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The purpose of the development of the paper was due to the seemingly endless searching for deans to replace the former dean of three to four years.

The paper was developed around the present relevant secondary data.

The key findings of the paper were that deans were being replaced due to the difference in expectation of the various constituents (e.g. students, faculty, administration, parents) in the performance of the SBA.

Limitations of the study were not providing primary data to support the theory based hypotheses of the study.

Deans need to recognize that there will be conflicting expectations relative to the performance of the dean and that deans have a very short time to effectuate change in academic organizations.

Not having such high turnover in dean's positions should provide the stability of management to bring about change need in institutions of higher education.

Identification of key mistakes made by deans as well as the mistakes made by faculty undermine the performance of deans.

The purpose of the current study is to examine the relationship between emotional display rules/job focused labor, work‐family interference (WFI) and burnout among a sample of workers in a Dutch governmental organization.

The research is a cross‐sectional study of 174 workers from a Dutch governmental organization.

Emotional display rules and job‐focused labor were related to burnout and psychosomatic complaints. More specifically, the need to hide negative emotions and engage in surface acting was related to negative outcomes. In addition, WFI partially mediated the relationship between the hiding of negative emotion/surface acting and burnout/psychosomatic complaints.

The present study is cross‐sectional and thus the postulated relationships cannot be interpreted causally.

In terms of training and/or interventions, there is a need for the worksite to provide structured opportunities for employees to decompress from the emotional demanding aspects of their jobs.

Emotional labor has been rarely examined as an antecedent of WFI. In addition, while emotional labor has been studied with individuals in the service sector, it has been rarely examined among individuals whose jobs are highly ceremonial in nature.

Writings about language and speech impairments (SLI) have been present for many centuries (Smith, 2004). Unfortunately, early historical accounts tended to reflect negatively upon individuals with SLI. For example, Van Riper and Erickson (1996) related that during the Roman times, an individual who stuttered was placed into a cage for entertainment purposes. According to these authors, citizens passing would throw coins into the person's cage to get him to talk. During the late 1800s, the profession of speech-language pathology began as an avocation of certain professionals, notably doctors, educators, and elocutionists (public speakers), who were interested in helping others improve their speech. American doctors studied under the auspices of European doctors who treated people with communication disorders. The two most common disorders that were treated then were dysfluency (stuttering) and speech sound errors (articulation) (Duchan, 2002). Treatment was available for the above disorders, however, the programs were not in public schools and the results of intervention were mixed (Smith, 2004).

This essay considers educational administration in developmental terms and incorporates concern for culture and political ethics. It argues the need for theory of a different kind: partly empirical and partly moral; partly sympathetic and partly critical; and always concerned with the accomplishment, through deliberation, practice and the just use of power, of the best traditions of the culture in which it is located.

In view of the recent enhanced concerns of the SEC and PCAOB that Accounting Principles Board Opinion No. 23 (APB 23)–asserting firms do not comply with the “sufficient evidence” criteria of APB 23, we examine whether APB 23–asserting firms that declared their foreign earnings as permanently reinvested abroad are less likely to repatriate those foreign earnings under the American Jobs Creation Act (AJCA) of 2004, compared with similar non-asserting firms. The asserting firms are required to disclose sufficient evidence that validates an ability to meet their domestic cash needs with only earnings generated in the United States and their plans to indefinitely reinvest foreign earnings outside the United States. Estimates show that asserting firms are more likely to repatriate their foreign earnings than non-asserting firms. In addition, we find that the probability of making an election to repatriate permanently invested foreign earnings under the AJCA of 2004 is higher for firms with nonbinding foreign tax credit (FTC) limitations that have made an APB 23 declaration to permanently invest foreign earnings abroad. These findings suggest that asserting firms’ declarations to indefinitely reinvest foreign earnings abroad are not well grounded, thereby indirectly validating the SEC’s and PCAOB’s increased scrutiny for supporting evidence for APB 23 assertion. The estimates also show that the likelihood of making an election to repatriate foreign earnings under the AJCA of 2004 increases with asserting firms’ liquidity constraints and financial distress: the financial characteristics listed as part of APB 23 criteria of sufficient evidence and highlighted by the SEC and PCAOB comment letters, indicating that asserting firms raid permanently reinvested foreign earnings to satisfy their financial needs and constraints.

The purpose of this paper is twofold: first, to investigate strategies that external stakeholders can employ to affect construction project outcomes and, second, to identify essential requirements for utilising each strategy.

A new theoretical framework of stakeholder influence strategies was proposed and applied. The research design is a multi-case study, comprising four cases in the construction industry in Vietnam.

Seven specific strategies were found, including inputs withholding, inputs compromising, communication, direct action, coalition building, conflict escalation and credibility building. When possessing project inputs, stakeholders can affect a project directly via a withholding or compromising strategy. Communication is available to those who have basic communicating skills; however, direct action is only employed by groups that include a large number of members. Objectors must have common interests or goals with their potential allies for using coalition building. Conflict escalation is restricted to communities having distinctive characteristics which can be used to create new problems sensibly, while credibility building is used by parties possessing adequate resources and expertise.

This study’s generalisability may be limited by the main source of data and the types of projects in the selected cases.

This study provides directions for project managers to predict stakeholder influence by taking project inputs and utilisation requirements of the strategies into consideration.

This study is one of the first investigations on stakeholder-attributes-related requirements for utilising influence strategies in projects.

The emotionally taxing nature of health‐care work has been increasingly recognized. In parallel, the field of work and family has been searching for more specific antecedents of both work interference with family (WFI) and family interference with work (FWI). The current study aims to examine the relationship between surface acting and hiding negative emotions with WFI and FWI among Greek health‐care professionals.

The research is a cross‐sectional study of 180 Greek doctors and 84 nurses using self‐report measures.

Results indicated that, for doctors, surface acting at work was positively related to WFI and, for nurses, surface acting at home was positively related to FWI.

The respondents were sampled on a convenience basis and the non‐random procedure may have introduced unmeasured selection effects. The present study is cross‐sectional and thus the postulated relationships cannot be interpreted causally.

Emotional management training and opportunities for emotional decompression for Greek health‐care professionals should be explored. In terms of medical education, the need to train students to understand and cope with emotional demands is an important first step. This research highlights the need for communication‐skills training courses facilitating emotional awareness and emotional management.

These findings position emotional labour as an important antecedent of both WFI and FWI.

The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices.

Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA.

Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making.

These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity.

Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives.

This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

Teamwork has become increasingly prevalent both in undertaking research projects and in preparing papers for publication. While there are some reflections on the process of teamworking in the organisational studies literature, there is little published work in the area of entrepreneurship. Most existing studies distinguish between problems associated with task-based conflict and relationship-based conflict. In this chapter, the author provides an ethnographic account of a team involved with preparing a proposal and, subsequently, undertaking a small firm research project. The Evolution of Business Knowledge (EBK) was a major Economic and Social Research Council (ESRC) initiative which funded 13 distinct projects. During the nine-month period of preparing and refining the research proposal, the team worked together extremely effectively. There were periods of intense knowledge sharing, which enabled the team to develop an impressive and successful bid to study the ‘EBK in 90 small firms’. A major dispute between team members, during the early stages of the fieldwork, led to a period of both task-based and relationship-based conflicts, which threatened to undermine the project. As a result of my first-hand experiences with the EBK project, the author suggests that accounts such as this will help those who find themselves operating in dysfunctional teams make sense of the underlying tensions associated with ‘academic knowledge creation’.