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Research has consistently shown that organizational constraints lead to deviant behavioral reactions. Although many studies have investigated personality variables as moderators of such predictors of deviance, considerably less research has considered cross-level moderators of these effects. The purpose of this paper is to draw on several related theories to test team civility climate as a cross-level moderator of the organizational constraints – interpersonal deviance relationship.

Data were collected using paper-and-pencil surveys from 239 employees nested within 68 work teams. Teams were employed in various industries including healthcare, insurance, manufacturing/engineering, and financial services.

Results from hierarchical linear modeling analyses demonstrated that the effect of organizational constraints on interpersonal deviance varied significantly across teams. In addition, the positive relationship between organizational constraints and interpersonal deviance was attenuated in teams with a high civility climate.

Organizational constraints may be difficult to eliminate in many workplaces. However, results suggest that by developing a positive civility climate, teams can help prevent deviant behaviors that may be associated with experienced constraints.

This is one of the first studies to examine civility climate as a shared property of the team and as a cross-level moderator. Findings from this research contribute to theories of deviant organizational behavior by highlighting the critical role of variables emanating from levels of analysis beyond the individual.

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Modernization of Russian higher education is carried out with the purpose of its successful integration into the global educational environment. However, the contemporary management model of most Russian universities demonstrates a low efficiency level. The purpose of this paper is to identify the problems of organizing the universities’ strategic development and to seek the opportunities to achieve strategic competitiveness of Russian universities.

The basic research methods included the following: content analysis, expert evaluations, analysis of the modern concepts of universities strategic management, comparative analysis of high school practice of strategy development, and government regulations in historical perspective.

The major result of the study is the conclusion that the most important problem of the competitiveness of Russian universities is the lack of strategic flexibility. We can say that there is a structural nature of the management crisis affecting the whole system of university education. Over the past 25 years, there has been a radical change in the basic institutional conditions for the development of higher education institutions in Russia: the volumes and changed model of financing; the market landscape and the regional environment; the conditions and the nature of the interaction with international partners, etc. At the same time, in most cases, the platform of this system and standards of internal policy have remained unchanged. Russian education practically lost its individuality. This paper shows the experience of strategic management at leading federal and regional universities of Russia, analyzes the implementation of their development programs, and gives examples of best practices in the use of strategic planning tools.

The relevance and value of the paper is the following: for the first time, thorough attention has been paid to the accumulated potential of Russian universities, which has been formed over a long evolutionary path and now can be positioned as an important management resource in the organization of strategic management for enhancing the global competitiveness of the national system of higher education.

The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice.

The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction.

The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs.

Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study.

Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.

The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

The purpose of this paper is to expand the research on workplace mistreatment and its effects on individual employees while taking into account the organizational setting. This cross-level study explores the interaction between the team Civility climate (CC) and individual experience of exclusion and their combined effect on the target’s organization-based self-esteem (OBSE).

In total, 251 individuals nested in 71 teams (mean team size=4.6) completed surveys. A two-way multi-level interaction model was used to test the moderation hypothesis.

The cross-level interaction between CC and exclusion was significant, which means that CC influenced the strength of the relationship between exclusion and OBSE. Specifically, it was found that the higher the group-level civility norms, the stronger the negative relationship between exclusion and OBSE.

The main limitation of this study is its cross-sectional design. All variables were self-reported and collected at one time-point.

The present study contributes to workplace mistreatment literature by using a multi-level design to examine exclusion as a predictor of OBSE and team CC as a cross-level moderator of this relationship.

Employment can make an important contribution to individual well-being, for example, by providing people with a sense of purpose; however, autistic individuals face significant barriers to entering the workforce. This is reflected in high levels of underemployment and unemployment, with an estimated 80% of autistic people unemployed worldwide. This is higher than both other disability groups and people without disabilities. Research is needed to identify strategies that facilitate the sustained employment of autistic adults. This study aims to examine the perspectives of autistic individuals participating in a specialized employment program within the information and communication technology sector.

Three focus groups were conducted with nine adults on the autism spectrum. Data were analyzed using an inductive approach according to established guidelines, which included coding and categorizing data into themes.

Focus group analysis revealed four themes: trainees’ previous work experiences; expectations of the employment program; recruitment and selection processes; and training and transition. Several factors associated with the changes to the recruitment and selection process were found to benefit the autistic employees.

Few studies have characterized the work experiences of adults on the autism spectrum. Tailored employment processes that challenge traditional human resource management practices can increase the participation of autistic individuals in the workforce. Strategies for promoting the success of these programs are discussed.

Housing affordability in New Zealand is placing significant pressure on the country’s social housing sector with increased demand for public sector accommodation. A common belief suggests that social housing has a negative effect on nearby residential property values. This study aims to develop proximity and concentration measures of social housing to determine if their spatial distribution affects property values.

Using over 32,000 residential sales transactions from Auckland (New Zealand) during a three-year period (2014–2016), this study applies standard hedonic OLS framework with the addition of spatial autoregressive model and spatiotemporal autoregressive model to test if proximity and concentration of social housing influence residential property values.

The research found that private houses that share boundaries with public housing are discounted by 1.7%–3.3% depending on the socio-economic status of the submarket. The authors find that wealthier submarkets are better equipped to absorbing negative externalities attached to social housing. Proximity measures tend to peak at 250 m, with houses discounted up to 5% within that distance. Concentration levels of social housing had a greater influence on the private residential market. At low levels of concentration, houses in areas of high and low socio-economic levels were discounted by approximately 6.5%. The discount does not remain uniform and the gap between the two areas is apparent at medium and high concentration levels. The negative effect was the highest − 23% – in the neighbourhoods that were socially and economically deprived.

The study’s findings can assist policymakers in informing strategies on the future social housing initiatives. The findings suggest that a dispersed development strategy that incorporates a balanced mix of tenure and socio-economic groups should be preferred over a high-density social housing concentrated in already deprived neighbourhoods.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.