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This study aims to investigate the relationship between national culture and best practices as recommended in country-level corporate governance codes.

Measures for four corporate governance variables – board independence, gender composition, board leadership and meeting frequency – were collected from corporate governance codes for 55 countries. Scores from Hofstede’s cultural dimensions – power distance, individualism vs collectivism, masculinity vs femininity and uncertainty avoidance – were gathered for these same countries. Average scores on the cultural dimensions were compared for groups of countries based on each of the corporate governance variables.

Data analyses reveal significant relationships between Hofstede’s cultural dimensions and the four characteristics of corporate governance examined in this study. Results highlight the importance of understanding cultural influences on board characteristics for companies considering international expansions or partnerships.

While prior studies have focused on the influence of national culture at the company level, this study examines the relationship at the regulatory level through review of country-level corporate governance codes.

Encouraging patient involvement is a cornerstone of many healthcare interventions and decision-making models to ensure that treatment decisions reflect the needs, values, and desires of patients. Involved patients are thought to be empowered patients who feel a sense of efficacy in regards to their own health. However, there is a lack of understanding of how patients relate to empowerment and involvement and, most importantly, how these constructs relate to one another in patients’ decision-making experiences.

Through an inductive analysis, this chapter draws on qualitative interviews of women diagnosed with breast cancer prior to 40 years of age (n = 69).

By examining the intersection of how patients define their own involvement in treatment decisions and their sense of empowerment, we find four orientations to decision-making (Advocates, Bystanders, Co-Pilots, and Downplayers) with involvement and empowerment being coupled for some respondents, but decoupled for others.

Our findings suggest expanding what it means to be an “active” patient as respondents had multiple ways of characterizing involvement, including being informed or following their doctor’s advice. Our findings also suggest a more critical examination of the origins and potential downsides of patient empowerment as some respondents reported feeling overwhelmed or pushed into advocacy roles. The sample was disproportionately higher socioeconomic status with limited racial/ethnic diversity. Empowerment and involvement may be enacted differently for other social groups and other medical conditions.

By examining first-person patient narratives, we conclude that patients’ experience may not fully align with current academic or clinical discussions of patient involvement or empowerment.

This purpose of this descriptive case study is to examine students’ experience engaging in stand-up meetings during the team project for the application development course in their Management Information Systems (MIS) program. Although the body of research on agile stand-up meetings is growing, there is little research on the experience of students who are engaging in stand-up meetings. The majority of research focuses on business professionals instead of students.

This study uses a mixed methods approach to collect data by anonymously surveying students. This exploratory study is a prelude to implementing a larger-scale investigation of student perceptions of stand-up meetings. The research was conducted using a mixed methods approach that used a survey instrument with both open-ended and closed-ended questions to gather students’ perceptions. The qualitative data was analyzed using a thematic coding approach.

The results of this study demonstrate that students’ experiences with stand-up meetings are overwhelmingly positive, with students describing how stand-up meetings helped them communicate and collaborate with their team and solve problems together as a team. The majority of students in this study reported that participating in stand-up meetings helped them overcome roadblocks.

The main limitation of this descriptive case study is the sample size, since only one section of the course was available during the spring semester for the survey. Consequently, the findings may not be broadly generalizable to other contexts. An additional limitation is that the sample was obtained from a school primarily serving nontraditional adult students from underserved groups. One other limitation of this study is that the course surveyed was a synchronous online section with a limited amount of time for class sessions.

This case study should serve as a starting point for faculty, particularly information systems faculty, who are seeking to incorporate stand-up meetings into their courses. The benefits that students cited were clear. As one student stated, stand-up “allows us to vet through our work, help build interpersonal relationships and strengthen our skills.” The larger impact and contribution of this research is that encourages faculty to adopt the practice of stand-up meetings to enhance students’ communication, collaboration and problem solving.

Incorporating stand-up meetings into coursework benefits students by fostering collaboration, communication and problem-solving. The results of this study demonstrate that students’ experiences with stand-up meetings are overwhelmingly positive, with students describing how stand-up meetings helped them communicate and collaborate with their team and solve problems together as a team. The majority of students in this study reported that participating in stand-up meetings helped them overcome roadblocks.

