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In this chapter, we consider collaborative models of engaged research in comparison to models of team science that include persons with lived experience of the topic area as team members. ‘Co-led’, ‘co-design’ and ‘co-research’ are all terms used in the literature with distinct, but not precise, definitions and approaches. These collaborative models tend to describe methods that allow those with lived experience to be treated differently than other academic members of the research team. Power imbalances between those with lived experiences and researchers persist in such models, in spite of researcher efforts. For example, persons with lived experience are often described as being compensated with gift cards which may be welcomed but can be perceived as diminishing their role and contribution. In contrast, participatory team science involves persons with lived experience as full members of the research team. In the model that we propose, power is balanced through mutual planning and consensus-based decision-making. We contend that using participatory team science advances research through egalitarian consideration of team members' perspectives of the research problem and the designs necessary to knowledge development.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

This chapter analyzes the link between the digital divide, infrastructure regulation, and disaster planning and relief through a case study of the flood in San Jose, California triggered by the Anderson dam’s overtopping in February 2017 and an examination of communication failures during the 2018 wildfire in Paradise, California. This chapter theorizes that regulatory decisions construct social and disaster vulnerability. Rooted in the Whole Community approach to disaster planning and relief espoused by the United Nations and the Federal Emergency Management Agency, this chapter calls for leadership to end the digital divide. It highlights the imperative of understanding community information needs and argues for linking strategies to close the digital divide with infrastructure and emergency planning. As the Internet’s integration into society increases, the digital divide diminishes access to societal resources including disaster aid, and exacerbates wildfire, flood, pandemic, and other risks. To mitigate climate change, climate-induced disaster, protect access to social services and the economy, and safeguard democracy, it argues for digital inclusion strategies as a centerpiece of community-centered infrastructure regulation and disaster relief.

Family care partners are significantly involved in healthcare tasks in order to support adult relatives. Yet, unlike pediatric models of care where caregivers of children are formally integrated into healthcare teams, care partners of adults are rarely engaged in a formal, structured, or consistent manner. Their inclusion in the healthcare team is critical to their capacity to continue supporting their relative. A meaningful dialogue between policy and healthcare management is required to identify feasible and effective ways of engaging family care partners in healthcare teams.

The study, grounded on the social cognitive career theory, seeks to analyze the upshot of psychological empowerment on career satisfaction via affective commitment. The study also aims to examine the impact of the interplay among affective commitment and resilience on the career satisfaction of Indian service industry professionals.

In this study, the data has been collected from 277 employees using standardized measures from the North Indian service industry. To test the proposed model, Analysis of Moment Structures (AMOS) (Hayes, 2013) was utilized.

The outcomes of the study offered substantial support for the theorized link between psychological empowerment, affective commitment, resilience and career satisfaction. The outcomes confirmed an affirmative association concerning psychological empowerment and career satisfaction through affective commitment as a mediator and resilience as a moderator. The study concludes that the workforce with extraordinary resilience will perceive a stronger influence of psychological empowerment on career satisfaction.

The study offers a few pertinent inputs for the organizations operating in high-power distance culture to comprehend the role of psychological empowerment and “resilient attributes” of personality in developing a sense of career satisfaction amongst Indian service sector employees.

The present research examines the association between psychological empowerment, affective commitment, resilience and career satisfaction for the first time as mediated moderation model and the same has neither been examined theoretically or empirically.

Based on the social penetration theory and affect theory of social exchange, this study aims to examine the relationship between authentic leadership (AL) and workplace loneliness (WL), as well as the mediating effect of interactional justice (IJ) on this relationship during the COVID-19 pandemic in the US higher education sector.

An online, self-administrated questionnaire was distributed to full-time employees working at higher education institutions in the USA. A total of 464 employees participated in the survey, with structural equation modeling being used to analyze the data.

The outcomes provide evidence that AL is positively related to IJ, whereas the latter is negatively associated with WL. Moreover, IJ fully mediates the relationship between AL and WL. Overall, the findings underline the importance of IJ in affecting employee WL.

The outcomes provide valuable insights for higher education leaders and HR professionals in reducing employee WL. In particular to this end, it is recommended that organizations focus on improving employee IJ and AL perceptions. Furthermore, higher education organizations need to select and promote leaders who exhibit IJ behaviors and AL characteristics. In addition, organizations could offer IJ and AL training to their current leaders.

This study contributes to the limited literature on WL by offering a unique research model that examines IJ as a mediating variable between AL and WL. In addition, it adds to the literature by investigating WL in the context of US higher education sector, which is an understudied area in this research context.

Organizational change is a key mechanism to ensure the sustainability of healthcare systems. However, healthcare organizations are persistently difficult to change, and literature is riddled with examples of failed change endeavors. In this chapter, we attempt to unravel the underlying causes for failed organizational change. We distinguish three types of change with different levels of depth that require different change approaches. Transformations are the deepest forms of change where beliefs and principles need to be modified to successfully influence routines. Renewals are deep forms of change where principles need to be modified to successfully influence routines. Improvements are shallow forms of change where only modifications at the level of routines are needed. Using deoxyribonucleic acid (DNA) as our metaphor, we propose a theory of “organizational DNA” to understand organizations and these three types of organizational changes. We posit that organizations are made up of a double helix consisting of a so-called “social string,” which contains the “soft” interaction or communication among the organization's members, and a so-called “technical string,” which contains “hard” organizational aspects such as structure and technology. Ladders of organizational nucleotides (i.e., Routines, Principles, and Beliefs) connect this double helix in various combinations. Together, the double helix and accompanying nucleotides make up the DNA of an organization. Without knowledge of the architecture of organizational DNA and whether a change addresses beliefs, principles, and/or routines, we believe that organizational change is constrained and based on luck rather than change management expertise. Following this metaphor, we show that organizational change fails when it attempts to change one part of the DNA (e.g., routines) in a way that renders it incompatible with the connecting components (e.g., principles and beliefs). We discuss how the theory can be applied in practice using an exemplar case.