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The aim of this chapter is to investigate factors affecting four of the gaps encompassed in the GAP model, which then results in Gap 5, the so-called customer gap, related to the variance between customer expectations and the perception of service quality (SQ). Four predictors were selected based on the literature review – marketing research orientation (MRO), service specification design (SSD), integrated technology (ITC) and integrated communication (ICO) – to examine their relationship with the customer gap. A valid and reliable questionnaire, developed for the purpose of the study, was used to collect data from a sample consisting of 600 employees from six hotels located in Amman, Jordan. The findings show that MRO, SSD, ITC and ICO significantly predict the four gaps in SQ on the provider side, which in turn significantly predict the customer gap. For companies, more attention should be paid to the four gaps that induce the customer gap.

The extent to which means-tested transfers, social insurance, and tax credits fill the gap between a family's private resources and the poverty threshold is a periodic barometer of the social safety net. Using data on families from the Current Population Survey I examine how the level and composition of before- and after-tax and after-transfer poverty gaps changed in response to changes in the policy and economic landscapes over the past two decades. The estimates presented here indicate not only dramatic changes in the level and sources of income maintenance programs filling the poverty gap, but also dramatic changes in which demographic groups successfully fill the gap. From the peak-to-peak business-cycle years of 1979 to 1999, the fraction of the gap left unfilled among non-elderly families in poverty has expanded by 25 percent, while the unfilled gap has increased by 50 percent among single female-headed families, families headed by non-whites, and families residing in the Northeast. In a given year the poor in the South fill considerably less of the poverty gap with cash welfare, but make up for much of the shortfall with higher payments of food stamps, SSI, and SSDI. Over time the poor in all regions of the country have substituted SSI, SSDI, and the EITC for cash welfare. Indeed, by 1999 the unfilled gap for families with related children present would be one-fifth larger without the EITC. With the exception of married-couple families, this apparent rate of replacement of disability payments and tax credits for cash welfare is less than one for one, leaving most poor families, especially non-white families and single female-headed families, financially more vulnerable today than in previous decades.

Several studies find that there is little sex gap in wages at labor market entry, and that the sex gap in wages emerges (and grows) with time in the labor market. This evidence is consistent with (i) there is little or no sex discrimination in wages at labor market entry, and (ii) the emergence of the sex gap in wages with time in the labor market reflects differences between women and men in human capital investment (and other decisions), with women investing less early in their careers. Indeed, some economists explicitly interpret the evidence this way. We show that this interpretation ignores two fundamental implications of the human capital model, and that differences in investment can complicate the interpretation of both the starting sex gap in wages (or absence of a gap), and the differences in “returns” to experience. We then estimate stylized structural models of human capital investment and wage growth to identify the effects of discrimination (or other sources of a starting pay gap) and differences in human capital investment.

We report three findings in a comprehensive study of hourly wage differences between women and men working in same occupation and establishment in Sweden in 1970–1990. (1) Within same occupation and establishment in 1990, women on average earn 1.4% less than men among blue-collar workers, 5.0% less among white-collar employees. This occupation-establishment level wage gap declined strongly from 1970 to 1978. (2) For white-collar employees, occupational segregation accounts for much of the wage gap, establishment segregation for little. For blue-collar workers both types of segregation are important. (3) The within-occupation gaps are small, below 4% and 7% for blue- and white-collar workers.

The purpose of this paper is to develop a comprehensive theory as to why academic research in accounting is said not to help practice.

The authors (1) present a comprehensive literature review in the academic/practitioner gap arena, and (2) develop a theoretical background for it. Further, they identify (3) the different information needs of these groups using value group theory and (4) the inherent factors and personality traits that influence career choice. Next, they (5) evaluate the values of each subgroup. They then (6) theorize what types of accounting research would interest each. They argue that (7) individuals who enter the academy differ from those who enter practice, and (8) the socialization processes and the impact of the professional setting (practice or academe) on behaviors further the separation of academic research from practitioner needs.

This paper is theoretical. It suggests that bridging the gap will be difficult. The study is theoretical. The limitation is that it does not empirically test the relationships hypothesized. By providing a comprehensive model of factors underlying the gap, however, it can be a fruitful source of research ideas for years to come. The implications are that it will be difficult to bridge the gap between accounting practitioners and academics. Having a greater understanding of the causes of the gap, however, may be very useful in fostering thought as to how to overcome it.

Prior literature on the topic is largely atheoretical. This paper is the first to develop a broad theory of the gap.

This paper examines the impact of residents’ human capital investment inequality on the urban–rural income gap, using China’s provincial panel data from 1997 to 2013. The results show that, at the national level as well as at the regional level, residents’ overall human capital investment inequality has a positive significant impact on the urban–rural income gap. In addition, the impact of overall human capital investment inequality increased monotonically from the eastern region inward to the western region. In terms of the relative impact of each component of human capital investment inequality on the urban–rural income gap, migration investment inequality appears to have the greatest impact at the national level, whereas health investment inequality has the greatest impact on the urban–rural income gap in the eastern region, and education investment inequality exhibits the greatest impact in the central and western regions. We also investigate the impact of human capital investment inequality on the urban–rural income gap over different periods. The results show that residents’ overall human capital investment inequality had a positive impact on the urban–rural income gap in the period 1997–2008, but the impact rapidly shrunk in 2009–2013. Furthermore, the impact of residents’ health investment inequality on the urban–rural income gap shows a downward trend, and the impact of residents’ education investment inequality trended slightly upward from 1997 to 2008, and then rapidly shrunk in 2009–2013. Finally, the impact of residents’ migration investment inequality was only significant in 1997–2002.

