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This research seeks to review extant organisational role theory (ORT) literature, and to identify issues that limit its usefulness to contemporary academics and practitioners alike.

A review of ORT literature was conducted in light of the issues surrounding the effective implementation of HR policies in the workplace. The paper was based on a review of the intersection between ORT and contemporary HR management, and explored using primary survey and semi‐structured interview data.

It was found that three assumptions underpinning classical ORT are inadequate to account for the array of roles enacted by employees and the manner in which they impact on working‐life. The research suggests that ORT needs to incorporate the key themes of “multi‐faceted employee”, “employer recognition/facilitation” and “compartmentalisation” into its assumptions in order to account for contemporary HRM issues.

This research is only exploratory in nature, and thus requires its findings to be verified in larger sample sizes, and amongst respondents from different cultures and industry categories.

This research has practical implications for HR managers wishing to employ effective role‐taking/WLB policies in their workplace. Current WLB issues are well established in the literature, and the reconceptualisation of ORT provides some insight into what might constitute the tenets of an effective WLB policy regime.

This paper provides an exploration of the contemporary HRM issues that need to be included in a reconceptualisation of ORT. This research would be of value to both academics (reconceptualising classical ORT) and practitioners (who would observe specific implications for the formulation of effective HR policies in the workplace).

The study assesses public health programs to shed light on the experiences of low-income and minority women with children seeking health services. Thirteen focus groups were conducted with 111 pregnant women or women with children. Women consumers of public health services experience difficulties accessing health services due to a lack of insurance, information and language barriers about programs and eligibility, a shortage of Medicaid providers and specialist services, long waits, bureaucratic barriers, and dismissive treatment. Accessibility and information barriers were more prominent in rural regions whereas bureaucratic barriers were more pronounced in urban areas. Lower satisfaction with services was reported among ethnic minority women compared to whites.

Gatekeepers play an important role in research conducted with children and youth. Although qualitative researchers frequently discuss institutional and individual gatekeepers, such as schools and parents, little attention has been paid to the role that Institutional Review Boards (IRBs) play in determining who is allowed to research particular populations and the ramifications of these decisions for findings involving children and youth. In order to examine this role, we compare negotiations of two researchers working on separate projects with similar populations with the IRB of a large Midwestern university. In both cases, it is likely that board members used their own personal experience and expertise in making assumptions about the race, social class, and gender of the researchers and their participants. The fact that these experiences are supported by findings across a wide range of IRBs highlights the extent to which qualitative research with children is changed (or even prevented) by those with little knowledge of typical qualitative methodologies and the cultural contexts in which research takes place. While those such as principals, teachers, and parents who are traditionally recognized as gatekeepers control access to specific locations, their denial of access only requires researchers to seek other research sites. IRBs, in contrast, control whether researchers are able to conduct research at any site. Although they wield considerably more control over research studies than typical gatekeepers, the fact that they are housed in the institutions at which academic researchers work also means that we can play a role in their improvement.

In celebration of the 25th anniversary of the founding of Career Development International, a state-of-the-art overview of recent trends in job-crafting research was conducted. Since job crafting was introduced twenty years ago as a type of proactive work behavior that employees engage in to adjust their jobs to their needs, skills, and preferences, research has evolved tremendously.

To take stock of recent developments and to unravel the latest trends in the field, this overview encompasses job-crafting research published in the years 2016–2021. The overview portrays that recent contributions have matured the theoretical and empirical advancement of job-crafting research from three perspectives (i.e. individual, team and social).

When looking at the job-crafting literature through these three perspectives, a total of six trends were uncovered that show that job-crafting research has moved to a more in-depth theory-testing approach; broadened its scope; examined team-level job crafting and social relationships; and focused on the impact of job crafting on others in the work environment and their evaluations and reactions to it.

The overview of recent trends within the job-crafting literature ends with a set of recommendations for how future research on job crafting could progress and create scientific impact for the coming years.

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to participate in interscholastic, intercollegiate, intramural, and club athletic programs” (East, 1978, p. 213). Since 1972, girls’ and women's sport participation has increased in high schools, colleges and universities, the Olympics, and professional sports. Researchers interested in the study of gender and sport have raised critical questions and conducted empirical research concerning the meanings of masculinity and femininity, the implications of sport participation, the meanings of heterosexuality and homosexuality, gender equity, and media coverage of sports (Dworkin & Messner, 2002). One persistent theme in the literature on girls’ and women's sport participation is the connection between athleticism and femininity. Historically, researchers have used the role conflict perspective or the apologetic defense strategy to examine girls’ sport participation. In this chapter, I analyze athleticism and femininity on a high school basketball team using a third framework.

The purpose of this paper is to explore bricolage as the missing link in understanding how cross-sector social partnerships form and operate in response to grand challenges. It is proposed that the weaving together of resources employed by members of cross-sector social partnerships (CSSPs) is bricolage in action and can be linked to Gray's (1985) facilitating conditions for collaboration. While existing research examines bricolage primarily at the individual level, this research studies collective bricolage, as implemented by a cross-sector social partnership in its process to address a grand challenge.

The authors follow the evolution of a Midwestern initiative aimed at the grand challenge of generational poverty. The deductive case study approach identifies the mechanisms of bricolage being employed in the initiative's evolution and ties these to Gray's (1985) seminal paper on interorganizational collaboration.

This case study has implications for academics conceptually struggling to understand grand challenges and the role of entrepreneurial initiatives in the public and nonprofit sectors, as well as practitioners currently involved in collaborative efforts to address said challenges.

This study enriches the discussion and enhances the link between the CSSP literature and new notions of social entrepreneurship that embrace the collective as their unit of analysis. This is the first work of its kind to link bricolage to a nascent CSSP and demonstrate how the entrepreneurial concept of bricolage is an inherent part of CSSP formation and operation.

This paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.

This paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.

This paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.

This paper is designed for teachers to utilize and replicate in their own social studies classrooms.

This paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.