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Research shows that crime and disorder tend to concentrate in small, geographic locations and that place-based and problem-solving policing strategies can impact crime and disorder without displacing it to neighboring areas. However, implementation of problem-solving is a challenge. Loosely defined locations, shallow problem analysis, and distractions to problem-solving are cited implementation shortcomings. These shortcomings may be overcome by using the Case of Place approach, a case management strategy focused on documenting and analyzing place-based dynamics and characteristics to inform and direct policing strategies. The paper aims to discuss these issues.

The current study describes the adoption of the Case of Place approach in an urban police agency’s operations and performance management system. The authors utilize implementation theory to explore and explain the adoption of this new place-based strategy.

Key findings reveal important structural and cultural challenges to implementation. Structural challenges included modifying supervision structures, creating new positions, decentralizing analytical functions, and redirecting resources to problem-solving. Cultural challenges observed included emphasizing problem-solving as an organizational priority, integrating crime analysts into neighborhood precincts, and centering performance management processes around problem-solving.

The authors explore how implementation dynamics impact the adoption of new policies and practices, and offer a number of propositions for the use of the Case of Place approach within a place-based strategy portfolio.

Most undergraduate and graduate financial accounting exercises follow a “forward based” pedagogical approach where students learn how accounting events (causes) are captured in the accounting system and appear on the financial statements (effects). While these forward based approaches are necessary and effective ways to teach the fundamentals of accounting, they provide a relatively narrow procedural perspective on how to use such knowledge. The reality is that many students will be required to solve problems where the ultimate goal is to discern the causes of financial statement outcomes. To solve such problems, “backward based” procedural knowledge is required. Research in cognitive psychology indicates students need exposure to problems that require different procedural knowledge to develop the flexible problem solving schemas necessary to address problems with different end goals (Chen & Mo, 2004). We present a series of financial accounting exercises designed to help students develop skills associated with analyzing financial statement outcomes (effects) to determine the causal accounting events. The exercises also provide a comprehensive review of the primary financial accounting topics typically addressed in introductory accounting courses. This allows the exercises to be used as an ongoing end of chapter review problem or as a comprehensive course review exercise.

This study examines how executive directors of family business centers deploy sensemaking to create psychologically safe environments while engaging members in peer group activities.

A qualitative case study approach was employed, involving semi-structured interviews with five executive directors from four different family business centers in the USA. The study also draws on document analysis.

The findings reveal that these directors navigate a complex and uncertain environment where the need for member engagement and the need for a safe environment sometimes contradict each other. Their sensemaking draws on both cognitive and social processes to accomplish meaning-making, often involving a cyclical process of noticing, discernment and enactment. This effort is, at times, constrained by the directors’ inability to gather cues due to their commitment to maintaining confidentiality and privacy within peer groups, limiting their ability to directly observe discussions. Despite this constraint, sensemaking enhances the directors’ capability to foster safe and engaging environments, though the challenge of balancing members’ needs for confidentiality with a safe and productive engagement environment remains a continuous reality.

This study highlights the crucial role of sensemaking leadership in family business networks, requiring directors to balance individual and group needs. Leadership development should focus on enhancing this sensemaking ability. Family business centers must be designed with flexibility and adaptability to accommodate evolving needs. This involves attentive observation, balanced programs, psychological safety and continuous learning. These findings extend to any peer group requiring high trust, emphasizing the leader’s role in creating a safe and engaging environment that balances individual needs with collective goals.

This study makes several original contributions to the literature. First, it extends existing knowledge on sensemaking by exploring its application in a previously under-researched context: how executive directors navigate complexity and uncertainty within family business networks. Second, it examines how sensemaking informs the ongoing challenge of balancing peer groups’ need for a safe engagement environment with the need for productive engagement, an area that has not been explicitly addressed in prior research. By shedding light on these under-explored aspects of sensemaking, this study offers valuable insights for both researchers and practitioners involved in family business networks and peer group management.

Several studies have reported the impact of paternal incarceration and criminal behavior on childhood delinquency; however, fewer studies have addressed the influence of maternal criminality on children’s behavioral outcomes. Integrating self-control and attachment theoretical frameworks, the purpose of this paper is to address the impact of mothers who have been stopped, arrested, convicted, and incarcerated in relation to their children’s delinquent behavior.

The Fragile Families and Child Wellbeing data set was used to better understand this relationship. By using binary logistic regression, two types of delinquent behavior were assessed: destroying property and fighting.

The results revealed that mothers’ criminal behavior affected children’s fighting tendencies but did not significantly impact children’s tendency to destroy property. Furthermore, certain childhood antisocial traits and demographic characteristics revealed to also impact children’s delinquent behavior. From the results, implications and prevention strategies were drawn describing techniques to combat delinquency.

This research lays a foundation for future researchers to explore mother-child attachment and the transmission of low self-control from mother to child in relation to criminality. The current research is one of the first studies to specifically address how maternal criminal behavior affects their children’s tendency to engage in delinquency, specifically examining property destruction and fighting.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction.

Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders.

An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement.

This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others.

This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

There is much to think narratively about in the experiences storied by Lulu, Brenda Mary, Jennifer, Jerri-Lynn, Khea, and Lucy of ways their stories to live by rubbed up against narratives constructing them as not “real” teachers. Untangling these experiences shows ways the historically dominant narrative of colonizing Aboriginal people is still shaping intergenerational narrative reverberations, reverberations that weave into the life of each teacher, and as well, into the familial, communal, institutional, and broader provincial landscapes on which each teacher is composing her life.

The purpose of this paper is to investigate the relationship between organizational safety climate and organizational health performance outcomes (i.e. absenteeism, presenteeism, health care utilization) mediated by individual worker health. The authors used three pathways to examine this relationship: a physical pathway starting with physical safety climate and mediated by musculoskeletal disorders (MSDs), a psychosocial pathway starting with psychosocial safety climate and mediated by emotional exhaustion, and a combined pathway starting with psychosocial safety climate and mediated by both MSDs and emotional exhaustion.

Three mediational multilevel analyses were conducted using a sample of 8,761 employees working in 177 health care organizations.

Although the findings did not support the hypothesized physical pathway, they showed that the psychosocial pathway worked satisfactorily for two of the three health performance outcomes (absenteeism and presenteeism). The combined physical and psychosocial pathway explained differences in the third outcome: health care utilization.

This is one of the few studies to include both physical and psychosocial pathways that lead to employee health and organizational performance. The results underscore the importance of paying attention to psychological health and safety in the health care workplace. Not only for the psychological health of employees, but also to improve their physical health and subsequent organizational health performance.