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The purpose of this paper is to consider the utility of school-based research for studying gangs and gang members. Police–researcher collaborations have led to considerable advancements in the understanding of gang involvement and its consequences. But the current social environment should encourage scholars to take stock of alternative methodologies to examine gang-related questions.

In this paper, the authors reflect on the advantages of school-based research designs for studying gang affiliated youth, primarily contrasting the data derived from school-based designs to official data from police.

xSpecifically, the authors discuss the key advantages of school-based survey research, identify concerns that can arise from such designs and offer recommendations as to how to mitigate such concerns.

This paper provides a discussion on the utility of gang-related research and guidance on addressing potential limitations.

Aims to responds to Goddard and Jaeger (Policing: An International Journal of Police Strategies & Management (PIJPSM), Vol. 28 No. 4) who offered a thorough critique of an article previously published in PIJPSM.

Welcoming the insights Goddard and Jaeger provide, attempts to address their expressed concerns and elaborate on the rationale behind the various definitions and methods. Additionally, seeks to expand the general discourse about policing in a comparative context.

Goddard and Jaeger raise concerns about several conceptual and methodological approaches used in the study. While the present authors do not agree with all of Goddard and Jaeger's critique, they do agree on one of the most important points: employing multiple methodologies whenever possible is essential to the advancement of any science.

Provides a response to a thorough critique of an article previously published in PIJPSM.

Explorations of the police work world in the USA typically involve non‐random, unrepresentative samples of widely dispersed law enforcement agencies. Questions about officer selection, training and performance standards make comparisons of agency‐based studies – especially among large city, small town, and rural law enforcers – difficult. In the present study, unique region‐specific comparisons (i.e. metropolitan vs small‐town vs rural duty stations) of the New Zealand Police (NZP) add to this body of knowledge for several reasons. First, the sample includes both sworn and non‐sworn personnel, a rarity in US policing studies. Second, the “police agency” under study is a unified, national policing organization. This fact minimizes the vagaries of recruitment, selection and training found in the USA. Third, the data represents a random stratified sample of all official personnel who provide a wide range of police‐related services in New Zealand, achieving a level of representativeness that is rare in police studies. Fourth, the shared common law tradition and more recent focus on community‐oriented policing provide a unique opportunity to examine topics relevant to both New Zealand and the USA. The policy and practical implications of the findings are discussed.

The aim of this paper is threefold. First, to argue for a more historically engaged understanding of the development of management and organization studies (MOS). Second, to reveal the paradoxical character of the recent “historical turn,” through exploration of how it both questions and reinforces extant notions of the field. Third, to explore the neglect of the New Deal in MOS to illustrate not only the problem of historical engagement, but also to encourage a rethink of the paradigmatic limitations of the field and its history.

Adopting the theory of ANTi-history, the paper conducts an analysis of historical management textbooks and formative management journals to explore how and why the New Deal has been neglected in management theory.

Focussing on the New Deal raises a number of questions about the relationship between history and MOS, in particular, the definition of the field itself. Questions include the ontological character of history, context and relationalism, and the link between history and MOS, ethics, Anglo-American centredness, and the case for historical engagement.

The paper argues for a new approach to historical understanding that encourages a revisiting of what constitutes the field of MOS; a greater awareness of and opening up to alternative (hi)stories and, thus, approaches to MOS; and a re-evaluation of phenomena such as the New Deal and other more radical ways of organizing.

This paper aims to problematize the dominant narrative forms of disciplinary histories of management thought. Specifically, the authors explore the narrative mode of emplotment used in Wren’s (and later Wren and Bedeian’s) 50-year encyclical on the history of management thought, namely, The Evolution of Management Thought (EMT).

The authors propose that management histories operate as powerful narratives that shape our understanding of management thought and, consequently, our disciplinary futures. This paper explores the textual narrative of EMT. Additional data are drawn from other scholars’ observations of this text. This paper is positioned in the debates of management history.

While acknowledging the wealth of historical facts in EMT, the authors argue that the umbrella narrative orders events of the past in such a manner that the historical knowledge follows a form of Darwinian evolutionism. Thus, the narrative leads to problematic representations suffering from progressivism, presentism and universalism.

Disciplinary scholars in management and organization studies need to carefully reflect on how we construct our representations of the past and histories. This will allow us to better craft transparent and reflexive histories.

To the best of the authors’ knowledge, this paper is the first to propose a remedy, albeit a partial remedy, which we believe is needed to avoid adverse epistemological consequences associated with the use of problematic narratives in management and organizational histories.

This paper features a critique of the treatment of time in modern and postmodern historical organization studies. The authors reply to the critique by drawing on Lefebvre’s notion of rhythm to theorize time in an amodern condition. The purpose of this study is to call on historical organization studies scholars to theoretically engage with time.

