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Despite the deployment of state-of-the-art methodologies for project management, employee turnover in projects remains high. Such turnover has significant costs in terms of replacing personnel, potential deadline overruns and financial expenditure. Employee turnover in project contexts may stem from time-related issues associated with multiple parallel projects and short deadlines. Using person–environment fit and time congruence theories, this research examines the relationship between employee turnover intentions and individual–organizational (I–O) polychronicity fit, which captures the degree of match between individuals’ and organizational preferences for focusing on multiple tasks simultaneously.

Survey data were collected from 309 software project employees in Pakistan. Hypotheses were tested using polynomial regressions and response surface modeling.

I–O polychronicity fit is related to turnover intentions. Turnover intentions are lower when I–O polychronicity fit occurs on the lower end of the polychronicity continuum, whereas turnover intentions are higher when fit is observed on the higher end of the polychronicity continuum. The relationship between I–O polychronicity fit and turnover intentions is significantly explained by exhaustion and perceptions of work overload.

The study’s insights provide recommendations for organizations to optimally manage multitasking to help retain project employees.

These findings extend our understanding of the underlying mechanisms between I–O polychronicity fit and turnover intentions. Furthermore, this research expounds on how employee exhaustion and perceptions of work overload explain the relationship between I–O polychronicity fit and turnover intentions.

Housing is a fundamental need for all humans. A roof over our heads can provide safety, warmth and stability. Once we have this stability, our physical and mental health is more likely to be managed effectively. However, housing, or indeed a roof, is not something everyone has the privilege of experiencing. Housing policy across the globe is dominated by capitalistic thinking: the profit becomes the priority. Those marginalised, traumatised and stigmatised suffer the most, many having to access inadequate homeless shelters, still more sleeping on our cold streets. Current service provision favours the middle class. In these circumstances ill-health manifests, responses are often inadequate, yet some innovations develop. Housing First seeks to reach into the homeless population and provide housing to those most entrenched, while Safetynet seeks to provide health-related services to those homeless and experiencing other related problems. Both interventions understand the role peers can play in providing these services.

This chapter examines the connections between race and class divisions and examines how they shape racial inequities in the distribution of resources, power and privilege. Throughout history, racial identity has been a key factor in determining a person's position in modern capitalist societies. As such, issues of race and class have preoccupied sociologists and other scholars with diverse ideological orientations. This is highlighted in debates around the nexus of race and class in the production of racial structures, laws and institutions that legitimate and perpetuate the normalisation and centrality of whiteness. This chapter summarises some of the historical and ongoing debates, providing a synthesis of how race and class divisions continue to shape contemporary intergroup relations and social policy. It delves into racial capitalism and how race intersects with other social identities to determine socio-economic hierarchy in many western countries.

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.