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This chapter examines the considerations weighed by armed actors in responding to civilian demands in three Colombian peace territories, where residents have engaged in civil resistance against armed violence and negotiated with armed actors to reduce such violence. It does so mainly on the basis of data from fieldwork, including interviews with former or current members of armed groups who operated in the areas under study, and other actors. We find that armed actors weighed political, security, economic and normative considerations when faced with civilian demands and that the armed actors’ relative dependence on civilians regarding these four aspects influenced these actors’ responses.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

Like the hero of the 1946 Capra movie It's a Wonderful Life, Norman Denzin has been a builder of his local community. While much attention has been paid to his intellectual contributions on methods and in several substantive areas, possibly his greatest accomplishments have been in the area of building and fostering a robust, international, multidisciplinary qualitative research community. This chapter explores some of these contributions, focusing on Denzin's leadership in creating the Handbook of Qualitative Research, the International Congress of Qualitative Inquiry, and eight different journals or book series for which he serves as editor or coeditor. Through these channels, he has fostered the work of younger scholars, of marginalized groups, and of qualitative communities throughout the world, and supported innovative directions in qualitative theory and practice.

This chapter explores the concept of entitlement among school teachers and university professors in terms of long-standing characteristics of the culture of schooling. Features of the school culture are introduced with a short excerpt from a science lesson that illustrates how the authority of a teacher's position can be substituted for the teacher's authority of knowledge or reason. Introduction of the concept of the authority that arises from experience leads to discussion of entitlement arising from viewing teaching as a gift rather than a service. If teaching is a service, are students not entitled to a voice in their learning? To illustrate, a three-decade project to develop students' voice and responsibility in their learning is discussed. Given the unique characteristics of teaching and teacher education, the chapter closes with the suggestion that the ultimate indication of teacher entitlement may be teachers not realizing the importance of teaching their students how to learn.

Young people who are looked after by the state face challenges as they make the transition from care to adulthood, with variation in support available. In the past decade, funding has been directed towards organisations to pilot innovations to support transition, with accompanying evaluations often conducted with a single disciplinary focus, in a context of short timescales and small budgets. Recognising the value and weight of the challenge involved in evaluation of innovations that aim to support the transitions of young people leaving care, this paper aims to provide a review of evaluation approaches and suggestions regarding how these might be developed.

As part of a wider research programme to improve understanding of the innovation process for young people leaving care, the authors conducted a scoping review of grey literature (publications which are not peer reviewed) focusing on evaluation of innovations in the UK over the past 10 years. The authors critiqued the evaluation approaches in each of the 22 reports they identified with an inter-disciplinary perspective, representing social care, public health and organisation science.

The authors identified challenges and opportunities for the development of evaluation approaches in three areas. Firstly, informed by social care, the authors suggest increased priority should be granted to participatory approaches to evaluation, within which involvement of young people leaving care should be central. Secondly, drawing on public health, there is potential for developing a common outcomes’ framework, including methods of data collection, analysis and reporting, which aid comparative analysis. Thirdly, application of theoretical frameworks from organisation science regarding the process of innovation can drive transferable lessons from local innovations to aid its spread.

By adopting the unique perspective of their multiple positions, the authors’ goal is to contribute to the development of evaluation approaches. Further, the authors hope to help identify innovations that work, enhance their spread, leverage resources and influence policy to support care leavers in their transitions to adulthood.

This paper aims to investigate whether firms strategically use retirement plans to retain employees with core competencies and whether offering these retirement plans provides competitive advantages that lead to greater profitability.

The data set consists of annual financial data reported to the US Department of Transportation by long haul truckload carriers. The paper uses linear regression analysis to test the hypotheses. Descriptive statistics, univariate comparisons and robustness tests are also reported.

The findings support the assertion that offering a retirement plan is positively related to the attraction and retention of skilled workers and that firms that offer retirement plans are more profitable.

Data limitations preclude proving a definitive causal relationship. With the increasing availability of rich and timely data sets at both the firm and employee levels, future research may enhance the understanding of the role that pensions play in both labor and firm productivity.

This study provides evidence that retirement plans may serve as a strategic tool in highly competitive industries characterized by high labor turnover. This study shows that by analyzing the degree of cost stickiness in income statement line-items, it is possible to bypass the need for more granular analyses to uncover meaningful economic relationships. Finally, this study contributes to the literature examining the implications of operating decisions for financial performance (a balanced scorecard perspective), and it shows that offering pension benefits is related to stronger financial performance.

The role gender plays in academia has provided unique experiences and challenges for women (Hill, Leinbaugh, Bradley, & Hazler, 2005). Inequalities in salary, as well as promotion and tenure, are issues women in higher education have had to endure since their entrance into the academy. For women of color there is an additional layer to their struggles that is predicated on the impact of race and ethnicity, all synergistically affecting how women of color enter, negotiate, and are retained within academia. This chapter explores themes around the issues that require women of color to subjugate the self to succeed and find acceptance in academia. This chapter illuminates the unwritten rules that often decide the fate of women faculty of color; as well as how women of color are navigating the intersection of race and gender in academia. Feminist theoretical approaches and narrative inquiry have been employed to draw out themes from the stories of eleven women of color who currently or previously held academic positions.

School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.

This research aimed to examine entrepreneurial fear of failure and entrepreneurial well-being from the perspectives of incubated and nonincubated startups during crises.

Data were collected by distributing online questionnaires to 152 respondents comprising 43 incubated and 109 nonincubated startups in Indonesia. A multivariate discriminant analysis procedure was used to examine the interrelationships between both groups at the discovery, validation, customer creation and construction stages.

The result showed a significant difference between these startups at various stages, which was analyzed to provide insights into the relevant dimensions of fear of failure for startups. The essence of entrepreneurial well-being during crises is in accordance with the role of business incubators in an emerging market economy.

Startups need to innovate in order to grow while considering other factors such as work-life balance and financial resource availability. This is important to ensure they have sufficient motivating dosage of fear of failure.

The present study evaluates incubated and nonincubated startups in an emerging market economy by using both the entrepreneurial fear of failure and well-being to capture possible differences between groups. The context of pandemic crises helps us formulate appropriate approaches taken by incubators and startups in the future crises.