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Recent scholarship calls for identifying conditions in which procedurally just treatment translate to increased police legitimacy. The present study draws on community justice and vitality and procedural justice literature to examine whether adolescent and young adults’ perceptions of legitimate work and school opportunities in their neighborhoods moderate the effects of fair treatment by police on perceptions of police legitimacy.

Longitudinal data from a justice-involved youth sample and a series of generalized linear mixed models are used to test the study’s hypotheses. We model “persons as contexts” and separate within-person and between-person effects.

Main effects models indicate that procedural justice and neighborhood opportunities both have significant within-individual, between-individual and person-contextual effects on police legitimacy. Results from interaction models indicate strong support for a person-contextual interaction effect. Net of covariates, higher average perceptions of procedurally just treatment leads to greater average police legitimacy, but this effect erodes when individuals perceive weak educational and occupational opportunities in their neighborhoods over time.

Efforts to maximize police legitimacy may be enhanced through greater investment in community opportunity structures. This study highlights the need for public officials and police to support the educational and occupational vitality of communities as a key strategy to promote police legitimacy and optimize core aspects of the procedural justice model.

The aim of the study was to determine the predictive power of two relational factors, procedural justice and legitimacy, against the well-being of patients receiving medical care.

The study sample consisted of 590 patients in treatment for somatic conditions in hospital outpatient clinics. The study was conducted in a correlational scheme. Subjects evaluated their relationship with their chosen doctor. In order to verify the hypotheses, SEM was carried out.

The relationship effect was noted. Procedural justice was a significant and positive predictor of psychological well-being, while distributive justice, i.e. time and money invested by the patient in their treatment, was not. The perceived legitimacy of the doctor was not a significant predictor of the psychological well-being of their patient. The relationship between the experience of procedural justice and psychological well-being was serially mediated by patients’ perceived physician legitimacy and perceived life satisfaction.

Relational factors shape treatment outcomes operationalized by patients’ subjective sense of well-being. Fair patient handling is a predictor of positive treatment outcomes.

Research indicates that children’s early experience of fire can influence what and how they learn about fire. In turn, early fire-learning can influence how people come to use it later in life, including whether they engage in maladaptive use, i.e. firesetting. Little is known about the underlying mechanisms of fire-learning, which was the basis for this study. The research question was: “how do adults educate children about fire in the UK/ Ireland”? The purpose of this study was to explore the child fire education process from an adult perspective.

Semi-structured interviews was conducted with 21 fire-educators who had regular contact with children. Data was analysed using abbreviated grounded theory. Steps were taken to ensure reliability and validity, including a Cohen’s Kappa calculation, indicating an agreement level of 0.9 between two raters.

Four core themes were identified: the fire narrative, enabling growth, risk management, and communication, from which the fire-learning process model (F-LPM) was formed.

The main limitation is the nature of the sample, in that it was diverse and self-selecting.

The findings are discussed, including how they offer support for social learning theory (SLT) perspectives on fire-learning.

The social construction of fire (i.e. the way fire is viewed by society as a whole in the UK/ Ireland) is discussed in depth, and cultural variability is highlighted. Suggestions are made for how the societal view of fire and, consequently, how adults convey this to young people, could be better balanced.

To the best of the authors’ knowledge, this is the first study in the UK/ Ireland to consider how adults educate young people about fire from a concurrent perspective. This is important given that research indicates early experiences of fire can impact how people later go on to use it (including maladaptive use in the form of firesetting).

Leadership development programs (LDPs) have emerged relatively recently in the healthcare context as a mechanism not only to develop capable and competent leaders but also to retain them. The purpose of this paper is to describe a perspective on practice by illustrating a case example that showcases a pilot LDP for newly promoted healthcare leaders. The details about how it was developed and implemented collaboratively by a healthcare consortium and higher education institution (HEI) to address shared healthcare leadership talent pipeline and retention challenges are provided.

This perspective on practice describes how a consortium of competitive healthcare organizations, a type of branded Inter-organizational Relationship referred to as “Coopetition,” contracted with a HEI to design, develop and launch a pilot LDP, referred to as the Academy for Healthcare Education and Development program, using the analyze, design, develop, implement and evaluate model.

