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This paper explores community members' perceptions of the Milwaukee Police Department (MPD)'s body-worn camera (BWC) program, examining knowledge and support of the program and its impact on views of procedural justice and legitimacy.

A two-wave, online survey was administered to Milwaukee-area residents in the fall of 2017 and summer of 2018, yielding 1,527 respondents. Multivariate regression analyses focus on overall relationships between sociodemographic characteristics, community member knowledge of the program, procedural justice and legitimacy and support for BWCs.

Community members are supportive of BWCs and view officers as procedurally just and legitimate; however, perceptions were significantly lower among Black respondents. Respondents with knowledge of the BWC program were more likely to view officers as procedurally just, but program knowledge did not increase support for it.

Police agencies may benefit from improving community awareness of their BWC program as knowledge of the program is positively linked to the views of departmental procedural justice and legitimacy. However, education efforts alone are not sufficient in improving police–community relations. Future research should examine how policing stakeholders can engage the community to build views of legitimacy associated with BWC policies.

Findings provide insight into community member perceptions of a large BWC program in a major US city. Results demonstrate the relationship between knowledge of a department's BWC program and views of procedural justice and legitimacy and support for BWCs.

Case study research frequently includes collecting and interpreting stories individuals tell about their lives and event that they believe that they know about. Chapter 3 discusses storytelling theory and describes case study research in consumer behavior of stories that consumers tell about buying and using products and services. Storytelling is pervasive through life. Much information is stored, indexed, and retrieved in the form of stories. Although lectures tend to put people to sleep, stories move them to action. People relate to each other in terms of stories — and products and brands often play both central and peripheral roles in their stories. To aid storytelling research in consumer psychology, this chapter develops a narrative theory that describes how consumers use brands as props or anthropomorphic actors in stories they report about themselves and others. Such drama enactments enable these storytellers to experience powerful myths that reflect psychological archetypes. The chapter includes findings from case study research that probes propositions of the theory. Implications for consumer psychology and marketing practice follow the discussion of the findings.

San Jose State University’s (SJSU’s) Global Leadership Advancement Center (GLAC) was established in 2007 in response to a reported scarcity of global leaders in all sectors. Its mission is to advance, foster, and disseminate knowledge on global leadership and its development. The center created various programs in three focal areas: Knowledge Creation and Dissemination, Development and Training, and the Social Innovation Initiative. We briefly explain the assessment center, the GLLab (Global Leadership Laboratory), used to varying degrees in all development programs and courses. This chapter describes in detail three of GLAC’s innovative global leadership efforts and their theoretical foundations – an undergraduate global leadership course, the GLLab Exchange Program, and the Global Leadership Passport Program. All GLAC programs are based on research and best practices, which are referenced.

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

Masculinity and heavy metal share a clear and well-documented relationship, with many of the key texts on metal centering around its representation of gender (Walser, 1993; Weinstein, 1991). Less discussed is masculinity in Australian metal, as Australian metal itself remains underrepresented in scholarly research. In this chapter we discuss the music, media and image of Parkway Drive – a popular metalcore band from Byron Bay, Australia – via a reading of two of the band’s feature-length rockumentary films. We draw on concepts and theories of gender (Butler, 2006), and public image (Leonard, 2007), as well as studies of Australian masculinity, specifically those pertaining to mateship, surfing, and adventurousness. As the metalcore subgenre has not been widely studied, this approach provides a basis for understanding the subgenre as well as its relationship to gender, commercial success, and Australian heavy metal, focussing on the decidedly Anglo-Australian representation of masculinity performed by Parkway Drive. We argue that the band typifies a distinctly Australian type of hegemonic masculinity, one that draws on discussion of Australian identity, beach culture and surfing. We further examine the band’s use of ‘rockumentary’ tropes to build their public image and to tighten affective bonds with viewers.

The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

The intention of this chapter is to examine race and racism in the accounting industry in the context of neutrality. Objectivity and impartiality minimize the space for alternative voices, too often unheard from the margin, that speak of a differing racialized professional existence for the Black accountant. A Critical Race Theory (CRT) of accountancy is called for among a number of takes in the genre of Critical Accounting to begin a process of unpacking systemic processes within the profession, which encourage homogeneity and exclusion.

Belief in professional colorblindness as impartiality where race is concerned is critiqued as a tool of domination that fosters injustice because it hides racism from the institution while simultaneously allowing racist practice to go unchallenged.

Brand online social networking (BOSN) is a novel marketing phenomenon in which companies initiate and cultivate relationships with their customers through online social networking (OSN) sites. Because of its openness to the public, BOSN is distinct from a traditional brand community. This study aims to explore patterns and schemes of individuals’ BOSN based on the sociological schemas noted in Goffman’s dramaturgical approach.

This study adopts in-depth personal interviews to uncover the full meaning of BOSN. A total of 21 Facebook brand page participants were interviewed, and the interviews were recorded digitally and transcribed verbatim, providing data for analysis. Triangulation was accomplished through examination of informants’ Facebook webpages that presented their own postings. The transcribed data were interpreted using a hermeneutic approach.

The data analysis based on the dramaturgical lens reveals four key themes: diversity in consumers’ intentionality toward BOSN social connections, their feeling of contamination of the digital self and a desire for autonomy, consumers’ roles as the actors and audiences on a brand’s BOSN stage and backstage experience and consumers’ feeling of intimacy. Findings highlight how individuals’ perceptions of audiences and the social media platform as a stage influence their performance in BOSN conjointly. These findings reveal that individuals participate in BOSN as a means of augmenting their identity.

Findings from this study advance the extant literature addressing online brand communities by exploring a novel form of brand assemblages within the context of social media. Employing a dramaturgical approach, this study identifies the distinct nature of the consumer–brand relationship in the virtual agora of OSN, which is hyperindividualistic in nature and is used to augment a sense of self.