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Considers the impact of a range of variables on confidence in the police, including those given little or no previous attention, e.g. measures of crime experience and of conservative political orientation. Draws data from a larger study of urban crime‐prevention issues based on Cincinnati, Ohio. Finds that respondents’ race is not a significant determinant of confidence in the police; the most important determinant being the community context. Suggests that neighborhood social integration may provide a supportive context which could encourage positive evaluation of formal institutional arrangements. Finds that attitudes toward the police (ATP) are regulated by the social context and that much of the existing research, which excluded contextual variables, may have been wrong in making race a significant variable. Notes that confidence in the police is higher in women than in men, but this may be due to a lower rate of antagonistic contact between police and women (not measured here).

The purpose of this study is to explore the ideological gaps across a range of policing interactions with the public.

In a survey distributed via Mechanical Turk (MTurk) (n = 979), the authors explore the role that respondents' political ideology plays in the agreement of 13 aspects of policing services, their demeanor and decorum.

Attitudes toward policing interactions are slightly positive. Conservatives steadfastly hold positive attitudes about police. Liberals vacillate from negative to positive attitudes across the 13 policing interaction statements.

Although small, there is an ideological consensus that police adequately protect citizens and are knowledgeable about the law.

Even at record lows of public confidence in the police, some subsections of the sample, such as conservatives, firmly hold positive attitudes about police. The unwavering support for police by conservatives continues across the multi-item measure of policing interactions, whereas liberals illustrated less uniformity in their attitudes.

This study aims to build context-specific measurement tools to assess first-year students' digital literacy skills. The purpose is to collect data to provide more meaningful skills support for new students and raise their awareness about the digital literacy skills fundamental to academic study.

A set of three scales were developed and piloted at the beginning of 2018 and 2019 fall semesters: (1) a self-assessment survey, (2) an online test to collect indirect evidence and (3) a set of performance tasks. In both rounds, the scales were examined for reliability and construct validity and improved accordingly. The third round, conducted with a different scope, enabled a final reliability check for the online test.

The results indicate that first-year students need support with higher-order digital literacy skills. Low performers tend to overestimate their skills, so self-assessment surveys fall short in providing needs assessment but provide evidence of awareness when combined with the other scales. Performance tasks provide direct evidence but are not practical with larger numbers of participants. An online test to deliver indirect evidence works well but requires careful reliability considerations.

The conceptual framework for digital literacies offered in this study was narrowed down to the immediate skills to maintain a feasible scope. The sample size was small in both rounds, but the findings gave insights regarding the skills under scrutiny. Similarly, the scales were subject to close examination and were continuously improved, and the imperfections were monitored carefully while drawing conclusions.

All of the three scales are ready to be used. Depending on the purpose, they can be given to first-year students together or separately to define their needs for support. Both versions of the survey and performance tasks are presented in the paper, and the test can be found at this link: Digital Literacy Test for Preview.

There are three methods to measure digital skills. Although there are studies using individual or paired methods, this study is distinctive as it combines all three. While other scales to measure digital literacy skills exist, they are not appropriate in every context. Therefore, this study will serve as an example for those wishing to devise context-specific scales.

Every year several thousand female cadets participate in the Combined Cadet Force (CCF) in the UK, but little is known about the impact that this experience has on the subsequent employability of the female cadets. This study aimed to understand the perceptions of academic teenage girls from one all-female unit of their participation in CCF and the personal benefit or otherwise in relation to their ultimate employability.

This qualitative study used semi-structured interviews to explore the experiences of 10 young women who had participated in CCF for at least three years. Data were analysed using a thematic analysis.

Participants were effusive about the transformative effects of CCF in relation to personal confidence, recognising transferable skills and raising personal aspiration, all key elements to employability, particularly for women. They also considered they had gained future workplace advantage having had opportunity to trial leadership strategies in mixed gender teams, an experience unavailable elsewhere to them. Loyalty to the contingent pervaded every discussion and the importance of team goals, although this level of selfless commitment may be detrimental to employability, subsuming their personal interests to the greater good.

Research into the benefit or otherwise of teenage girls' extra-curricular activities is scarce, and this is the first study, to the authors' knowledge, that explores the perceptions of the impact their time in CCF had on their graduate employability skills.

The purpose of the study was to examine the impact of both work and non-work domain contextual factors (family support, workplace social support, mentoring support, networking and visible assignment) on the general self-efficacy (GSE) of women leaders in India. Also, we tried to explore whether GSE is connected to women leaders' career aspirations.

This is a survey-based study where data was collected and analysed from 145 women leaders working in a large public sector organisation in India.

Results suggest that except for workplace social support, all other factors have a significant positive impact on the GSE of women leaders. GSE is also significantly associated with women leaders' career aspirations.

Uniqueness of the article is that we have empirically tested the enablers and deterrents of women leadership in the GSE context, taking note of both work and non-work domains of women leaders. The implications of the results for women's leadership development have been detailed.

The main purpose of this paper is to assess the degree of complementarity between cognitive skills and non-cognitive skills, and to evaluate their joint impact on individual wages.

The author uses a survey representative of the Polish working-age population with well-established measures of cognitive and non-cognitive skills.

