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This research explores the role of political ideology in local policy formation by assessing the impact of the city manager's ideology on local expenditures. While previous studies have identified nuanced and overlapping roles between administration and politics, here we extend those investigations by positing that ideology may influence a manager's role in the policy formation of the budget. Although some conceptualizations of city managers assume them to be largely apolitical in a partisan sense, we find a significant effect of ideology on local expenditures among city managers. This adds to the literature that suggests that city managers may not merely passively implement policies created by elected officials; rather city managers may influence policy in multifaceted ways, thereby driving a need to further investigate individual influences upon policy formation.

In this paper, we offer a model of how leaders and managers can create energy for change by influencing patterns of conversation across the organization. We develop the model by linking social constructionist thought with theory from the field of positive psychology. We propose that effective leaders work with others to co-author persuasive narratives of change that generate energy by providing people (including themselves) with a sense of autonomy, competence, and relatedness. Energy is expressed in the form of support, time, money, and resources, which contribute to the success of the work. Continuous attention to crafting persuasive narratives in a collaborative way creates upward spirals of energy, and increases the probability of successful change over time. We illustrate these ideas with a case study of a successful IT change initiative in a Fortune 100 insurance company, and conclude by discussing implications for research and practice.

Because teacher training is an important component of high-quality early care and education (ECE), states are employing various efforts to increase the credentials of teachers in private ECE centers. In New Jersey, teachers who serve disadvantaged students in the state’s community-based Abbott preschools are under a court mandate to obtain a Bachelor’s degree and Preschool – Grade 3 certification by September 2004 or lose their jobs. This chapter describes a phenomenological study of five teachers’ experiences in attempting to meet that mandate, and offers implications for policymakers to consider when evaluating the overall success of this reform effort.

This chapter evaluates research from the past 10 years suggesting that surfing can help develop ecological sensibilities and, in turn, lead to more environmentally sustainable lifestyles and practices.

The first part of the chapter reviews some of the key themes in the movement toward more sustainable surfing, including surfers' lifestyle practices. The second part of the chapter offers more in-depth case studies of (1) the production and consumption of surfboards and (2) the emergence of wave pools. Through these two case studies the chapter explores more promising practices that are driving more desirable human–surfing–environment relationships.

The chapter highlights the key tensions in debates over the so-called sustainable surfing movement. While surfers continue to see themselves as environmentally connected and having special relationships to the environment and sustainability, there are many contradictions and inconsistencies in this relationship. The negative environmental impact of the surfing industry remains notable, including in tourism, board manufacturing, and surfing events. The chapter highlights the limitations of relying on market-based, technologically dependent approaches to sustainable development.

The chapter shows the potential and promise of technological innovation for more environmentally sustainable practices, while recognizing the ongoing challenges in changing attitudes in the surf industry, and among many participants/consumers. It echoes broader literatures showing that attitudes and behaviors around environmental issues are complex and paradoxical.

Miami University is a mid-sized public institution in southwest Ohio. Regarded as a “public ivy,” Miami has always prided itself on its high quality, liberal arts-focused, undergraduate programs. Teacher Education has been an important part of that focus for over 100 years. Accredited by National Council for Accreditation of Teacher Education (NCATE) since 1954, Miami graduates approximately 600 educators each year across 35 programs at both the undergraduate and the graduate levels. This chapter represents the combined stories of three individuals who were heavily engaged in Miami's 2009 NCATE accreditation process: Teresa McGowan, the unit's NCATE coordinator; Ellen Hill, the unit's Director of Clinical Experiences; and James Shiveley, the chair of the Department of Teacher Education. We each provide a brief contextual backdrop for our NCATE experience, explain the primary challenges we faced as we prepared for the NCATE accreditation review and how we worked to overcome these, and describe our perspective of the weeks leading up to and including the final Board of Examiners (BOE) visit. Many more people were, of course, essential in the preparation for Miami's NCATE visit, and we do not imply that our views or contributions were in any way more critical than others. This chapter is simply our story.

In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

The purpose of this expert commentary is to provide an overview of current scholarship on changes occurring in the work environment and its impact on employee wellbeing. The commentary touches on frontier issues such as measurement of healthy work environment, positive and negative changes in work environment influencing employee wellbeing, link between employee productivity and wellbeing, challenges in converting theory into practice, sustainable organizational behavior, workplace wellness, and several other issues germane to the special issue.

The expert commentary explicates the current state of scholarship in relation to the theme of the special issue. The design of the expert commentary, a scholarly conversation between the Guest Editors and University Distinguished Professor Ellen Ernst Kossek, provides an easy to access summary of the current knowledge in the area. This format is intended to inform readers of IJM and to stimulate further scholarship in the area.

The expert commentary provides a gist of key findings in the extant area of research, serving to inform readers about what we know, do not know, and fruitful areas for further enquiry.

It provides an overview of current knowledge in the area.

Large-scale organizational change, such as seen through mergers and acquisitions, CEO succession, and corporate entrepreneurship, sometimes is necessary in order to allow firms to be competitive. However, such change can be unsettling to existing employees, producing considerable uncertainty, conflict, politics, and stress, and thus, must be managed very carefully. Unfortunately, to date, little research has examined the relationships among change efforts, perceptions of political environments, and employee stress reactions. We introduce a conceptual model that draws upon sensemaking theory and research to explain how employees perceive and interpret their uncertain environments, the politics in them, and the resulting work stress, after large-scale organizational change initiatives. Implications of our proposed conceptualization are discussed, as are directions for future research.

Circular economy (CE) is guided by principles, the key being the R-framework. All R-frameworks have a hierarchy. Although several studies have prioritized these principles, there is still an urgent call for country-specific prioritization. This study prioritized circular economy (CE) principles among Ghana's built environment (BE) professionals.

An explanatory sequential mixed methods approach was adopted. Six principles of CE were identified through a review of related literature and incorporated into a questionnaire. In total, 162 questionnaire responses were received. The quantitative data were analyzed through descriptive and inferential analyses. The data were further validated via semi-structured interviews with eight interviewees of different professional backgrounds in the BE.

The findings revealed that BE professionals in Ghana highly perceived CE principles as important. The findings further revealed the order of prioritization of the CE principles as follows: (1) recycle, (2) reuse, (3) repair/remanufacture, (4) renewable energy usage, (5) redesign and (6) reduce. To further elaborate on these prioritized principles via the qualitative phase, the interviewees agreed to and confirmed the importance of the identified principles through their verbatim comments.

Although there is a growing interest in research regarding CE in the Ghanaian construction industry, its principles have yet to be prioritized and ranked by professionals in the Ghanaian construction industry. This study unearths why, in terms of prioritization of the CE principles, the construction industry in Ghana does not follow the well-known hierarchy (i.e. reduce, reuse and recycle) in the order of high to low level of circularity.