’ perceptions of police use of force are affected by suspect race and mental health status. Second, like Black citizens, citizens with mental illness also have a negative impression of law enforcement.

Our research builds on research indicating racial disparity in trust in police by showing that mental illness – both that of the respondent and that of a suspect – affects attitudes toward the police. These results suggest that mental health status affects attitudes toward law enforcement and should be considered in future research and public policy.

Although there is a lack of research on instruction that aims at facilitating students’ use of questioning with peers, many early childhood social studies textbooks and resources, include activities and lessons recommending students conduct interviews with an explicit assumption that young students are capable of formulating and using questions in the context of an interview. In these instances, no suggestions or ideas are given to teachers regarding instruction that will encourage and facilitate students’ questioning. The purpose of this study was to determine if the levels of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This study generated research hypotheses that could be investigated in future research on instruction aimed at increasing young children’s questioning abilities as demonstrated in social studies.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

The current pandemic and ongoing climate risks highlight the limited capacity of various systems, including health and social ones, to respond to population-scale and long-term threats. Practices to reduce the impacts on the health and well-being of populations must evolve from a reactive mode to preventive, proactive and concerted actions beginning at individual and community levels. Experiences and lessons learned from the pandemic will help to better prevent and reduce the psychosocial impacts of floods, or other hydroclimatic risks, in a climate change context.

The present paper first describes the complexity and the challenges associated with climate change and systemic risks. It also presents some systemic frameworks of mental health determinants, and provides an overview of the different types of psychosocial impacts of disasters. Through various Quebec case studies and using lessons learned from past and recent flood-related events, recommendations are made on how to better integrate individual and community factors in disaster response.

Results highlight the fact that people who have been affected by the events are significantly more likely to have mental health problems than those not exposed to flooding. They further demonstrate the adverse and long-term effects of floods on psychological health, notably stemming from indirect stressors at the community and institutional levels. Different strategies are proposed from individual-centered to systemic approaches, in putting forward the advantages from intersectoral and multirisk researches and interventions.

The establishment of an intersectoral flood network, namely the InterSectoral Flood Network of Québec (RIISQ), is presented as an interesting avenue to foster interdisciplinary collaboration and a systemic view of flood risks. Intersectoral work is proving to be a major issue in the management of systemic risks, and should concern communities, health and mental health professionals, and the various levels of governance. As climate change is called upon to lead to more and more systemic risks, close collaboration between all the areas concerned with the management of the factors of vulnerability and exposure of populations will be necessary to respond effectively to damages and impacts (direct and indirect) linked to new meteorological and compound hazards. This means as well to better integrate the communication managers into the risk management team.