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Many scholars and practitioners lament female pay gaps and the ethical issues they pose; yet several studies provide supporting evidence showing that the female CEOs earn more than men. However, other studies find an insignificant difference between male and female CEO pay. 10; The purpose of this study is to re-investigate this question to uncover the root of the divergent findings and thereby clarify our understanding of this important issue of CEOs’ gender pay gaps.

Evidence suggests the CEO position is at times a rare instance where typical pay gaps for female workers reverse such that these executives earn pay premiums. Recently, Gupta et al. (2018) called findings for female CEO pay premiums into question, failing to find differences despite using data similar to prior studies. The authors investigated the discrepant findings, identifying and showing that the use of an analytical approach to account for unobserved differences (i.e. fixed effects) are inappropriate for the data structure drives’ divergent findings. The authors also find that results are affected by the industries and time-frames used in the analyses.

The authors find that female CEOs outearn their male counterparts. However, the authors also show that the significance of results is affected by the industries and time-frames used in the analyses.

It is an original work that reexamines a somewhat controversial issue on the gender differences in CEO pay.

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students’ experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring the leadership identity development of students enrolled in a leadership minor, we sought to provide valuable information for professionals within postsecondary leadership education offering, or planning to offer a leadership minor. Our analysis revealed changes in the leadership identity and skill development of students involved in the leadership minor. Implications and recommendations for leadership development programs, specifically leadership minors, arediscussed.

The purpose of this paper is twofold: first, to identify the types of adaptations made by service providers (i.e. practitioners) during a large-scale US statewide implementation of SafeCare®, an evidence-based intervention to reduce child neglect; and second, to place adaptations within a taxonomy of types of adaptations.

Semi-structured interviews and focus groups were conducted with 138 SafeCare providers and supervisors. Grounded theory methods were used to identify themes, specific types of adaptations and factors associated with adaptation.

Adaptations were made to both peripheral and core elements of the evidence-based practice (EBP). The taxonomy of adaptations included two broad categories of process and content. Process adaptations included presentation of materials, dosage/intensity of sessions, order of presentation, addressing urgent concerns before focusing on the EBP and supplementing information to model materials. Content adaptations included excluding parts of the EBP and overemphasizing certain aspects of the EBP. Adaptations were motivated by client factors such as the age of the target child, provider factors such as a providers’ level of self-efficacy with the EBP and concerns over client/provider rapport. Client factors were paramount in motivating adaptations of all kinds.

The present findings highlight the need to examine ways in which adaptations affect EBP implementation and sustainment, client engagement in treatment, and client outcomes.

Implementers and EBP developers and trainers should build flexibility into their models while safeguarding core intervention elements that drive positive client outcomes.

This study is unique in examining and enumerating both process and content types of adaptations in a large-scale child neglect implementation study. In addition, such adaptations may be generalizable to other types of EBPs.

Exploring experiences of participants on an Irish active labour market programme, the purpose of this paper is to examine accounts of everyday forms of resistance to the subject positions offered in the dominant discourse of “doing employment” espoused on such schemes.

Employing narrative research, the process of individual opposition to established work routines is illustrated at the level of meaning, identity and self‐reflection by using the three‐dimensional narrative inquiry space to chronicle three participants’ stories. Their newly formed subjectivities (created by changes encountered in their past lives and the situations they are experiencing in their present realities) challenge the power of the dominant discourse of ‘doing employment’ on these schemes. The paper illustrates how the individuals respond when confronted with feelings of difference between the subject positions offered within the dominant discourse and their own preferred interest.

Their stories suggest different forms of micro‐political resistance, from subtle acts and behaviours through to contesting subjectivities and meanings. The article describes how they exercise power in imposing their own meanings through challenge and reinscription, thus rendering the dominant discourse less robust. This creates space for further challenge and reinscription, possibly enabling others to think differently, such as the author, who has moved from unquestioning acceptance of the dominant discourse to an emerging micro‐political resistance to “doing employment”.

These accounts highlight the relevance of using narrative research to reveal, heretofore, silent stories of how individual work routines disrupt prevailing institutional discourse, depicting situations where a story by challenges a story of.

The aim of this paper is to explore the importance and development of HR consulting and change management skills.

The paper describes the results of a study of HR consulting and change management skills, and the practical application of consulting and change management skills through professional education combined with action learning in a major global corporation.

The HR professionals in the study, drawn from a wide range of organizations, industries and geographies, tend to have a much higher level of confidence in their consulting and change management skills than the line managers who participated in this research.

In addition to pointing out specific areas where consulting and change management skills need to be improved, the paper demonstrates the value of increased skills through a case example of the impact of improving HR professional consulting and change skills in a top European‐based and global energy company. Following the review of this initiative and its impact, the paper identifies specific practical steps and methods for increasing HR consulting and change management effectiveness.

The Historical Scene Investigation (HSI) project builds upon the work of a number of scholars to facilitate the application and acquisition of historical thinking skills in the K-12 classroom. Through a structured yet flexible approach, HSI exercises attempt to provide scaffolding for the analysis of a variety of historical documents to simultaneously develop an understanding of the content focus of the investigation and the historiography skills embedded in their work. HSI exercises are designed to be “interpreted” and edited by classroom teachers in either a low- or high-tech approach. This article explores the background and structure of the model and discussion of the classroom implementation of two examples.

Evidence-based interventions (EBIs) for human services unfold within complicated social and organizational circumstances and are influenced by the attitudes and behaviors of diverse stakeholders situated within these environments. Coaching is commonly regarded as an effective strategy to support service providers in delivering EBIs and attaining high levels of fidelity over time. The purpose of this paper is to address a lacuna in research examining the factors influencing coaching, an important EBI support component.

The authors use the Exploration, Preparation, Implementation, and Sustainment framework to consider inner- and outer-context factors that affect coaching over time. This case study of coaching draws from a larger qualitative data set from three iterative investigations of implementation and sustainment of a home visitation program, SafeCare®. SafeCare is an EBI designed to reduce child neglect.

The authors elaborate on six major categories of findings derived from an iterative data coding and analysis process: perceptions of “good” and “bad” coaches by system sustainment status; coach as peer; in-house coaching capacity; intervention developer requirements vs other outer-context needs; outer-context support; and inner-context support.

Coaching is considered a key component for effective implementation of EBIs in public-sector systems, yet is under-studied. Understanding inner- and outer-context factors illuminates the ways they affect the capacity of coaches to support service delivery.

This paper demonstrates that coaching can accomplish more than provision of EBI fidelity support. Stakeholders characterized coaches as operating as boundary spanners who link inner and outer contexts to enable EBI implementation and sustainment.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.

School Library Media Annual. 1983‐ . A. Littleton, CO: Libraries Unlimited. Ed. by Shirley L. Aaron and Pat R. Scales. 333p. $35. LC 84–640490. ISSN 0739–7712. OCLC 9809890. School Library Media Annual 1983 is the first volume of a new annual publication from Libraries Unlimited. It was developed to cover important events, issues, concepts, and trends relevant to the field of school librarianship. The specific purposes of School Library Media Annual are: