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The leadership of schools in England is increasingly complex due, in part, to the role of the politics of education in setting the agenda for schools. This agenda is becoming increasingly problematised due to the absence of clear policy accompanied by various interpretations and assemblages of ideology, promulgated by those in power. Populist agendas operate. In this apparent crisis of truth-telling, where truth as politically constituted is factual and axiomatic, school leaders in ever-increasing dark times, are having to navigate knowledge in what constitutes the truth and, in some cases, resort to ways to expose untruths through action. Using Arendtian thinking to illumine how two leaders lead schools through their labour and work in actively seeking truth enables thinking about the present issues issues of lying in politics and how school leaders must both understand this and expose lying in politics through truth-seeking. In doing so these two leaders adapt, translate and actively work not only to gain clarity but to actively seek truth where they become truth-tellers of a different truth.

One of the main roadblocks to increasing uptake of national police accreditation (i.e. accreditation from the Commission on Accreditation for Law Enforcement Agencies (CALEA)) is concern among some in law enforcement that promoting national standards for policing would undermine local control. The purpose of this study is to assess whether CALEA-accredited police departments are more (or less) likely than non-CALEA-accredited police departments to utilize information from resident surveys to inform agency operations.

This study utilizes data from the Law Enforcement Management and Administrative Statistics (LEMAS) survey and cardinality matching, a quasi-experimental approach, to estimate the relationship between CALEA accreditation status and utilization of information from resident surveys among municipal police departments.

We find that agencies that subscribe to national police accreditation are more likely to use resident surveys to prioritize crime/disorder problems, evaluate officer or agency performance, guide training and development and inform agency policies and procedures compared to matched agencies that do not subscribe to national police accreditation.

While there is research on the effects of national police accreditation on traditional policing outcomes, there is a paucity of research on whether national police accreditation undermines the ability of local residents to affect policing standards. The findings from this study suggest that national police accreditation may enhance the power of local residents to affect policing.

The paper provides a detailed historical account of Douglass C. North's early intellectual contributions and analytical developments in pursuing a Grand Theory for why some countries are rich and others poor.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The systematic, continuous and profound attempt to answer the Smithian social coordination problem shaped North's journey from being a young serious Marxist to becoming one of the founders of New Institutional Economics. In the process, he was converted in the early 1950s into a rigid neoclassical economist, being one of the leaders in promoting New Economic History. The success of the cliometric revolution exposed the frailties of the movement itself, namely, the limitations of neoclassical economic theory to explain economic growth and social change. Incorporating transaction costs, the institutional framework in which property rights and contracts are measured, defined and enforced assumes a prominent role in explaining economic performance.

In the early 1970s, North adopted a naive theory of institutions and property rights still grounded in neoclassical assumptions. Institutional and organizational analysis is modeled as a social maximizing efficient equilibrium outcome. However, the increasing tension between the neoclassical theoretical apparatus and its failure to account for contrasting political and institutional structures, diverging economic paths and social change propelled the modification of its assumptions and progressive conceptual innovation. In the later 1970s and early 1980s, North abandoned the efficiency view and gradually became more critical of the objective rationality postulate. In this intellectual movement, North's avant-garde research program contributed significantly to the creation of New Institutional Economics.

We explore the apparent value of ERM within the CB landscape in the absence of endogeneity concerns.

We explore the observed market value of enterprise risk management (ERM) in a specific industry, community banks (CBs). To do this we employ standard event study methodology. We use the surprise failures of Silicon Valley Bank (SVB) and Signature Bank (SBNY) as a natural experiment to investigate this phenomenon.

We observe several consistent results. CBs with high institutional ownership and high insider ownership exhibited a negative relationship with abnormal returns. Univariate results indicate that there is a negative relationship between ERM and CB. However, multivariate results controlling for other known factors which impact returns indicate no relationship between ERM implementation and value for CBs. Finally, we find evidence the market considers CBs to have less risk of failure or exposure to regional banking contagion, as CARs are positive when using a regional bank index as the market model benchmark.

These results call into question the value of ERM for CBs.

These results call into question the value of ERM for CBs. This is the first paper to explore ERM value within CBs using a natural experiment approach.

In the context of nursing in higher education, digital competencies are increasingly recognised as a necessary skillset, within a continuously evolving healthcare professional landscape. This study sought to explore nursing students’ digital competencies and to further understand the digital literacy gaps and barriers they encounter for both learning and future work.

