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Team role preference, as formulated by Meredith Belbin, and cognitive style are both rooted in personality. As a consequence, it should be possible to successfully hypothesise certain relationships between team role preferences and cognitive style, or one or more of its components. To test this idea, data was collected by administering the Kirton Adaption Innovation inventory and Cattell’s 16PF personality questionnaire to a group of undergraduate students (n = 183) who were reading a mixed engineering and business degree. This paper reports correlations which substantiate some of the postulated relationships. The findings, which suggest that the ideal Belbin team contains a balanced mix of adaptors, innovators and bridgers, give a new perspective to the Belbin team role model, and should provide some guidance to those who seek to build and operate “Belbinesque” teams.

Against the background of a recent investigation into the internal reliability and the validity of the Belbin Team Role Self‐perception Inventory, two linked studies were undertaken. In the first, test‐retest reliabilities of the Belbin self‐perception inventory were measured and found to be unsatisfactory; in the second, correlations with team roles forecast on the basis of 16PF data were attempted and, with the exception of one team role, no substantial correlations were established. Provides support for the use of 16PF as the preferred method for estimating team role preferences rather than the Belbin self‐perception inventory data.

Reports the results of an investigation into the effect of the childhood family environment on the management team roles (as defined by Belbin) adopted by 199 young adults. Moos′s Family Environment Scale and Cattell′s 16PF were used to obtain measures of family environment and management team roles, respectively and significant correlations of the anticipated magnitude were obtained which showed how behaviours learned in the early home may be carried over into management team behaviour.

States that organizations are using teams and groups to an increasing extent yet current researchers often use the terms interchangeably, despite literature indicating both that their processes and outputs may be very different, and that these differences may have important consequences. Examines how, in order to differentiate between management teams and groups based on the descriptions of managers’ experience in the workplace, 319 part‐time MBA students completed a checklist comprising 149 adjectives. Analyses showed that both teams and groups were best described by separate one factor solutions. Discusses how teams and groups were described equally as “affective”, “effective”, “energetic” and “flexible”; teams were described as “creative”, “innovative”, and “well rounded”, groups were described as “negotiating”, “networking”, “persuasive”, and “the sum of individual goals”. Posits that such characterizations were taken as suggesting that teams create resources and add to their environments while groups manage and redistribute their resources, and further, that teams have stable, valued interpersonal relations but groups do not.

The past two decades of economic activity in the U.S. have been characterized by both high inflation and interest rates in comparison to previous periods of stability. The importance of these two variables to our economic welfare and to the effectiveness of economic policy have led to renewed interest in the Fisher Effect. This is the hypothesis put forth by Irving Fisher describing the relationship between these two variables. It usually takes the form R = re + pe + repe (1) in which R is the nominal rate of interest, re is the expected real rate of interest, and pe is the expected rate of change of prices. The term repe is usually considered insignificant and is dropped, giving R = re + pe. (2) Although this equation can be readily quantified on an ex post basis using actual rather than expected values, the fact that expectation of r and p are not directly observable have always made it difficult to derive an ex ante measure of the real rate.

In the context of the widespread and extensive use of team work in organizations this study analyses the relationship between individual team role preference and styles of managing interpersonal conflict. Data were collected from 26 work teams containing 169 individuals at two times four months apart. Results show that team role preference is related to Dominating, Integrating, Avoiding, Compromising and Obliging conflict management styles. Moreover, two different effects were observed over time. Firstly, at Time 2 an increase in the role clarity (reduction of role ambiguity) of team members was observed. Secondly, time pressure and team learning processes moderated the relationship between team roles and conflict managing style. Results have theoretical as well as practical implications for team building programmes in search of integrative solutions to conflict.

Based on attributional complexity (AC) theory, the authors empirically examine the impact of biculturalism on cross-cultural adjustment and the degree to which people make isomorphic attributions, critical for cross-cultural leadership effectiveness.

Using questionnaire surveys, the authors first validate measures in a validation sample and then empirically test the model in a second sample, using structural equation modeling.

The authors’ findings reveal an empirical connection between biculturalism and AC on the one hand, while also showing support for the relationship between biculturalism and attributional knowledge. Findings also demonstrate that biculturalism is related to attributional accuracy in cross-cultural contexts via an attributional mechanism, as suggested by AC theory.

First, AC theory emerges as one with excellent prospects for explaining intercultural work in multicultural settings. Biculturalism's links to AC and attributional knowledge are critical for extensions to cross-cultural leadership effectiveness, and international knowledge transfer, interesting and high potential research avenues for the discipline.

