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If the past 30 years of history have taught anything, it is that white‐collar offenders often run afoul of the law by their participation in cover‐ups rather than their part in a substantive criminal offenses. In August 1974, President Richard Nixon was forced to resign as President of the United States ‐ not because of the Watergate break in itself, but his attempts to cover it up. President Clinton was impeached and narrowly avoided indictment ‐ not for his sexual escapades with Monica Lewinsky, but his attempt to redefine the word “is” during his testimony at a deposition. Recently, we have seen the demise of Arthur Andersen, LLP ‐ not as the result of a securities fraud conviction, but a conviction for obstruction of justice. Frank Quattrone was indicted recently for allegedly counseling the destruction of documents, and Martha Stewart was indicted, not for insider trading or the alleged conduct that first brought her under the microscope of the Securities and Exchange Commission (“SEC”) and Department of Justice (“DOJ”), but allegedly for misleading federal agents. This article will review the current round of indictments against Wall Street luminaries for obstruction, as well as the new obstruction provisions of the Sarbanes‐Oxley Act. It then will make some observations on how these events should impact a corporation’s document retention policy. Finally, it will discuss how compliance programs that aim to enforce the laws of this country and assist governmental inquiries may actually ensnare corporation employees in an obstruction trap.

The purpose of this paper is to analyze the relationship between participation in further training courses and job satisfaction, focussing in particular on gender differences.

Using data from the German Socio-Economic Panel (SOEP), a Probit-adapted OLS (POLS) model is employed which allows to account for individual fixed effects. The analysis controls for a variety of socio-demographic, job and firm characteristics.

The authors find a difference between males and females in the correlation between training and job satisfaction which is positive for males but insignificant for females. This difference becomes even more pronounced when applying individual fixed effects. To gain insights into the reasons for this difference, the authors further investigate training characteristics by gender. The authors find that financial support and career-orientation of courses only seems to matter for the job satisfaction of men but not for the satisfaction of women.

In Germany, financial support and career-orientation of training courses only seem to matter for the job satisfaction of men but not for the satisfaction of women. This has important implications for the investment in and outcomes of these training endeavors from both, a participant and an employer perspective.

This paper extends the existing literature in several ways. The authors use job satisfaction as an outcome of training which comprises non-pecuniary returns in addition to monetary returns. In addition, the authors point out gender differences and examine the heterogeneity of training courses by gender. This seems important since job satisfaction processes differ to a large extent by gender and since it is well-known that training participation also differs by gender. The panel structure of the data enables a methodological advancement in terms of accounting for time-invariant unobserved heterogeneity which is likely to matter for the results.

To evaluate the effectiveness of an adaptation of Interpersonal Group Psychotherapy (IPT-G), in facilitating short- and longer-term improvements in eating disorder symptomology, psychosocial impairment, anxiety, depression and attachment difficulties among adults living with overweight and diagnosed with binge eating disorder (BED).

In total, 24 participants completed measures at the start of IPT-G, mid-treatment, discharge and six-month follow-up. Quantitative outcomes were analysed utilising one-way repeated measures analysis of variance.

Treatment retention was 100%. Significant improvements in binge-eating frequency, psychosocial impairment and depression were achieved at mid-treatment and maintained at post-treatment and six-month follow-up, and with large effect sizes. Attachment anxiety had reduced significantly at post-treatment and was maintained at six-month review. Body mass index (BMI) had stabilised by mid-treatment and was maintained at post-treatment and six-month follow-up. All hypotheses were supported, with the exception that attachment avoidance did not improve significantly and following a post-treatment reduction, anxiety symptoms deteriorated slightly by six-month follow-up, such that they were no longer significantly different from pre-treatment levels.

Despite being the most prevalent of the eating disorders (compared to anorexia nervosa and bulimia nervosa), BED is under-recognised and under-treated in clinical settings. Results indicate the sustained effectiveness of IPT-G in improving eating disorder and comorbid symptomology associated with BED.

This is the first UK study to investigate the effectiveness of IPT-G at treating BED. Unlike previous studies in the field, this study did not exclude participants based on age, BMI or psychiatric comorbidity.

Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives.

The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques.

Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy.

This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.

The purpose of this paper is to expand existing research on fulfillment systems for multi-channel retailers by combining analysis of customer expectation (CE) with economic performance (EP) aspects.

This exploratory study is based on a literature review of supply chain management and marketing combined with the results of an online questionnaire submitted to French and Chinese multi-channel retailers from two sectors.

The results enable the authors to identify 13 important key performance indicators (KPIs) used by multi-channel retailers for measuring e-fulfillment system performance and also to determine under which of the EP or CE criteria these KPIs might be linked.

Although the sample size is limited, this research is intended to be exploratory, based on the practices of supply chain and marketing managers. Moreover, the results do not address interdependencies among the different KPIs.

