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In the public sector, Training and Experience (T & E) exams assess prior experience and are one of the most often used methods for selecting job applicants. This study uses a KSA approach, where raters judge the quality of job relevant prior experience, not its duration or quantity. It was hypothesized that an additional rater and a consensus meeting between raters would increase reliability and validity.

T & E and supervisory ratings were obtained over a 12-year period for 166 candidates seeking promotion to a budget analyst position. Validity was measured by the correlation between T & E scores and supervisory ratings. Consensus was required only for T & E scores differing by a specific amount (hybrid consensus).

Intraclass reliability was 0.73, 0.84, and 0.95 in the one-rater, two-rater, and hybrid consensus conditions with each coefficient greater than the next (p < 0.05) showing the benefit of multiple raters and consensus for reliability. Validity was significant at 0.21, 0.26, and 0.251 for each rating condition, respectively (two-tail test; p < 0.01). Validity was greater in the two-rater condition than in the one-rater condition (one-tail test; p < 0.05). Consensus did not improve validity beyond that of two raters. For consensus T & Es (n=76), two raters improved validity (one-tail test; p < 0.05), moving from 0.112 to 0.231 but not reliability; consensus improved reliability (two-tail test; p < 0.05) but not validity.

There has been a vacuum in T & E research for close to 20 years. Validity data are difficult to obtain but critical for meta-analysis. T & Es showed validity. Use of two raters improved validity but consensus did not increase the gain.

Details a cross‐cultural study to expose the extent to which public concern regulates sexual‐eroticism and withdraws it from public attention; identifies a propensity towards the ideal of sexual constraint within US society, reflected by a high degree of regulation and criminalization of sexuality ‐ ranging from strict policies on sexual‐harassment to the restriction of explicit images, even for sex education purposes. Compares with the more liberal attitudes exhibited in Germany. Develops an empirical model to establish cultural differences in attitudes to sexual issues; confirms that Germans are less likely to stigmatize sexual eroticism than their American contemporaries. Concludes that Germans exhibit emotions that typify sexual emancipation, compared with the sexually constrained emotions of Americans; suggests a link between the repression of sexual emotions and violence in society.

Explores the extent of employee surveillance in the western world and queries why the USA uses surveillance measures to a greater extent than other developed nations. Suggests that American managers choose surveillance methods which include the control of workers’ bodies in the production process. Lists the batteries of tests and monitoring to which US employees can now be subjected – including searching employee computer files, voice/e‐mail, monitoring telephone calls, drug tests, alcohol tests, criminal record checks, lie detector and handwriting tests. Notes also the companies which are opposed to worker and consumer privacy rights. Pinpoints the use of surveillance as a means to ensure that employees do not withold production. Reports that employees dislike monitoring and that it may adversely affect their performance and productivity. Argues that Americans like to address complex social problems with technological means, there are no data protection laws in the USA, and that these two factors, combined with the “employment‐at‐will” doctrine, have all contributed to make it possible (and easy) for employers to use technological surveillance of their workforce. Outlines some of the ways employers insist on the purification of workers’ bodies.

Reports on a study of the state of the (Anglican) Church in Wales, which investigated the Church in Wales as a sociological institution through attitudes held by the clergy and lay members of the Church. Asserts that churches are institutional associational groups with rational‐bureaucratic forms of administration, rather than organizations, but that it helps to conceptualize the church as if it were an organization. Outlines some of the problems the Church faces – maintaining a presence in sparsely populated areas, secularization, decreasing personnel, and conservatism. Discusses the Church’s theory of itself and explores the conceptual world of the laity with regard to the nature of the Church, its structure, and the relationship between the Church and the world. Concludes that social enquiry is all about listening.

UNTIL the end of 1948 Mr. Nowell remains our President and his occupancy of the office has fulfilled all that we expected of him. It has been forceful and, we think, has left its mark upon us, his general statesmanship and complete sanity of outlook being shown whenever he had occasion to direct meetings or to speak to them. He does not now go into retirement as our past four presidents‐have done by the fiat of superannuation schemes ; he has what President Cashmore called the glory of going on for a number of years yet. He will therefore continue to exercise profound influence on public and other librarianship with the wisdom and power with which, as President, he has won general thanks.

“Of profound significance is the program of Coleg Harlech, a small and independent Welsh institution, whose students have been shop‐assistants, miners, steel‐workers, quarrymen, lodging‐housekeepers, weavers, and clerks. What did they study in 1928–29? History, philosophy, psychology, economics, political science, Welsh and English literature …”

The study has two main objectives. The first is to introduce three new examination policy practices: overbooked exam rooms, a substitute invigilator and an inheritance of the invigilation distribution. The second is the use of the examination model to determine the sustainability of the system against expected changes and to obtain long-term strategic information. This study aims to obtain managerial insights on the sustainability of the examination system with the newly introduced practices; it does not claim to propose solutions for large-scale problems.

This study introduces a multi-objective mathematical model that contains a couple of constraints that belong to new practices. To check the sustainability of the system, this study gets help from sensitivity analysis, which informs the decision-maker about how the results will react to parameter changes. The authors perform all experiments in the Python/Gurobi modeling environment.

The results demonstrate that the proposed practices are effective in the efficient use of resources. Also, this study shows that the examination model can be used as a stress test so that the weaknesses of the system can be identified and long-term strategic information can be obtained.

The contribution of this study is twofold: the introduction of examination policy practices that are overbooked exam rooms, a substitute invigilator and an inheritance of the invigilation distribution. Overbooked exam rooms aim to use resources effectively, taking into account the possibility of temporarily increasing the exam room capacity. The substitute invigilator protects the examination process against sudden events. The inheritance of the invigilation distribution helps to ensure fairness; and the use of the examination model to obtain managerial insights on expectations. This allows testing the validity of existing policies and making necessary changes, taking into account possible changes in the system. In this respect, it differs from the studies in the literature and fills an important managerial gap.

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.