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Black Male faculty are severely underrepresented in public universities (Harper, 2010; Li & Koedel, 2017), especially in the department of engineering where they frequently have no representation at all (Nelson et al., 2010). The problem is often attributed (especially by employers) to a pipeline issue, suggesting a lack of a recruitment pool of Black male faculty. However, it is increasingly recognized that turnover and attrition may play a critical role in contributing to the lack of Black engineering faculty (Whittaker et al., 2015). This chapter reports results from a larger national survey of 1,161 engineering faculty at research intensive institutions, of which only 14 identified as Black males (further evidencing underrepresentation). We focus on the responses from the latter group, through a qualitative analysis of their responses to inquiries concerning barriers in their institution for tenure, research, funding, and teaching; diversity concerns; and sentiments regarding their job satisfaction and consideration for employment resignation. Issues identified by participants included feelings of isolation, exclusion and even discrimination at their workplace. Based on these concerns, we suggest talent centered education leadership (TCEL) as a guiding framework to help higher education employers improve the equity and inclusivity of their workspace by creating a more engaging environment for their Black male faculty. TCEL is a recently introduced inclusive talent management framework (Tran, 2022; Tran & Smith, 2020) that emphasizes humanizing the education workplace. Essential to that humanization is creating and maintaining a work environment where all employees feel a sense of belonging.

The purpose of this paper is to extend Zablah et al.’s (2012) findings regarding the proper way to treat customer orientation (CO) to the study of CO among B-B salespeople in one of the most important emerging economies, India.

The authors of this study hired a professional market research firm based in Chennai, a large metropolitan city in Southern India, to manage data collection. The authors used a competing models approach to test the relationship between constructs.

CO among frontline employees operating in one of the largest emerging economies is best treated as a psychological construct that is both directly and indirectly related to performance via its ability to reduce stress and improve engagement. This finding strengthens the view of CO as a universal human work value and, more broadly, that such values operating across different cultural setting do exist. In addition, external customer mindset appears to offer a superior means to measure CO than does the widely used CO component of the SOCO scale. This conclusion is based not only upon the fact that it conceptually corresponds with the psychological nature of CO, but also that in this initial examination it exhibits a greater ability to explain employee job performance.

Managers who are able to screen and hire employees with greater CO work values should experience improved performance outcomes and also less customer ambiguity and greater satisfaction among their frontline employees. Since CO proscribes the proper way to deal with customers, greater levels of CO beliefs would counteract customer ambiguity among frontline employees operating in any environment. Accordingly, when filling frontline positions, managers should actively seek out employees who earnestly embrace the role of taking care of customers. Managers are advised to not only emphasize on salespeople whose foremost role is to take care of their customers but also to find ways to familiarize them with their products and to provide them with information regarding customer characteristics such as their background, the relationship history (especially past service and product failures), and unique preferences.

Guiding college and university students through the process of becoming globally aware citizens has increasingly become a part of the higher education landscape in the United States. Student affairs administrators, alongside faculty, are charged to assist students in their journey toward global citizenry. Each is encouraged to do so without prescribed methods or plans imposed upon them. Written from the perspective of a student affairs administrator within an academic unit, this chapter affirms the importance of global citizenry and how concepts of global citizenry can be incorporated into student-centered academic advising. The literature presented is drawn from foundational research on academic advising and student development coupled with references to the leading entity regarding global citizenry – Oxfam International. In addition to the aforementioned scholarship, the author also includes narrative examples from her own professional experiences within higher education. This chapter concludes with concrete recommendations for ways to incorporate concepts of global citizenry into academic advising.

Ours is a complex world. On these five words will be built a foundation for an alternative way of framing our thinking about risk management. Complexity means many things, but a key feature is that outcomes cannot be predicted with certainty. In the best cases, opportunities arise to analyse and develop some understanding of the uncertainty within a complex system, and in the most fortunate of such circumstances it is possible to anticipate specific outcomes with some degree of accuracy. The authors call such circumstances risks – that is, measurable uncertainties. Complexity, however, consists mainly of interconnected uncertainties and unknown/unknowable possible outcomes or effects. And, of course, complex systems can include humans whose (in)ability to perceive and interpret such environments makes things – well – more complex.