Purpose: The study elaborates the contextual conditions of the academic workplace in which gender, age, and nationality considerably influence the likelihood of self-categorization as being affected by workplace bullying. Furthermore, the intersectionality of these sociodemographic characteristics is examined.

Basic Design: The hypotheses underlying the study were mainly derived from the social role, social identity, and cultural distance theory, as well as from role congruity and relative deprivation theory. A survey data set of a large German research organization, the Max Planck Society, was used. A total of 3,272 cases of researchers and 2,995 cases of non-scientific employees were included in the analyses performed. For both groups of employees, binary logistic regression equations were constructed. the outcome of each equation is the estimated percentage of individuals who reported themselves as having experienced bullying at work occasionally or more frequently in the 12 months prior to the survey. The predictors are the demographic and organization-specific characteristics (hierarchical position, scientific field, administrative unit) of the respondents and selected interaction terms. Using regression equations, hypothetically relevant conditional marginal means and differences in regression parameters were calculated and compared by means of t-tests.

Results: In particular, the gender-related hypotheses of the study could be completely or conditionally verified. Accordingly, female scientific and non-scientific employees showed a higher bullying vulnerability in (almost) all contexts of the academic workplace. An increased bullying vulnerability was also found for foreign researchers. However, the patterns found here contradicted those that were hypothesized. Concerning the effect of age analyzed for non-scientific personnel, especially the age group 45–59 years showed a higher bullying probability, with the gender gap in bullying vulnerability being greatest for the youngest and oldest age groups in the sample.

Interpre4tation and Relevance: The results of the study especially support the social identity theory regarding gender. In the sample studied, women in minority positions have a higher vulnerability to bullying in their work fields, which is not the case for men. However, the influence of nationality on bullying vulnerability is more complex. The study points to the further development of cultural distance theory, whose hypotheses are only partly able to explain the results. The evidence for social role theory is primarily seen in the interaction of gender with age and hierarchical level. Accordingly, female early career researchers and young women (and women in the oldest age group) on the non-scientific staff presumably experience a masculine workplace. Thus, the results of the study contradict the role congruity theory.

Purpose – This chapter explores the use of evolutionary and institutionalization models to understand the progression of sustainability in organizations and their contribution to sustainable effectiveness. It describes the evolution of Gap, Inc.'s sustainability approach, its increasingly central role in the organization's strategy and design, and the methods it is using to institutionalize this critical change.

Design – The chapter describes alternative models of sustainability evolution and change institutionalization, and then applies the concepts in those models to understand Gap, Inc.'s sustainability journey.

Findings – The models of sustainability evolution and change institutionalization provide different but complimentary views on the extent to which sustainability is embedded in Gap, Inc.'s organization. These models can be a useful tool for assessing progress and recommending actions to increase the institutionalization of sustainability strategies and initiatives.

Originality and value – The findings of this chapter will help senior executives with responsibility for sustainability implementation. In addition to providing indicators for assessment of progress, findings of sustainability's institutionalization should prove helpful in predicting achievement of sustainable effectiveness.

Companies are constantly striving for superior customer service that meets consumers' expectations. Products that do not provide consumers with good service quality are unlikely to meet the expectations of consumers. The aim is to maximize customer satisfaction and achieve financial success by closing gaps to provide high-quality service to consumers. Customers use quality of service to choose a service provider. This does not only include the quality of products or service but also the quality of customer service. The five essential elements (5Es) – experience, emotions, exclusivity, execution and engagement – must be used by companies to ensure that their products and services meet defined standards or customer's expectations. The customer's opinion of a service is formed immediately, regardless of whether it is positive or negative. The result of a negative customer experience is negative word of mouth, which would cause loss in business from dissatisfied customers as well as from potential customers who will no longer use the services. Using the gap model for service quality, this study proposes the essential 5Es of service quality. As a result of the synthesis of this current research, the company's service delivery will be improved by identifying weaknesses. The use of these 5Es for the control of service quality and monitoring of quality defects leads to better understanding and reduction of cost.

Most social scientists believe that schools serving the disadvantaged provide considerably poorer learning environments than schools serving advantaged students. As a result, schools are thought to be an important source of social problems like inequality. However, an important subset of research employing seasonal comparisons (observing how achievement gaps change when school is in versus out) disputes this position. These studies note that socioeconomic-based gaps in skills grow faster when school is out versus in, suggesting that achievement gaps would be larger if not for schools. I discuss the advantages of seasonal comparison studies and how they provide a more contextual perspective for understanding several important questions, such as: (1) What is the distribution of school quality? (2) How does inequality outside of school condition the way schools matter? and (3) Which policies, school or non-school, most effectively reduce achievement gaps? I conclude that our understanding of how schools influence inequality would be improved by employing the more contextual perspective offered by seasonal comparisons. Seasonal comparison studies have not played a meaningful role in public discussions and so the public lacks a proper understanding of the extent to which social context shapes achievement gaps. This is unfortunate because we continue to try and address achievement gaps primarily through school reform when the real source of the problem lies in the inequalities outside of schools.