The significance of this illustrative case example is discussed along with some initial lessons learned based upon this pilot LDP that 24 program participants completed. Implications for research, theory and practice are presented, followed by limitations and a conclusion.

Inter-organizational relationships, particularly coopetition, are relatively new in the healthcare sector, along with collaboration with HEIs to develop interventions to solve compelling industry problems. This illustrative case example offers insights that address scholars’ calls and practitioners’ needs to explicate different approaches for LDPs to build the healthcare leadership talent pipeline.

To explore the Fundamental Attribution Error (FAE) bias as a potential impediment to organizational learning and to develop a conceptual model for practitioners and scholars to consider.

Our methodology includes a review and adoption of concepts from social cognition, organizational psychology, and learning theory to examine the role of FAE bias in organizational learning.

FAE bias is characterized by providing implicit support for fostering employee cynicism and resistance behaviors and facilitates ongoing cognitive cycles that hinder collaborative learning and knowledge sharing.

By understanding the role of FAE bias in organizational learning, leaders can develop strategies to mitigate the negative impact of FAE bias on organizational learning dynamics and enhance a social cycle that can improve the organization's learning culture.

This viewpoint highlights that FAE bias in the workplace can lead to a breakdown in how individuals process emotions (affect), actions (behavior) and thoughts (cognition) in social scenarios, exacerbating employee cynicism and resistance, which in turn undermines effective collaboration, communication and the overall social fabric essential for organizational learning.

This viewpoint presents a novel perspective by linking FAE bias directly to cognitive cycles that can impede organizational learning processes through cynicism and resistance behavior, which we propose should be proactively considered by organizations leveraging learning as a key management strategy.

Given that previous research examining students’ perceptions of the legitimacy of the campus police (CP) has largely taken place on a single campus and utilized quantitative methods, the purpose of this qualitative study was to understand how community context shapes students’ interactions with and perceptions of the CP in two distinct campus settings.

This study draws on in-depth interviews with 70 undergraduates, including 36 attending a university in a relatively safe, affluent suburban area and 34 attending a university in a high crime, disadvantaged urban area.

Although participants at both universities appreciated the presence and visibility of the CP, some Suburban U students felt that rather than being protected from outside threats, they were instead policed for engaging in behaviors that they deemed typical of the college experience. Alternatively, Urban U students expressed the opposite of their CP, providing evidence that brief and positive officer-initiated encounters can enhance perceptions of legitimacy, particularly in settings characterized by higher crime rates.

These findings have implications for how the CP can build trust and legitimacy among students to enhance campus safety and foster future compliance and mutual respect.

This study extends the findings of previous research in two important ways. First, it compares two starkly different campus contexts to understand how community setting and local crime rates influence students’ perceptions of the CP, and second, it utilizes both a comparative and qualitative research design.

This study aims to examine the relationship between institutional logics and specifications quality, and how this relationship is mediated by the legitimacy of the procurement process and stewardship behaviour.

This study draws on insights from institutional logics theory, and legitimacy and stewardship behaviour literature. We conducted an extended literature review to gain a comprehensive understanding of “institutional logics” and their manifestations in organizational contexts, utilizing the 2000–2024 data collected from the EBSCO, Scopus and Web of Science databases, complemented with Google Scholar. We gather that institutional logics manifest in several forms, and that while some organizations may thrive on a single logic, in certain contexts institutional logics can manifest in combinations – “multiple logics or hybrids”. Based on this understanding, we developed testable research hypotheses, predicting the influences of institutional logics – professional logic, efficient service logic and delivery (market) logic, on legitimacy, stewardship behaviour and specifications quality. We then carried out an empirical study, adopting a quantitative cross-sectional survey design with a self-administered questionnaire to test the hypothesized relationships. The empirical data were obtained from 162 procuring and disposing entities in Uganda and analyzed using the partial least squares structural equation modelling technique.

The study findings reveal that institutional logics exert a strong positive effect on the legitimacy of the procurement process and on stewardship behaviour, which, in turn, both positively influence specifications quality.