This book ultimately will focus on how the authors construct a way to lead and manage in this environment, but first it is critical that the terminology and description of this world be given some precision. Therefore, Chapter One begins with an introduction to the idea of complexity, including some mention of the principles and concepts that inform our understanding of it. In turn, this discussion introduces uncertainty. Risk, as a category of uncertainty is discussed and the implications of its measurability are presented, which leads to a discussion of human perception and behaviour under conditions of uncertainty. Attention is then drawn to the unknown and the unknowable, and to emergent phenomena. Since the focus of this book is on public sector risk management, the chapter concludes with a brief discussion of the idea of public risk.

Computer-mediated communication systems (CMCSs) have become the standard for supporting virtual teamwork. However, interpersonal trust formation though CMCSs is impaired due to limited media richness of the communication channels. The aim of this paper is to identify trust forming cues that occur naturally in face-to-face environments and are suitable to include in CMCSs design, to facilitate greater trust in virtual teams.

To select cues that had a strong effect on fostering trust behaviour, a non-participatory ethnographic study was conducted. Two student teams at the University of Waterloo were observed for 6-12 months. Researchers identified mechanisms used for building trust and bridging team developmental barriers.

The paper identifies five trust tokens that were effective in developing trust and bridging team developmental barriers: expertise, recommendations, social capital, willingness to help/benevolence, and validation of information. These behavioural cues, or behavioural trust tokens, which are present in face-to-face collaborations, carry important trust supporting information that leads to increased trust, improved collaboration, and knowledge integration. These tokens have the potential to improve CMCSs by supplementing the cues necessary for trust formation in virtual environments.

This study identifies important mechanisms used for fostering trust behaviour in face-to-face collaborations that have the potential to be included in the design of CMCSs (via interface design objects) and have implications for interface designers, team managers, and researchers in the field of teamwork.

This work presents the first ethnographic study of trust between team members for the purpose of providing improved computer support for virtual collaboration via redesigned interface components.

This volume of the International Perspectives on Education and Society series examines the development of the World Bank's Education Strategy 2020 ¹ (http://www.worldbank.org/educationstrategy2020). The Executive Summary of this strategy is reprinted in this volume for easy reference. Prior to the release of the Education Strategy 2020, a World Bank concept note was developed and consultations about the new strategy took place around the world. To document and analyze this process of education strategy development by the World Bank, this volume brings together a diverse array of voices and responses to the Bank's strategy for education in the developing world. As discussed in the introductory chapter, this volume primarily focuses on the World Bank's strategy development, and attempts to bridge the dichotomy between critics and advocates by providing relevant scholarship to influence both the World Bank's practice and the research and critiques that focus on the Bank's education strategies, policies and activities. The unique character of this volume is that it follows a significant shift in the World Bank's education policy as it was taking place and immediately following its development by using the unique approach of simultaneously documenting and analyzing the Education Strategy 2020 development.

This study aims to present a history and critical analysis of arms and armor collecting in America from the late 19th century until the present day.

The research draws from the literature on arms and armor, from primary written, visual and material evidence, and from the author’s long experience as an antique gun and sword collector.

American arms and armor collectors have included men of great wealth, museums and their curators and many enthusiasts of more modest means. Collectors, dealers and curators have created a substantial arms literature. Collectors have organized around various types of artifacts, historical periods and company brands. Dealers, auction houses and manufacturers have provisioned the market with period pieces and reproductions.

The history of antique arms and armor collecting is regarded as a social activity where enthusiasts have pursued “serious leisure” through consumption and brand communities. This history is further analyzed as a cultural practice wherein generations of collectors have interpreted the meaning of antique arms and armor.