After a pointed literature review of the treatment of time in modern and postmodern historical organization studies, an ANTi-History approach to time is developed through an exploration of how rhythm can inform key ANTi-History facets.

New insights on key ANTi-History facets are developed in relation to time. These include seeing the past as history through rhythmic actor-networks, a description of relationalism informed by situated rhythms, a suggestion that the performative aspect of history is rhythmic and an illustration of what one might see if they watched an amodern historian at work.

Lefebvre’s concept of rhythm has been largely neglected in historiography and historical organization studies. Rhythm offers a way to understand time in relation to situated actor practices as opposed to the universal clock or chronological time.

The purpose of this article is to commemorate the 50th anniversary of Evolution of Management Thought (EMT), a critically acclaimed text in management and organizational studies for its value in historicizing the practice of management.

The authors asked Daniel Wren and Arthur Bedeian in their own words to their contribution. In addition, the authors offer commentary and critique of 16 leading management historians who share their reflections on the intellectual significance of Wren and Bedeian, and the punctuation of EMT as a canonical text in the field of management history.

The legacy of Wren and Bedeian can be felt across the academy of historical research on business and organizations. Their work has separately made significant contributions to management studies but together they have forged a fruitful partnership that has given rise to multiple generations of scholars and scholarship that continue to shape the field to this day.

The contribution of the authors in this article is to mark the significant milestone of EMT’s five-decade success by hearing from the authors themselves about their longstanding success as well as giving space to critique about the past, present and future of our collective historical scholarship shaped by Wren and Bedeian’s legacy.

The purpose of this paper is to examine the relation between a company's bid‐ask spread, a proxy for information asymmetry, and auditor tenure and specialization.

The tests use clustered regression for a sample of 31,689 company‐years from 1992 to 2001 and control for factors known to impact bid‐ask spread in cross‐section.

The findings suggest that the market's perception of disclosure quality is higher and private information search opportunities are fewer for companies engaging industry specialist auditors. In addition, the paper finds that information asymmetry has a U‐shaped relation to auditor tenure. This U‐shaped relation holds for both specialists and non‐specialists; however, the bid‐ask spread for specialists tends to fall below that of non‐specialists at all tenure intervals.

The findings may directly result from auditor tenure and specialization or it may be that those auditor‐related characteristics are a subset of concurrent choices made by the company that impacts disclosure quality.

Companies have incentives to lower information asymmetry and the findings document that the choice of a specialist auditor and the length of the auditor relationship can potentially influence this objective.

The paper provides information to academics, regulators, companies, and auditors concerning the effect of auditor‐client relationships on the level of information asymmetry. In addition, it shows the importance of industry specialization and audit firm tenure on audit quality.

IN wishing all our readers happiness and prosperity throughout 1973 we are very conscious of the fact that it is a climateric year for the people of these islands. As these words are read we shall be a part of the European Economic Community.

The expansion of alternative education, globally, has coincided with a shift towards greater accountability for ensuring educational access and opportunity, high academic standards and increased graduation rates. While studies suggest the pervasive influence of accountability may be redefining how school leaders provide meaningful learning experiences and facilitating high achievement, little is known about school leaders of alternative schools administering accountability polices. If there are inconsistencies between meaningful learning experiences for at‐risk students and performance‐based standards outcomes, this may suggest issues around equity and alternative schools that should be evaluated. Using a theoretical frame of policy implementation, specifically the authoritative design of policy and social constructs of compliance, this study aims to examine how alternative school leaders implement accountability policies.

This cross‐case study employs a qualitative thematic strategy of data analysis in conjunction with Fairclough's three‐dimensional framework of discourse analysis to examine how seven school leaders at five alternative schools in California and Texas interpret and administer accountability policy.

The theme of reconciliation: tension between compliance and innovation was revealed from the data. The discourses surrounding the nature of students at risk and policy compliance converged, creating a notion that alternative school leaders were losing their autonomy as knowing what is best for their students amidst increasing accountability standards.

While many of the administrators are positioned by their districts to act as an at‐risk student expert when designing or sustaining academic and social programs at their respective alternative schools, they are in the process of losing some of their autonomy because of the pressures derived from accountability standards. However, school leaders continue to take responsive and reflexive actions to create distance between their settings and accountability policy in order to protect their students and schools from external pressures.

The study presents original findings in the area of accountability policy implementation in alternative school settings. This work suggests that the social constructs of compliance and student risk factors converge with the authoritative nature of accountability policy. In turn, tension was created for alternative school leaders as they consider what is best for at‐risk students.