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In recent years, several studies on self-legitimacy of police officers were conducted; however, few have tested the unstable nature of legitimacy in different time periods. This paper aims to focus on the self-legitimacy of police officers and its impact on pro-organizational behavior in 2013 and 2016.

The study took place in eight regional police directorates in Slovenia. The number of participants amounted to 529 police officers in 2013 and 478 police officers in 2016 that have completed a paper and pencil survey that was pretested using a convenience sample of police officers studying as part-time undergraduate students.

Overall findings revealed organizational commitment as the strongest predictor of self-legitimacy of police officers in Slovenia. The invariance of the “core variables” and their influence on the self-legitimacy of police officers in different time periods was confirmed. Their perception of individual legitimacy, organizational commitment, education and years of service influenced pro-organizational behaviors of police officers.

Limitations of the study can be seen in the sincerity of participating police officers and the nature of self-legitimacy, which operates differently in different societies.

The results could be used for the improvement of policing in a young democratic country.

Legitimacy, procedural justice and other components of policing in a democratic society need to be tested globally, especially in young democracies. This study is an example of an ongoing, follow-up endeavor of researchers and the national police to reflect upon the development of policing.

The paper has confirmed the invariance of relations with colleagues, supervisors' procedural justice and audience legitimacy on the self-legitimacy in different time periods and societies.

Police legitimacy presents a social value of the institution based on citizens' normative, moral and ethical feelings that they should voluntarily comply with and support the authority of the police. The present study focuses on residents' perceptions of police legitimacy in different settings in Slovenia.

Drawing on data from a survey of 1,022 citizens in Slovenia, this study examined the correlates of police legitimacy and differences in citizen perceptions of police legitimacy in urban, suburban and rural settings.

Multivariate statistical analyses showed that feelings of obligation to obey, trust in police, procedural justice, police effectiveness, relations with police officers and gender influence perceptions of police legitimacy. Significant differences between residents' perceptions of police legitimacy, obligation to obey, trust in police, procedural justice, police effectiveness and legal cynicism in urban, suburban and rural settings were also observed. In general, residents of rural areas were found to have more positive attitudes towards the police than those in urban and suburban settings.

The article is useful for police leaders and practitioners planning policies and training of police officers for democratic policing.

Police legitimacy reflects the legitimacy of governance, as the police are the most visible representatives of the state authority. Therefore, police legitimacy is crucial for policing in urban, suburban and rural settings.

The study presents the first test of police legitimacy in a non-Western cultural environment based on a national sample of citizens, which enables the generalisation of concepts of legitimacy, and its correlates in a different cultural setting. The study also presents the first attempt to test and compare the effect of the settings (i.e. rural, suburban and urban) on variables influencing residents' perceptions of police legitimacy.

This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates.

Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses.

Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy.

Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges.

Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.

This chapter demonstrates that social business models do not meaningfully prioritize or impose accountability to “social good” over other purposes in ways that (a) best protect against owners changing their minds or entry of new owners with different priorities and (b) enable reliable accountability over time and across circumstances. This chapter further suggests a model – a “social primacy company” – that actually prioritizes “social good” and meaningful accountability to it. This chapter thus clarifies circumstances under which existing models might be most useful and are not particularly useful, especially as investors, entrepreneurs, employees, regulators, and others pursue shared, common understandings about purposes, priorities, and accountability.

Constructive deviance has received increasing attention across the last 20 years. However, because the distinction between constructive and traditional forms of deviance (i.e., destructive) is based on the intent behind the behaviors, it can be difficult to determine which acts are constructive. As an umbrella construct consisting of several forms of deviant acts (e.g., whistle-blowing, employee voice, necessary evils), research into constructive deviance has largely remained focused on the individual behaviors to date. While advancements have been made, this focus has limited the consideration of an overarching understanding of constructive deviance in the workplace. Further, constructs like constructive deviance that straddle the bounds between beneficial and detrimental necessitate the exploration into their antecedents as determined by the employees (i.e., apples), their environments (e.g., barrels), or some combination of the two. The author seeks to advance the research in constructive deviance by proposing a testable model. In which, the author develops an interactionist perspective of the antecedents to reposition constructive deviance as the acts of good employees in restrictive or negative environments. In doing so, the author considers how various aspects of individuals, their organizational environments, and the influence of their leaders interact. The author then develops a multi-stakeholder approach to the outcomes of constructive deviance to consider how the various parties (i.e., organization, coworkers, customers) are expected to respond and how these responses impact the more distal outcomes as well as the likelihood of engaging in future constructive deviance.

The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship.

Conceptual viewpoint of the author.

The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning.

Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive.

This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.

Building on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.

The paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.

This paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.

To educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.

This study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.

The ethics literature has focused on the influence of self-construal dimensions on unethical decision-making. However, the literature is unclear about why these self-construal dimensions (Independent-self, Relational-self, Collective-self) impact differently on unethical decision-making. Based on the theory of cooperation and competition, this study empirically examines the mediating role of competitive orientation and addresses the theoretically unexplained question of why self-construal dimensions influence differently on unethical decision-making.

Based on the deductive approach, a quantitative research study was conducted on the Sri Lankan banking industry because there have been many instances of unethical behavior reported in this sector lately. Data were collected from 305 bank branch managers using a structured survey questionnaire.

The findings revealed that competitive orientation mediates the self-construal dimensions and explained that competitive orientation is one reason why independent-self, relational-self and collective-self influence differently on unethical decision-making.

This paper addresses the unanswered question of why self-construal dimensions relate to unethical decision-making differently.