The authors’ findings carry a host of managerial implications. AC training can provide all international assignees with the necessary foundational skills and learning abilities to successfully interact in the host country setting with local nationals. This study also suggests that managers on international assignments should focus their efforts on acquiring attributional knowledge because it can provide a solid boost to their understanding of the local culture.

One’s understanding of biculturals and their cross-cultural management competencies is very limited. The authors provide empirical support for the hypotheses, hitherto unexamined in extant literature.

Non-suicidal self-injury (NSSI) is associated with psychological disorders and suicidal thoughts and behaviours; disclosure of NSSI can serve as a catalyst for help-seeking and self-advocacy amongst people who have self-injured. This study aims to identify the socio-demographic, NSSI-related, socio-cognitive and socio-emotional correlates of NSSI disclosure. Given elevated rates of NSSI amongst university students, this study aimed to investigate these factors amongst this population.

Australian university students (n = 573) completed online surveys; 80.2% had previously disclosed self-injury.

NSSI disclosure was associated with having a mental illness diagnosis, intrapersonal NSSI functions, specifically marking distress and anti-dissociation, having physical scars from NSSI, greater perceived impact of NSSI, less expectation that NSSI would result in communication and greater social support from friends and significant others.

Expanding on previous works in the area, this study incorporated cognitions about NSSI. The ways in which individuals think about the noticeability and impact of their NSSI, and the potential to gain support, are associated with the decision to disclose self-injury. Addressing the way individuals with lived experience consolidate these considerations could facilitate their agency in whether to disclose their NSSI and highlight considerations for health-care professionals working with clients who have lived experience of NSSI.

The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful political connections, made any difference to access, equity, and exclusivity in relation to the transition into secondary education. It undertakes this purpose as a historical investigation of Junction Park State School in the early twentieth century combined with statistical analysis of family backgrounds of scholarship holders and their cohorts from 1915 to 1932.

The socio-economic study uses a published list of scholarship holders from Junction Park State School for the years 1924-1932. The study compares the scholarship groupings with their different school cohorts for the same years using the data on parental occupations, extracted from the Junction Park State School Admission Records 1915-1931. After refinement the study examines a cohort data set of 4,531 pupils which includes 287 scholarship holders. Parental occupations are categorised into socio-economic groupings with high and low occupational ends. There were 237 parental occupations described among the cohort, 1915-1931, from the admission records.

The statistical chance of obtaining scholarship is increased for a pupil from “commercial low” and “industrial low” background when the school starts with a cohort that has a large representation from such backgrounds. Pupils who were at the lower end of the socio-economic scale at Junction Park State School did much better in scholarship outcomes than for the state. However, pupils whose family background was at the high end of the professions did marginally better than the state result. For the school between 1915 and 1932, in most socio-economic groupings, the boys outperform the girls in the like-to-like comparisons.

The numeric value is excessively low for the primary producers (high) category and numbers in cohort groupings vary. This study deliberately applied like-to-like comparisons: the number of scholarship holders compared to their own gender for the same socio-economic cohort. Percentile in relation to the study’s total was not used due to numeric variations between cohort sizes. The study is a historical investigation of a formative period before Junction Park State School developed its reputation as a scholarship school in the 1940s, and historical factors relating to the post-Second World War era would have different results for a similar statistical analysis.

The paper presents a case study of particular historical significance; however, a generic principle that institutional status can change access and equity opportunities can be tested within the historical setting. The paper claims that historical investigation provides the groundwork to establish the distinctive actuality. Historical investigation picks up on unusual patterns over time, not necessarily to disprove the sociological model, but more to test the model against actual events.

The Queensland social history is connected to the study’s statistical analysis. The data are considered from a perspective that, first, Junction Park had a diverse population of pupils from different socio-economic backgrounds. Second, the school had a solid reputation as a leading school, partly from the political standing of the school leadership, and partly from the strength of its scholarship teachers. Together these factors suggest that pupils at Junction Park State School from the socio-economic backgrounds less inclined to foster educational values were given greater support to achieve better scholarship outcomes.

Statistical analysis is rarely brought to academic history work. There are greater risks in misinterpreting the data. There is also a difficult enterprise of extracting the required information. Nevertheless, the reward from this paper is an insightful view of a large and an innovating Queensland primary school, picking up the details in the life experience of pupils. In that historical process there is a greater degree of accuracy and better interpretive value which can be applied to the sociological model.

This issue is a selected bibliography covering the subject of leadership.