Non-cognitive skills are important in the labour market, not only as separate factors that influence wages, but as complements to cognitive skills. Specifically, the analysis showed that the more neurotic an individual is, the lower his or her returns to cognitive skills are. Social skills were not shown to be complementary to cognitive skills in Poland unlike the recent results in the United States.

To the best of author's knowledge, this is the first study to provide evidence that neurotic individuals have lower returns to cognitive skills. It also tests the existence of the complementarity between social and cognitive skills.

Digital financial inclusion is a need of the recent era in order to flourish the growth of economies as well as businesses and individuals. Thus, varieties of digital technologies are launched to provide ease and leverage to customers’ financial needs. Among the well-known digital technologies, Fintech emerged as a well-known and accepted form of digital technologies. However, the acceptance level is much lower, especially in developing sides of the world like Pakistan where issues related to cyber-security are the major hindrance in the way of digitization and n-tier online payments. However, with a massive youth population, Pakistan also has the opportunity to use Fintech as the major tool for economic and social development. Therefore, this chapter has been written purposely to shed light on the importance, use, and role of Fintech in the growth of developing countries like Pakistan. The purpose is to increase the knowledge of youth about financial technologies especially Fintech so they may embrace their abilities with technological innovation, especially for their financial needs. On the other side, the chapter will also address the lack of research on this emerging trend to diverge the focus of researchers and academicians towards Fintech and its uses, scope, implications, and benefits for developing countries.

The purpose of this paper is to investigate the generic skills that are important for the career success of accounting graduates in Sri Lanka from the perspectives of university educators and employers.

Bui and Porter's (2010) expectation-performance gap framework was modified to match with the context of the current study. Data collected via questionnaire survey was analysed for non-parametric tests: the Wilcoxon signed-rank test and the Mann-Whitney test, using SPSS version 20, and quantified the expectation-performance gap and its components.

The major finding of this research is that the main cause for the expectation-performance gap, as identified in the analysis of the constraint gap is university educators’ low confidence in teaching the required generic skills for career success of graduates. However, university educators are aware of the employer expectations of graduate accountants in terms of generic skills. Employers indicated that many of the generic skills are not achieved by the accounting graduates.

Findings of this study reflect the importance of expanding the accounting curricula by embedding and assessing generic skill development activities. In addition, it is vital to develop the capacities of university educators in terms of teaching and assessing generic skills in accounting degree programmes.

This study contributes to the literature as one of few studies that investigate the generic skills development of accounting graduates in Asia, particularly in Sri Lanka.

Business confidence is crucial to firm decisions, but it is deeply related to professional forecasters' expectations. Since Brazil is an important inflation targeting country, this paper investigates whether monetary policy credibility and disagreements in inflation and interest rate expectations relate to business confidence in Brazil. The study considers the aggregate business confidence index and the business confidence indexes for 11 industrial sectors in Brazil.

The authors run ordinary least squares and generalized method of moments regressions to assess the direct effects of disagreements in expectation and monetary policy credibility on business confidence. The authors also make use of Wald test of parameter equality to observe whether there are “offsetting effects” of monetary credibility in mitigating the effects of both disagreements in expectations on business confidence. Besides, the authors run quantile regressions to analyze the effect of the main explanatory variables of interest on business confidence in contexts where business confidence is low (pessimistic) or high (optimistic).

Disagreements in inflation expectations reduce business confidence, monetary policy credibility improves business confidence and credibility mitigates the adverse effects of disagreements in expectations on business confidence. The sectors most sensitive to monetary policy credibility are Rubber, Motor Vehicles, Metallurgy, Metal Products and Cellulose. The findings also suggest the effect of disagreement in inflation expectations on business confidence decreases as confidence increases, and the effect of monetary policy credibility on business confidence increases as entrepreneurs are more optimistic.

While there is evidence that monetary policy credibility is beneficial to the economy, there are no studies on the effects of disagreements in inflation and interest rate expectations on business confidence (at the aggregate and sectoral levels). Besides, there are no studies that have investigated whether monetary policy credibility can mitigate the effects of disagreements in inflation and interest rate expectations on business confidence (at the aggregate and sectoral levels). Therefore, there are gaps to be filled in the literature addressing business confidence, monetary policy credibility and disagreements in expectations. These issues are particularly important to inflation targeting developing countries.

This study aims to investigate the factors that enhance the credibility of and confidence in audit value.

Data were collected from 254 institutional investors through a questionnaire survey and were analyzed using partial least squares structural equation modelling (PLS-SEM).

The findings reveal that the two influential predictors of enhanced credibility and confidence are perceived auditor independence and improved auditor communication. Factors related to auditor–client affiliation, such as restrictions on providing non-audit services, mandatory auditor rotation and the presence of effective audit committees, are identified as creating the perceived independence. Improved auditor communication is linked with improving the audit report and ensuring audit education, thus creating more sophisticated users who better understand the scope and purpose of an audit. Furthermore, independent audit oversight acts as a moderator in the relationship between perceived auditor independence, improved auditor communication and enhanced credibility. Enhanced credibility can lead to greater confidence in audit value.

In the wake of the global financial crisis and loss of confidence in the role of auditors, this study investigates the factors that can enhance the credibility of and confidence in audit value, especially in a non-Anglo-American setting. This study is unique in terms of methodological development, as it uses a higher-order Type II reflective–formative model using PLS-SEM.