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This paper is the first to present empirical evidence consistent with models of signaling through unemployment and to uncover a new stylized fact using the 1988–2006 Displaced Worker Supplement (DWS) of the Current Population Survey (CPS), namely that, among white-collar workers, post-displacement earnings fall less rapidly with unemployment spells for layoffs than for plant closings. Because high-productivity workers are more likely to be recalled than low-productivity ones, they may choose to signal their productivity though unemployment, in which case the duration of unemployment may be positively related to post-displacement wages. Identification is done using workers whose plant closed as they cannot be recalled, and no incentives to signal arise.

We know a great deal today about the impact of transformational leaders, their actions, typical behaviors and their ways of influencing others (Bass, 1985, 1999a, b; Bass & Avolio, 1990). However, we know relatively little about the psychological substructure, the internal world of these leaders, namely who they are and how they developed this way. These aspects were raised earlier in Bass’s early work (Bass, 1985) but have received little attention so far (Bass, 1998; Judge & Bono, 2000). We argue that the internal world of a transformational leader is characterized by a motivation to lead, leadership self-efficacy, motivation and capacity to relate to others in a pro-social way, optimism and openness to new experiences and viewpoints of others. We further argue that the origins of the ability and motivation to be a transformational leader lie in childhood experiences, and that the development of this ability and motivation can be understood and conceptualized by means of major developmental theories such as attachment theory (Bowlby, 1969, 1973, 1977, 1988). On the basis of these theories, we suggest a researchable conceptual framework for characterization of the internal world and the development of transformational leaders.

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.

James G. March rejected relevance as a criterion for social science research, but he was concerned about the social implications of social science models. He argued that a focus on truth alone as a criterion for evaluating models meant that social scientists miss the implications of their models for beauty and justice. Here, we explore all three criteria to see what they bring to the practice of building social science models and how they interact in the models and in the world. We argue that the choices that social scientists make about these three criteria shape what they select to study in the models, what they see in the world, and what they imagine for the world. We also argue that how social scientists approach truth, beauty, and justice has implications for how they understand and engage the world.

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational endeavors persists. A challenge for practitioners is to ensure that Black males also thrive educationally as well as in their athletic pursuits. The author presents a brief history of Black males’ participation in sport, along with the historical implications of such participation. The utility of empowerment theory is explored within the context of promoting the college and career readiness of Black male student-athletes in high school. High school counselors’ use of empowerment theory is specifically highlighted. Specific indicators of college and career readiness are discussed, and the author posits the use of empowerment theory in counseling and advising can facilitate positive change in this process, assuring that sports remains the positive mobilizing mechanism that it can be for all student-athletes.

This chapter focuses on the early history of feminist explorations in criminology in the UK in particular, but with reference to developments elsewhere. The chapter discusses the achievements of early feminist perspectives in criminology and assesses their impact in terms of ‘transforming and transgressing’ the criminological enterprise. In particular, the author focuses on the case for transformations in traditional research methodologies and looks at the different ways in which feminist writers in criminology grappled with the question of how to produce good quality knowledge. The chapter takes a chronological approach, identifying developments pre-1960s in a phase which might be described as an ‘awakening’ and then describing initiatives in the 1960s and 1970s. The discovery that ‘woman’ was a conceptual term which could be incorporated into the criminological framework really took off in the 1970s with the publication of Carol Smart’s pioneering work. Notwithstanding faster developments in other disciplines, slowly, mainstream criminology took stock of feminism’s early claims.

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The university is changing. Its social role is growing in diversity and complexity. In a knowledge-based society, there is a huge public expectation in the results and impacts of the university’s activities. Its traditional roles – training and qualification of individuals and production of new knowledge – are no longer valid. As a result of university–industry interactions, policy-making began to give additional significance to the role of the university in regional development, mainly motivated by shining examples of success in transferring scientific knowledge to valuable innovation, many through academic entrepreneurship. This change in the role of the university is reflected not only in the mode of knowledge production, which became more transdisciplinary and applied, but also in the active engagement of different institutional spheres, the university, the firm, the government, and end-users, creating new hybrid and overlapping areas for the governance of innovative dynamics. This chapter defines and analyses the position of the university in contemporary society as a socially legitimised institution for the production of knowledge and innovation. Three different theoretical traditions – Actor–Network Theory, Stakeholder Theory and territorial innovation models – inspire the analysis of 15 in-depth interviews with key actors in their local innovation system and knowledge networks around the University of Huelva (Andalusia, Spain). The main conclusions suggest that the university today faces a huge challenge in responding to the expectations that society places on it.

Purpose: Researchers and advocates alike have noted that persons with disabilities and older persons are the two groups most marginalized by neoliberal economic policies and therefore could come together as a broad-based movement against the roll back of their rights. Yet, these two groups fail to collaborate, and instead compete against one another for an ever-shrinking pool of benefits. This chapter explores the barriers to their collaboration within the context of structural adjustment in Jamaica.

Methods/Approach: The author engages in a critical analysis of neoliberalism's effect on the advocacy strategies of the disability and older persons' movements in Jamaica based on 32 semi-directed depth interviews, participant observation of numerous events, and a survey of media written by local advocates.

Findings: The disability movement makes claims on behalf of their members by focusing on the potential returns that society will gain by providing the opportunities that will make young persons with disabilities productive employees over their lifetime. The older persons' movement advocates by portraying themselves as “vibrant” and worthy of social investment because of the contributions they make. Both of these arguments for inclusion are also exclusionary. The disability movement excludes older persons as potential contributors and the older persons' movement similarly excludes persons with disabilities.

Implications: The only way neoliberalism will successfully be rolled back and universal rights returned is if the disability movement and older persons' movements build an alliance that is more inclusive, including of one another, by rejecting the language of investment and productivity, and instead focus on rights and inherent dignity.

Over the last decade, there has been a significant increase of students with intellectual disabilities attending mainstream primary and secondary-level education in the Republic of Ireland (McConkey et al., 2017). Despite this increase, it appears that comparatively few of these students successfully transition to further/higher education and/or employment opportunities. This chapter examines typical transition support/guidance provided to students with intellectual disabilities as they prepare to complete their post-primary education in a mainstream setting. Using data from a study of school principals and school personnel responsible for career guidance and transition planning, the findings show guidance is limited for students with intellectual disabilities. Instead of being the responsibility of career guidance counsellors, guidance and transitions planning for students with intellectual disabilities are viewed as being the role of other personnel such as the school SENCO. By assigning this responsibility to special education roles in the school, students with intellectual disabilities may run the risk of having narrow and limited career options presented to them. This study raises serious questions about the effectiveness of mainstream schools in facilitating this critical transition stage for students who have intellectual disabilities.