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Organizational scholars studying compensation often place an emphasis on certain employee groups (e.g., executives). Missing from this discussion is research on the compensation systems for low-wage jobs. In this review, the authors argue that workers in low-wage jobs represent a unique employment group in their understanding of rent allocation in organizations. The authors address the design of compensation strategies in organizations that lead to different outcomes for workers in low-wage jobs versus other workers. Drawing on and integrating human resource management (HRM), inequality, and worker literatures with compensation literature, the authors describe and explain compensation systems for low-wage work. The authors start by examining workers in low-wage work to identify aspects of these workers’ jobs and lives that can influence their health, performance, and other organizationally relevant outcomes. Next, the authors explore the compensation systems common for this type of work, building on the compensation literature, by identifying the low-wage work compensation designs, proposing the likely explanations for why organizations craft these designs, and describing the worker and organizational outcomes of these designs. The authors conclude with suggestions for future research in this growing field and explore how organizations may benefit by rethinking their approach to compensation for low-wage work. In sum, the authors hope that this review will be a foundational work for those interested in investigating organizational compensation issues at the intersection of inequality and worker and organizational outcomes.

This paper aims to provide an in-depth examination of culturally and linguistically diverse older adults’ perceptions of and experiences with the Toronto Police Service to inform the development of a training curriculum for police officers working with older persons.

A qualitative descriptive study using virtual focus groups with 26 older adults from Toronto was conducted.

Three main themes emerged: understanding intersectionality; the impact of police officer attitudes and biases; and the need for age-friendly policing. Although many older adults rely on police services to keep them safe, there is dissatisfaction with some aspects of how police interact with older adults, particularly from minority groups.

Participants were older adults from culturally, ethnically and linguistically diverse backgrounds who are not usually included in studies on improving police services.

In this essay on new directions in symbolic interaction, the authors have two related goals. First, the authors argue for the relevance of collective intentionality for overcoming the critical divide in symbolic interaction theory between self and society. In focusing on the way in which collective intentionality allows for understanding how intersubjectivity is made part of the interaction order by group members and local communities, the mesolevel of analysis should be integrated into the interactionist perspective. In making this argument, the second goal is to uncover the important social phenomenology of the early 20th German philosopher, Gerda Walther, which raised similar issues. Perhaps because of her gender, the lack of a secure university position, the financial reserves of her family, or a personal turn to mysticism, her early work has largely been erased. Today her significance and her important 1922 work, A Contribution to the Ontology of Social Communities, is being recovered, published last year (Walther, 2023). Here we highlight her relevance for the interactionist tradition and its approach to intersubjectivity.

Two essential components, a robust information technology (IT) infrastructure and faculty training in student-centred pedagogies and technology usage, are necessary for effective blended learning designs. Many universities invest in IT infrastructure such as bandwidth, high-end subscriptions, servers, SMART boards, projectors, Wi-Fi enhancement, learning management systems, IT support, and other tools. Faculty training is crucial and includes instruction on using the new infrastructure and adopting pedagogical methods associated with blended learning. This study’s primary objective is to explore the challenges and pedagogical transformation towards blended learning designs in India. The research also investigates the impact of social context and emotional support on blended learning. It examines the mediating role of technostress among teachers between hybrid mode transformation and blended learning. The study’s results will provide critical insights for academic institutions’ higher management to encourage the adoption of learning designs and blended techniques by their employees during unforeseen events in the future, utilizing effective leadership and management skills. The study aims to assist academic institutions in meeting the demand for experiential learning in the classroom by incorporating blended learning. It acts as a bridge between industry expectations and academic outcomes. The study uniquely addresses the need for increased student engagement in the classroom.