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This paper aims to explore how tensions and alignments between different actors’ needs in a transformative services network affect balanced centricity, which is an indicator of well-being. Balanced centricity describes a situation in which all network actors’ interests and needs are fulfilled simultaneously. In such cases, all actors are better off, which increases both individual actors’ and overall actor-network well-being.

The empirical study takes place in nursing homes in which in-bed baths represent co-created service encounters that affect the well-being of focal actors (i.e. patients), frontline service employees (i.e. nurses) and transformative service mediators (i.e. family members), who have potentially competing needs. Using a qualitative, phenomenological approach, the study inductively explores and deductively categorizes actors’ personal experiences to gain deep, holistic insights into the service network and its complex web of actor interdependencies.

The resulting conceptual model of balanced centricity identifies actors’ lower-order needs as different manifestations of the psychological needs for autonomy, competence and relatedness. If actors’ needs are aligned, their psychological needs can be satisfied, which facilitates balanced centricity. If actors exhibit competing needs though, balanced centricity is impeded.

This study establishes actors’ psychological needs as the origin of tensions/alignments in multi-actor networks that impede/contribute to balanced centricity. Transformative service providers should try to address all actors’ psychological needs when co-creating services to achieve network well-being.

This study adopts a novel, multi-actor perspective and thereby presents a conceptual model that contributes to the understanding of balanced centricity. Future research could test this model in other transformative service settings.

This study reviews and discusses the accounting literature that analyzes the role of auditors and enforcers in the context of fraud.

This literature review includes both qualitative and quantitative studies, based on the idea that the findings from different research paradigms can shed light on the complex interactions between different financial reporting controls. The authors use a mixed-methods research synthesis and select 64 accounting journal articles to analyze the main proxies for fraud, the stages of the fraud process under investigation and the roles played by auditors and enforcers.

The study highlights heterogeneity with respect to the terms and concepts used to capture the fraud phenomenon, a fragmentation in terms of the measures used in quantitative studies and a low level of detail in the fraud analysis. The review also shows a limited number of case studies and a lack of focus on the interaction and interplay between enforcers and auditors.

This study outlines directions for future accounting research on fraud.

The analysis underscores the need for the academic community, policymakers and practitioners to work together to prevent the destructive economic and social consequences of fraud in an increasingly complex and interconnected environment.

This study differs from previous literature reviews that focus on a single monitoring mechanism or deal with fraud in a broadly manner by discussing how the accounting literature addresses the roles and the complex interplay between enforcers and auditors in the context of accounting fraud.

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.

This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.

Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.

The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.