The research involved a cross-sectional, discipline-based empirical study of nursing students’ self-assessed digital competencies via a questionnaire survey, which collected quantitative and qualitative data from a total of five hundred and fifty-three students. The study explored the role of demographics (age, urban/rural geographical location of growing up, study year, learning disabilities (neurodiversity)) and experiences of digital divides (e.g., access, contextual and behavioural barriers) play on students’ digital competencies and outcomes.

Students’ digital competencies were found at an intermediate level, with younger and first-year students self-assessing higher. Significant differences were identified between students who had encountered digital barriers/divides and those who had not, with the former, self-reporting lower digital competencies. Students with learning disabilities reported complex support needs for processing and organizing digital information and for productivity. Almost all the individual digital competencies items assessed had strong statistical correlations between them.

The research offers key recommendations for academic libraries for the ongoing, evolving exploration of students’ digital competencies and for the need to follow tailored, discipline-related, holistic, practice-based and curriculum-embedded approaches to students’ digital skills development and support. It provides novel insights into digital competencies development for nursing students, particularly those who experience digital divides.

This chapter explores the role of an ethics committee led by disabled academics, in supporting co-produced disability research beyond academia, in the context of a five-year research programme in the UK (2015–2020). This chapter includes reflections by the Ethics Committee members, alongside documentary research which analysed the communications between the Ethics Committee and the research projects it supported. This review of the role of the Ethics Committee showed that there were dilemmas in considering the boundaries between ethical review and providing pedagogic advice on research design, and in balancing its role in supporting and regulating research. Ethics review processes are sometimes seen as overly bureaucratic and as an obstacle course for researchers, and this was also sometimes the case for projects supported by the DRILL (Disability Research on Independent Living and Learning) Ethics Committee. Lessons to be learned from the process included that communication between ethics committees and researchers is key, and that ethics review can be a two-way process, recognising the expertise of both the researchers and the reviewers, thus mirroring the principles of co-production. We suggest that an alternative model for ethics review process could build on this generally positive experience of the DRILL Ethics Committee.

This study aims to directly compare risk and protective factors of male and female gang-involved youth.

This study uses the 2022 Arizona Youth Survey data. Gang-involved boys and girls are compared through multivariate logistic regression analyses to examine the relationship between risk and protective factors and youth gang membership.

Multivariate analyses reveal significant differences in risk and protective factors between gang-involved boys and girls in connection with family conflict.

There is a need for semi-specialized prevention and intervention programming for male and female gang youth. Gang programs should emphasize addressing issues with family and home life more for girls than for boys. School-based gang programs need to similarly emphasize educational commitment and positive peer influence for both gang-involved boys and girls. Improving positive neighborhood attachment through community programming will be beneficial for reducing the likelihood of gang involvement for both girls and boys.

There is a need to improve comprehension of the similarities and differences among male and female gang youth. Few studies directly compare the two groups, and by focusing on risk/protective factors, the results can help to provide direct applications to existing intervention and prevention programming.

This paper aims to investigate and compare the impact of foreign and domestic institutional investors on the market value of family and non-family companies. Subsequently, it examines how different degrees of family ownership influence foreign and domestic institutional investors and their value impacts.

The sample of this study includes 339 non-financial firms from NIFTY-500 for 11 years from 2011 to 2020, which contains 128 family and 211 non-family companies. Both static (fixed-effect model) and dynamic (two-step system generalized method of moments) models are employed to test the hypotheses.

Findings suggest that foreign institutional investors outshine domestic institutions regarding value creation. Meanwhile, higher (>50%) family holdings are detrimental to foreign institutional investors, while moderate holdings (26–49%) improve domestic institutional investments. The favorable effect of foreign players gets diluted with the higher (>50%) family holdings, while the adverse impact of domestic players improves with the moderate (26–49%) family holdings. Overall, partial family control is beneficial, while low and absolute family control is detrimental to market value. These findings indicate that institutional investors are family control-dependent, where the family control effect is not static.

This paper offers a novel perspective by addressing the effect of costs and benefits realized at three distinctive levels of family holdings on foreign and domestic institutional investors and their value impacts to witness differences caused by varying family control, which is not done earlier as per the best of our knowledge.