E-fulfillment is a major challenge for multi-channel retailers; it is cost intensive and critical for customer satisfaction. The identified set of KPIs enables retailers to choose those relevant to their particular infrastructure.

A limited number of scholarly works have explored the operational implications of online retailing in terms of e-fulfillment in a multi-channel context. In order to manage such supply chains efficiently and effectively, traditional measures of supply chain performance need to be adapted. This study expands existing knowledge by developing measurement systems and metrics for the evaluation of supply chain performance in this context.

The development of health literacy skills is of paramount importance especially for students, as it is associated with their wellbeing and academic success. Assessing students' health literacy is necessary for its advancement. This study comes to fill the need for a valid multidimensional health literacy assessment instrument for secondary school students.

Initially, the authors defined the conceptual framework within which the items of this instrument were generated. Its final form was obtained through three pilot studies. A test-retest followed and, finally, a nationwide survey was conducted on Greek seventh-, ninth- and tenth-grade students (N = 2,800).

A 37-item instrument, the Health Literacy Assessment for Secondary School Students (HeLiASeSS), was developed which includes the following nine dimensions/skills of health literacy: “access to”, “understand” and “evaluate” (health information), “functional communication”, “interactive communication” and “critical communication”, “relying on health information”, “self-efficacy regarding health matters” and “intention for active citizenship regarding health matters”. HeLiASeSS proved to have good stability (ICC = 0.943) and high internal consistency reliability (a = 0.903).

HeLiASeSS offers the possibility of a reliable and valid assessment of secondary school students' health literacy skills providing a multidimensional evaluation of this construct and is expected to be useful in interventions aiming at promoting this type of literacy.

The aim of this paper is threefold: to provide an overview of organizational socialization (OS) research; to present a new model of OS focusing on successful outcomes; and finally to draw from both of these to suggest practical steps for both organizations aiming to socialize newcomers, and for newcomers themselves.

A summary literature review of the OS literature post‐entry, focusing on organizational, insider and newcomer actions.

The literature is used to develop and propose a new model of OS success, with five OS success indicators. Testable relationships are proposed between these indicators and both five learning domains and five learning sources.

The research model has not been tested empirically. Further, the fifth success indicator, external representation, is a new and untested concept in the OS literature.

The paper provides a model that managers and newcomers may find useful to successfully negotiate the OS process. Further, the third section of the manuscript extensively discusses practical implications from the model and more broadly from the initial literature review.

The model proposed is novel and raises the important issue of appropriate OS success indicators. New propositions are made regarding relationships between learning sources and domains with these success indicators. This testable model is a valuable resource for researchers. Further, for managers, whether newcomers themselves or responsible for newcomers, the model provides a framework for considering what they are aiming to achieve and how they might get there.

This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

The purpose of this paper is to provide empirical evidence on the gender wage differential of labor market entrants and the determinants of their starting wages.

The paper makes use of a unique data set on graduates in economics from a large German university that contains detailed information on the graduates’ course of study, their additional qualifications and their transition from university to the labor market. Based on these data, Mincer-type earnings functions as well as wage decompositions as proposed by Blinder (1973) and Oaxaca (1973) are performed.

The paper finds a significant gender wage differential of 7 percent. Blinder-Oaxaca decompositions suggest that the major part of this gap remains unexplained by gender differences in observable characteristics.

The main feature of our analysis – having a highly homogeneous sample of graduates from a single university – comes at the costs of reduced ability to draw generalized conclusions from our findings.

This paper investigates the determinants of entry wages for a homogeneous group of high-skilled workers using a unique data set of graduates in business and economics from a large German university. Concentrating on a highly homogeneous sample limits the problem of unobserved heterogeneity, which results in an overestimation of the unexplained component of standard decompositions analyses. Hence, the finding that a large part of the gender pay gap remains unexplained can be considered as an indicator for gender discrimination in the labor market for economics graduates.

Socialization is one of the fundamental processes that define how collectivities emerge. Socialization underpins the social structures that shape not only how social actors interact in community but also the boundaries of action and the rules of engagement. In the context of organizations, socialization is a process that significantly shapes organization in the way core practices shape how things are done and why they are done in particular ways. This emphasis on consistency within and between practices is seen to be greatly facilitated by specific practices like staff induction. The purpose of this paper is to review the current conceptual and empirical research on staff induction as a process of organizational socialization and outlines some of the areas for future research particularly if a social practice perspective is adopted.

The paper presents a systematic review of the relevant literature on organizational socialization and staff induction and outlines themes to which the debate can usefully be extended.

This paper focuses on how staff induction practices provide valuable insights about how social agents (especially newcomers) get socialized in organizations.

This paper provides a foundation for the various staff induction practices that other papers in this issue will be presenting. By outlining the current debate and insights from previous empirical research on staff induction, the objective is to extend the debate by outlining some new avenues for research that papers in the special issue both respond to and further explicate.

This paper explores staff induction and organizational socialization as a practice that can provide new insights into the dynamics of social interaction within organizations.