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This paper aims to develop and psychometrically assess an individual’s perception of their work unit’s psychological sense of community (PSOCw) scale. This new scale is designed to capture the unique characteristics of a contemporary work unit that might include current practices such as hot-desking and workers located in physically separate locations.

This paper develops and then psychometrically accesses a new scale designed to better capture the psychological sense of community in a contemporary work unit.

The managerial implications for the PSOCw scale that is a psychometrically sound measure of work engagement, civility and collegiality in a work unit allow managers to audit a work unit based on these three dimensions and then take corrective actions to enhance the work unit’s sense of community.

The present study adapts previous work on PSOCw to a contemporary work environment where members of a work unit are often in physically separate locations and largely connect virtually.

This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.

Intentionally exposing students to diverse perspectives in a controlled environment.

We posit that the severity and frequency of these issues can be mitigated through focused efforts.

Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.

This study is a meditation of the master's program “Globalization and Education” at the University of Fribourg, Switzerland. It contributes an evaluation of the function of bravery in academic discourse. Safety and bravery refer to the complexity of educational space in higher education: to interactions in the classroom, the institutional context, and social imaginaries of Western modernity. While civility and respect are essential, and potential causes of pain should be acknowledged, the control of conduct can never fully guarantee safety. The chapter proposes replacing the classroom with a research community. It would no longer excessively focus on the relationship between a teacher and students, but the subject matter. The commitment becomes more symmetrical, and, therefore, a research community creates a brave space.

Purpose – This chapter explores the topic of free speech protections and social media use in academia through an examination of the current legal landscape as it applies to various stakeholders on university campuses in the United States. The authors focus this examination primarily on public universities. Methodology/Approach – Legal research methods were utilized, including an analysis of relevant United States federal and state laws, case law, and secondary sources such as law reviews. Non-legal sources, such as academic journals, were also reviewed, with particular emphasis on topics such as university policies, tenure protections, academic freedom, as well as current events. Findings – The law regarding personal social media communications in a university setting is a series of complex and interconnected legal questions. Courts are still flushing out how free speech protections, personal social media use, and other relevant legal protections (e.g., employment law) may interface in a university-related case. Outcomes of cases are highly fact driven, and legal precedent is still being established. Originality/Value – This chapter offers a comprehensive examination of the topic of free speech and social media use in United States academia by (1) examining legal protections as applied to various stakeholders on a college campus and (2) analyzing the current legal landscape of social media cases involving universities.

Reports on a study looking at dimensions of service provider performance that influence immediate emotional responses to service encounters, based on 914 service encounters. Identifies five service‐provider dimensions that are significant predictors of emotional response to services. Finds that different service‐provider dimensions influence positive as compared with negative emotional responses and that temporal duration and spatial intimacy of the encounter affect both the reported levels and relative importance of these service‐provider dimensions to emotional responses.

Examines behaviors of doctors that influence patient evaluation of medical encounters. It examines these behaviors in both the USA and Japan and compares the findings. A list of behaviors relevant to patient evaluation of a medical encounter is developed. Performance of these behaviors in specific medical transactions is then examined and the relationship between performance of each behavior and encounter satisfaction is analyzed. Behaviors are grouped, using factor analysis from consumer surveys, into four dimensions in the USA (concern, civility, congeniality and attention) and five dimensions in Japan (concern, civility, congeniality, communication, and courtesy). Each is defined using multiple behavioral measures. Despite many differences in the cultures of these two countries and their medical delivery systems, many similarities are found in how consumers evaluate medical services in the two countries. Measures include some concepts not widely addressed in current services literature, including conversation, genuineness, attitude, and demeanor. These dimensions and constituent behaviors provide a framework for future research and medical training and management.

The purpose of the study is to explore and compare customer perceptions of service encounter behavior in the USA and the Republic of Korea and to identify the relationship of the underlying behavioral dimensions to customer satisfaction.

A questionnaire was designed to collect data in the USA and Korea. Exploratory factor analysis was employed to extract the most distinct set of behavioral dimensions underlying each culture. Predictive validity was examined using correlations and regression analysis.

Key differences were found between US and Korean restaurant customers' perceptions of wait‐staff behavior and their impact on performance. While personalization was a significant predictor of satisfaction in the US sample, concern was a significant predictor for the Koreans. Courtesy and civility were important to both samples.

Customer satisfaction is strongly influenced by employee behavior. To ensure success in international markets, service providers should recognize and understand the differences that potentially exist based on nationality and culture. Resources allocation decisions pertaining to training and service provision should be designed to effectively respond to local customer needs.

Previous research seeking to explain customer satisfaction has for the most part overlooked the interaction between the customer and the service provider. This research extends previous work by examining cross‐cultural differences and intends to provide a better understanding of restaurant customers in the USA and Korea, as well as to enable restaurant operators and managers to better service their clientele in the global marketplace.

The global network that links the universe of computers is really many networks, each evolved in its own idiosyncratic fashion, whipped together like the frayed strands of cotton ropes. Along this network — which takes its name from the workings of a net, a tool devised to capture and hold prey — millions of human beings struggle to make themselves understood. It is not always easy to do, and the number of those dismayed by trying to communicate via the Net is exceeded only by those whose perseverance, taste for the novel, and need to be in touch (a fascinating metaphor in this context) over‐powers their reticence to be trapped and held by the Net's allure.

The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL).

A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes.

A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement).

Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included.

This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.