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Following the development of a service that consisted of a “single point of contact” to coordinate end-of-life care (EoLC), including EoLC facilitators and an urgent response team, we aimed to explore whether the provision of coordinated EoLC would support patients being cared or dying in their preferred place and avoid unwanted hospital admissions.

Using a realist evaluation approach, the authors examined “what worked for whom, how, in what circumstances and why”. Multiple data were collected, including activity/performance indicators, observations of management meetings, documents, satisfaction survey and 30 interviews with service providers and users.

Advance care planning (ACP) increased through the first three years of the service (from 45% to 83%) and on average 74% of patients achieved preferred place of death. More than 70% of patients avoided an emergency or unplanned hospital admission in their last month of life. The mechanisms and context identified as driving forces of the service included: 7/7 single point of contact; coordinating services across providers; recruiting and developing the workforce; understanding and clarifying new roles; and managing expectations.

This was a service evaluation and the outcomes are related to the specific context and mechanisms. However, findings can be transferable to similar settings.

“Single point of contact” services that offer coordinated EoLC can contribute in supporting people to be cared and die in their preferred place.

This paper provides an evaluation of a novel approach to EoLC and creates a set of hypotheses that could be further tested in similar services in the future.

The study explores the role of accounting technologies of government (ATGs) associated with UK Tax Credits and their impact on claimants' motivations, behaviour and identities. The aim of this study is to deepen empirical and conceptual understandings of how ATGs of tax authorities transform claimants into “entrepreneurs of the self”.

The authors approach Tax Credits (TC) as a case study to examine how ATGs articulate and operationalise neoliberal ideology through a complex network of inscription devices, expertise and locales. They adopt an ethnographic approach based on interviews, archival data and field notes to gain a deep understanding of citizens' lived experiences of ATGs when claiming Tax Credits.

The authors find that ATGs play a key role in transforming TC claimants into self-disciplined “citizen-subjects” whose decisions are informed by market logic. When claiming TC, citizens interact with ATGs and are transformed into “entrepreneurs of the self” who internalise neoliberal ideology and associated beliefs and assumptions of poverty, work and the welfare state. In this process of subjectification, ATGs (re)construct their identities from welfare recipients to “responsible” and “accountable” hardworking individuals and families. However, ATGs perversely disempower claimants who lack the required human capital for becoming responsible for their own welfare, and thus ultimately maintain socio-economic inequality.

Participants were drawn from a relatively narrow geographic area.

The authors reveal how accounting as a technology of government (dis)empowers individuals vis-à-vis the state and spurs inequality dependent on personal circumstances and calculative skills.

The authors contribute to the accounting literature by showing how neoliberal ideology is articulated, operationalised and reinforced by dynamic and repetitive interactions with ATGs of the UK TC scheme. The study helps deepen the understanding of the processes through which socially and economically disadvantaged individuals are transformed into self-governing economic agents responsible for their own welfare.

This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing Emirati students' intercultural intelligence.

The paper outlines the socio-cultural conditions of the United Arab Emirates as a backdrop to the investigation; establishing the pressing need for intercultural intelligence. The paper provides a theoretical framework to situate the course based on King and Baxter Magolda's trajectory of intercultural maturity (2005) and Davies' theory of “interruptive pedagogy” (2006). Guiding principles for the teaching of intercultural intelligence are given.

Informal feedback through post-course interviews demonstrates a positive self-perceived change in intercultural understanding having taken the course.

The paper concedes that due to socio-cultural constraints the authors are unable to deliver a course with as much practical experience as the authors would like. As a result, students gain more cultural self-awareness and theoretical understandings of intercultural intelligence than practical engagement.

This paper provides a meaningful contribution to the limited body of knowledge on intercultural intelligence training at a tertiary level in the Arabian Gulf and breaks new ground in three ways: first by demonstrating the link between the UAE socio-cultural and political factors on intercultural intelligence training; second by providing a link between intercultural intelligence theory and practice and third by providing practical suggestions as guiding principles and creative ideas for classroom use. The paper will be of value to teachers and trainers teaching in multi-cultural, international contexts and to those providing organizational training in a variety of business contexts.

In this chapter, we explore a form of young people’s activism taking place in a central societal institution and a central forum in the lives of young people – school – that we conceptualise as ‘active equity’. We present three cases from northern Finland: reindeer herders smashing potatoes, immigrant youth requesting a key and young people lying on sofas during breaks between lessons. We suggest that these acts, in the contexts in which they took place, were an unrecognised form of social action for equity undertaken by young people. We argue that the concept of active equity helps examine the assertion of rights and claims for justice by children and young people. In each case we present, young people make visible an inequity in their contexts: the reindeer herding way of life was overlooked in school, asylum-seeking or refugee immigrants were excluded from the main school building, and non-high-performing young people were excluded from comfortable areas during lessons. These, in turn, linked to broader societal inequities in Finland, a country commonly known for its equality. In school, young people are commonly viewed through intersecting discourses of democracy and education. In both discourses, they are commonly positioned as learners rather than speakers. Through active equity, young people subtly imprint themselves on the scene of education in new ways. For this reason, their acts of active equity remain typically either unrecognised or seen as oppositional in school.