The study findings have implications for theory and practice. The study findings provide useful insights that support the conceptual and theoretical development of institutional logics theory and applications in procurement literature. In addition, the study findings enhance procurement managers’ understanding of the mechanisms through which institutional logics can foster specifications quality. However, considering the fact that the study was conducted in a single country context, and focused on the public sector only, the findings of the study might not be generalizable globally.

This study contributes to established knowledge about quality management and procurement by examining the legitimacy of the procurement process and stewardship behaviour of those involved in procurement processes as mechanisms through which procuring entities are able to use institutional logics to enhance specifications quality. In addition, the study highlights areas for future research that may be explored to increase understanding of the value of institutional logics in ensuring specifications quality, and the link between specifications quality and the general performance of procuring entities.

The goal of this study is to examine how community policing policies (CPP) can be effective in addressing racial disparities in police killings in the United States.

The study utilized multi-level mixed modeling techniques.

The study finds that CPP training for in-service officers is effective when the police chief is black, in contrast to the presence of written CPP statements and CPP training for newly recruited officers. This article concludes that the effectiveness of policy implementation is dependent upon policing leaders who manage policy implementation.

This research is limited in that it only includes data from people who were killed by police. In addition, it was extremely difficult to collect data on the race of the officer. Hence, it reduced the number of viable cases that we could include in the analysis.

The most significant practical limitation to our research is the ability to generalize to police departments within a city and between cities. In some cases, police killings were confined to one or two areas in a city.

Disproportionality in police killings is important in every country where certain groups are overrepresented in the number of police killings. This is particularly true today, where we see groups like Black Lives Matter highlighting higher levels of lethal force in minority neighborhoods.

Using representative bureaucracy theory, this research shows leaders select and emphasize specific goals among a set of organizational goals, seek to build trust rather than fight crimes and support goals to improve policy outcomes, which fills a theoretical gap in the theory.

The purpose of this study is to examine the impact of a collaboratively designed digital road safety intervention on a sample of young drivers and their self-reported traffic offending behaviours before and after the digital intervention.

This research involved surveying young drivers who shared their driving behaviours and views of police legitimacy through both in-person and online surveys. Analytical methods, including descriptives and hierarchical regressions, were used to examine the differences between participants who received the intervention versus those in a control group. Participants were also separated based on their involvement in a police-led road safety program before the intervention.

The findings of this study indicated that young drivers who received the intervention showed no improvements in their reported offending behaviour immediately following or three months following the delivery of the intervention. However, views of police legitimacy were a significant predictor and correlated with the reported offending behaviour among young drivers.

This study provides critical insights for policymakers and road safety educators by demonstrating the potential and limitations of digital interventions in altering young drivers’ behaviours. The findings suggest that while digital platforms can effectively communicate road safety messages, traditional face-to-face methods like the Life Awareness Workshop program may be more impactful in changing behaviours. Policymakers should consider integrating digital interventions with conventional programs to enhance their effectiveness. Additionally, fostering positive views of police legitimacy can be a crucial strategy in encouraging compliance with road rules among young drivers, thereby improving overall road safety.

This research indicates that while the co-design intervention proved promising to ensure that an evidence-based road safety message would be delivered to young drivers in an appropriate manner, in this case, that did not lead to any significant changes in driver behaviour. These results highlight the difficulty in reaching young drivers to affect a behaviour change digitally and indicate that further research is required.

Pay communication policies continue to garner attention in human resource management. This article draws on social exchange theory to examine the consequences of different types of pay information on employees' perceived organizational support (POS). Similarly, it draws on the relational model to examine whether pay level satisfaction and satisfaction with variable pay and pay raise procedures mediate the relationships between the different types of pay information and employee POS.

The hypothesized model was tested using structural equation modeling in a sample of 695 employees of Spanish firms.

The five types of pay information considered in this study did not have a direct effect on employee POS. Furthermore, distributive base pay information and distributive base pay information on other employees in the firm and in the industry had an indirect influence on POS through the multiple mediating effect of pay comparison and pay level satisfaction. Finally, procedural variable pay and procedural pay raise information were indirectly related to employee POS through satisfaction with pay procedures.

This study highlights the importance of considering the type of pay information provided to employees and the need to understand the mediating variables that explain how each type of pay information can influence employees’ POS.