This descriptive case study examines students’ experience engaging in stand-up meetings during the team project for the application development course in their MIS program. Although the body of research on agile stand-up meetings is growing, there is little research on the experience of students who are engaging in stand-up meetings. The majority of research focuses on business professionals instead of students.

The present study uses data from the National Longitudinal Study of Adolescent Health (Ad Health) to evaluate the effects of exposure to violent victimization in childhood on adolescent delinquency and subsequent adult criminality.

Using Longitudinal Latent Class Analysis (LLCA), the present study investigates whether there are distinct and diverse longitudinal delinquency trajectories among those exposed to violence in childhood.

Findings from the current study indicate that there are three distinct trajectories of delinquency and offending from age 14 to 27 for both males and females exposed to violence in childhood. Further, it appears that violent victimization in childhood bridges the gender gap in delinquency between males and females. Thus, childhood violent victimization, and the fact that females are victimized by parents/caregivers and romantic partners at higher rates than males, might be partially responsible in explaining the narrowing of the gender gap between male and female offending in the recent decades. At the same time, childhood violent victimization also seems to impact males and females in somewhat different ways. Practically, all female victims stop offending by their late 20s, whereas a fairly large proportion of males exposed to violent victimization in childhood steadily continue offending.

Although this study was able to identify the diverse impacts of violence exposure on engagement in subsequent delinquency, it did not examine the unique contributions of each type of violence on adolescent outcomes or the chronicity of exposure to each of these types of violent victimization. We were also not able to measure all types of violence experiences in childhood, such as exposure to parents’ or caregivers’ intimate partner violence.

While early prevention would be the most desirable option for both genders for the most optimal outcome, the retrospective intervention and treatment programs should be gender-specific. For males, they should heavily focus on providing alternative ways to cope with anger, impulse control and frustration, as well as teach empathy, cognitive problem solving skills, verbal communication skills, and tangible life and job skills. For females, most successful intervention and treatment programs may focus on helping the girls through a transition from adolescence to adulthood while providing mental health, medical, and family support services.

The paper uses a unique methodological approach to identify distinct and diverse longitudinal delinquency trajectories. The findings demonstrate how more resilient individuals (in terms of externalizing behaviors) can bring down the mean scores of delinquency even though many other individuals can be severely affected by violence exposure in childhood.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

In a paper shared at the 2004 Canadian Society for the Study of Education (CSSE), Marie Battiste urged Canadian academics and policy makers to become part of a transformative process of reconstructing Canada's colonial education system which she describes as shaping “Indigenous peoples’ trauma and disconnection with many aspects of education and themselves” (p. 2). Battiste calls for the repositioning of Indigenous knowledges in post-secondary institutions, a process through which institutional structures and practices, curriculum foundations, and traditions are substantially changed and, in particular, that these are changed in ways that value and engage the capacities of Aboriginal students. Battiste's argument is significant for both Aboriginal post-secondary students and for their communities.

An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other disciplines and, by way of an example, explores the utility of accelerometers for studying aggression. We end with a discussion of additional ways accelerometers might be used in group processes research.

We first review the use of accelerometers in other disciplines. We then present the results of four studies that demonstrate the use of accelerometers to measure aggression. Study 1 establishes the measure’s concurrent validity. Study 2 concerns its stability and representative reliability. Study 3 seeks to establish the measure’s predictive validity by associating it with an existing measure. Study 4 demonstrates the ability of accelerometers to address a sociological research question.

In Studies 1 and 2, we find that accelerometers can be used to differentiate between distinct levels of aggression. In Study 3, we find that men’s average peak acceleration correlates with a previously validated measure of aggression. Study 4 uses accelerometers to reproduce a well-established finding in the aggression literature.

We conclude that accelerometers are a flexible tool for group processes’ researchers and social scientists more broadly. Our findings should prove useful to social scientists interested in measuring aggression or in employing accelerometers in their work.