Recent reports by the Institute of Medicine (IOM) signal a substantial yet unrealized deficit in patient safety innovation and improvement. With the aim of reducing this dilemma, we provide an introductory account of clinical error resulting from poorly designed systems by reviewing the relevant health care, management, psychology, and organizational accident sciences literature. First, we discuss the concept of health care error and describe two approaches to analyze error proliferation and causation. Next, by applying transdisciplinary evidence and knowledge to health care, we detail the attributes fundamental to constructing safer health care systems as embedded components within the complex adaptive environment. Then, the Health Care Error Proliferation Model explains the sequence of events typically leading to adverse outcomes, emphasizing the role that organizational and external cultures contribute to error identification, prevention, mitigation, and defense construction. Subsequently, we discuss the critical contribution health care leaders can make to address error as they strive to position their institution as a high reliability organization (HRO). Finally, we conclude that the future of patient safety depends on health care leaders adopting a system philosophy of error management, investigation, mitigation, and prevention. This change is accomplished when leaders apply the basic organizational accident and health care safety principles within their respective organizations.

Tammy D. Allen, Ph.D., is a professor of psychology at the University of South Florida. She received her Ph.D. in Industrial/Organizational Psychology from the University of Tennessee. Her research interests include work and family issues, occupational health psychology, mentoring relationships, career development, and organizational citizenship behavior. Her research has been published in journals such as Journal of Applied Psychology, Personnel Psychology, Journal of Management, and Journal of Vocational Behavior. She is currently associate editor for Journal of Occupational Health Psychology and serves on the editorial boards of Journal of Applied Psychology, Personnel Psychology, Human Performance, and Journal of Vocational Behavior.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

Marketers occasionally seek short‐term opportunities through marketing fads. The literature offers little guidance to these marketers and is even discouraging by noting that fads do not satisfy strong consumer needs. Our research examines the fad construct. We offer a revised conceptualization of fads and examine the importance of fads in consumption. Interviews and surveys are used to develop and validate a segmentation typology. We find eight motivation‐based segments that differ in ways that suggest how marketers might target buyers in these segments. In contrast to prior views, an encouraging finding for marketing is that we find that fad purchases often do satisfy strong consumption needs.

The purpose of this paper is to examine the association between conformity with generally accepted accounting principles (GAAP) indicated by Governmental Accounting Standards Board (GASB) 34 presentation and pension underfunding in Illinois.

The authors used a fixed effects regression and employed a sample of Illinois municipalities (n=2,565 municipal-year observations) over the period 2009–2014.

The findings show that GAAP is inversely associated with pension underfunding, but only among the subsample of municipalities that are within the healthy pension funding range, i.e., above 80 percent funded. These municipalities may be in a better position to increase pension funding in response to the disciplining effect of broad GAAP conformity.

The paper focuses solely on one state and one multi-employer plan. Future studies should consider assessing the applicability of the results to other states and plan settings.

The results inform the standard-setting process, particularly as the implementation of the new GASB standards is evaluated and as GASB 34 is reexamined.

Despite concerns associated with state and local pension underfunding, academic studies examining its determinants are few. The sample setting is representative of municipal pension plans in the USA (with a comparable average pension funding ratio of 74.2 percent) and provides variability in GAAP conformity (the state encourages, but does not require, financial statement presentation consistent with GASB 34), as well as homogeneity in actuarial assumptions across observations (all sample municipalities participate in a large multi-employer municipal pension plan). The sample period immediately precedes the implementation of GASB Statements Nos 67 and 68, which increase the scope of pension reporting, providing the opportunity to consider the effects of broad GAAP conformity and a baseline for subsequent consideration of the effects of the new standards.

The purpose of this qualitative, interpretive, study is to help us better understand how a small group of Hmong immigrant adolescents conceptualize their political and civic citizenship in the United States. Three focus groups including a total of 18 Hmong middle/junior high school adolescents were carried out in order to garner data. Upon data analysis and interpretation, it was determined that study participants consider rights and responsibilities important to citizenship in a democracy and participate in various social, political, academic, and environmental activities. Study participants emphasize the community good over personal self-interests. As Hmong culture tends to be more collectivist in nature, this value orientation may be incompatible with the curriculum, instruction, and philosophy that students experience in public schools: Hmong youth may experience educational disadvantage. Adolescents in this study are developing their conceptions of citizenship within a racialized, hierarchical society and they explained their experiences with racialization and how they understand white privilege.