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The purpose of this study is to examine Kelly's proposed fundraising roles scales to describe the daily activities of male and female fundraisers.

The data collection procedure involved a national survey to a random sample of 286 fundraisers from the American Health Association. The pen‐and‐paper survey had a 48 percent response rate, and the scale indices were found to be reliable with Cronbach alpha tests.

The study found that there were no statistical differences in how male and female fundraisers enacted the technician role; however, gender differences emerged for all three managerial roles with males enacting the roles at statistically significant greater rates.

This study represents an important initial step in advancing theoretical knowledge on fundraising, and it is the first quantitative test of Kelly's proposed fundraising role scales.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This study found that the four dimensions of stewardship significantly impact feelings of trust, commitment, satisfaction and balanced power between the employer and the employee. Additionally, increased use of stewardship resulted in increased involvement by employees.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This chapter will seek to add insight on the lived experiences of women subjected to non-fatal, non-consensual violence in sex (NCVS) by men.

The chapter will draw on primary research conducted by the author in the Spring and Summer of 2020, comprising in-depth interviews with eight women and a survey of 84 women, all of whom had experienced NCVS, often from multiple perpetrators. It will summarize the acts to which women were subjected (often life-threatening in nature), the long-term impacts on women, and the ways in which men minimized and re-packaged their violence. It will make the case that NCVS – often dismissed as ‘rough sex gone wrong’ – is a particularly insidious form of violence against women and girls.

The chapter will highlight how women’s sense-making processes around NCVS are often hampered by legal definitions of sexual violence, which left women wondering ‘what category to put it in’. Using Fricker’s (2007) concept on ‘epistemic injustice’, it will emphasize the need for a ‘shared tools of social interpretation’ (p. 6) around NCVS, alongside any legal changes, and the importance of campaigns like We Can’t Consent To This in giving language to women’s often unspoken experiences.

Team-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies.

Data were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Survey items were developed to assess the team-related activities and components in the course and students’ perceived usefulness of team-based assignments. Results from exploratory factor analyses are presented.

Data analyses indicated that survey items contributed to students’ perceived usefulness of team-based assignments. Across three studies, the authors developed a new measure to evaluate effectiveness of team-based assignments.

For those educators who utilize team-based assignments in their courses, this study provides a much needed measure to assess the effectiveness of assignments intended to develop students’ teamwork competencies. The findings also serve to provide evidence of assurance of learning, and evidence of how students are developing in the area of interpersonal skills and abilities to manage interactions that most schools of business and universities deem as essential learning outcomes as a result of Association to Advance Collegiate Schools of Business requirements.

Evidence from online surveys of 755 students in a pilot study and two additional studies conducted longitudinally over a two-year period support a new measure to assess the usefulness of specific team assignments.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

This paper aims to examine the forms and experiences of victimization of foreign domestic helpers (FDHs) in Hong Kong, the effects of victimization on FDHs and FDHs’ coping strategies.

The main findings are based on semi-structured interviews with a sample of 12 FDHs in Hong Kong.

The findings uncovered a continuum of violence ranging from relatively mundane abuses on an everyday basis to acute events at the time of termination. Some respondents also experienced secondary victimization from police and/or pending criminal justice proceedings after contract termination.

Victimization exerted significant adverse physical and psychological effects on FDHs in our study. Nevertheless, contrary to common assumptions about FDHs as passive victims, our findings suggest that some FDHs experienced a degree of empowerment, as they found ways to cope with their difficulties by individualized and social strategies depending on the degree of victimization and the resources available.

The findings suggest there is an urgent need to review the existing laws and policies that, at best, are ineffective and, at worst, create far more problems than they solve.

This article uses Michel Foucaultʼs theoretical work in examining relations of power within the unique context of street-level bureaucracies (Lipsky, 1980). Through Foucaultʼs techniques of discipline (1995), it analyzes how employees and managers are both objectified and selfproduced within collective bargaining agreements from street level organizations. Findings show that ‘managers’, ‘employees’ and ‘union representatives’ are produced but also constrained within these documents. These collective bargaining agreements also serve to ‘fix’ relationships discursively affirmed as unequal. Constrained by this ‘reality’, any potential for changing relationships between managers and employees through prescriptions that ask street-level bureaucrats to be ‘leaders’; “responsible choice-makers” (Vinzant & Crothers, 1998, p. 154) rather than policy implementers simply carrying out management directives are largely futile.

There is growing recognition that numerous business drivers contribute to financial performance and investment returns but they are not included in a company's profit and loss statements. In the investment industry, these wider sets of value drivers are known as environment-social- governance (ESG) factors. A small number of specialized ESG rating agencies provide information to investors about the extent to which firms' behaviors are socially responsible. However, a major criticism of these rating agencies is the lack of transparency in their methods. This paper aims to examine the issues of subjectivity, transparency and uniformity of ESG ratings by exploring the methods used to assess ethics performance by an Australian rating agency.

A case study was conducted on an Australian ESG rating provider, Regnan. The data for the analysis were sourced from internal Regnan documents.

The paper found that a level of subjectivity is inevitable in ESG ratings and the call for uniformity may inhibit innovation, but these issues can be addressed by increased transparency of the rating methods.

Further research is required to understand what level and, combination of, uniformity and transparency is sufficient to satisfy stakeholder requirements for ESG information.

The discussion of the factors underlying the ethics performance rating may prompt more open and transparent debate on how to assess ethical performance of companies, and increase investor confidence in ESG ratings. It may also provide more direction to companies on how to strengthen their ethical performance.

There is growing recognition that numerous business drivers contribute to financial performance and investment returns but they are not included in a company's profit and loss statements. These “ESG” factors can account for up to 66 percent of the market value of globally listed companies. In response to calls for more transparency on how ESG factors are assessed, and how ethical performance is appraised, this paper attempts to lift the veil on ESG rating methods.