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Research suggests that leaders influence employee engagement and their connection to the organization, their manager and their team. However, the influence of leadership behaviors on new employees requires further investigation.

This nonexperimental, cross-sectional, quantitative, exploratory study examined Situational Leadership II (SLII) behaviors, specifically the Coaching (S2) style and new employee engagement. New employees that had worked with medium-sized organizations (100 to 999 employees) for less than a year were surveyed using the Leadership Action Profile II (LAPII; The Ken Blanchard Co., 1979) and the Utrecht Work Engagement Scale-9 (UWES-9; Schaufeli and Baker, 2003). Regression analysis was used to determine the degree to which the SLII leaders’ behaviors explained new employee engagement. The research question and hypotheses explored the gap between SLII behaviors and new employee engagement.

The findings of this research indicated a positive relationship between the SLII leadership style of Coaching (S2) and new employee engagement. It is important to engage new hires in order to reduce turnover.

The SLII leadership style of Coaching (SW) was studied and in relation to new employee engagement. New hire engagement (those working for an organization for less than a year) is not an area that has been studied in relation to coaching in medium sized organizations and this article contributes to the literature.

In this paper, we argue that the opportunities created from the recent transformational change in the health care industry have provided the environment for entrepreneurship to thrive. As a result, new and innovative organizational forms have flourished particularly when embedded in communities of entrepreneurial activity where networks of experience, access, and social/work relationships exist. The major purpose of this paper is to initiate a theoretical dialogue in which entrepreneurship is introduced as a field of research that can be used to explain how and why health care organizations have emerged and changed into their present forms. First, we present the basic elements for understanding the process of entrepreneurship and how entrepreneurial activity is important to the innovation of new organizational forms. Second, we relate this to the field of health care by focusing on the three stages in the entrepreneurial model: creation, discovery, and exploitation of entrepreneurial opportunities. Third, we argue that the degree of entrepreneurial activity within a given community is the outcome of a dynamic process involving social networks along with positive economic and legal activities that reduce transaction costs and encourage entrepreneurship. To demonstrate this, we focus on the area known as the “health care business capital” in the U.S. – Nashville, Tennessee – and describe the entrepreneurial activity in that city beginning in the 1960s and relate this to the existing theory. We believe this research represents a juxtaposition of the practical and theoretical, so critical in understanding entrepreneurial activity and new organizational forms in health care.

Strategy and entrepreneurship have long been seen as separate realities to many scholars. In near-caricature form, the first has been seen as focused on large firms using explicit strategic planning methods supported by increasingly sophisticated information technology; and the second appeared primarily to reflect the actions of a determined, energetic, and intuitive founding entrepreneur or small entrepreneurial action team. Fortunately, many leading scholars in the two corresponding fields of study have recognized that these realities are indeed overlapping and should be approached by researchers as such, whenever possible.

This bibliography of multidisciplinary periodical literature focuses on white supremacy ideologies and on several groups that espouse white supremacy, including the Ku Klux Klan, neo-Nazi groups like Aryan Nations and The Order, and skinheads. In compiling both scholarly and popular periodical material, the authors were surprised by the relatively low number of recent scholarly articles in the social sciences literature. Nevertheless, some important scholarly sources are cited. Also, although there is voluminous published material covering racism, the authors included only material judged specifically related to white supremacy, a sometimes difficult distinction because the roots of racism and current white supremacist thought are so intertwined.

From a white‐paper report submitted by a coalition of designers, architects, educators, and strategic planners to President Clinton and his advisors. The report followed a roundtable with the deputy political director during the transition and was reprinted as “Designing America,” by Chee Pearlman, Michael Sorkin, and Sylvia Harris Woodard, in the March/April 1993 issue of International Design, published in New York City. Reprinted with permission.

This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts that showcase a range of grammars; (2) modeling code-meshing practices; and (3) privileging alternative grammars while grading written work. We describe how teachers might take up pedagogical practices that support linguistic diversity, such as evaluating written assignments in more flexible ways, engaging in contrastive analysis, and teaching students to resist and rewrite existing language rules.

Rather than organize as traditional firms, many of today’s companies organize as platforms that sit at the nexus of multiple exchange and production relationships. This chapter considers a most basic question of organization in platform contexts: the choice of boundaries. Herein, I investigate how classical economic theories of firm boundaries apply to platform-based organization and empirically study how executives made boundary choices in response to changing market and technical challenges in the early mobile computing industry (the predecessor to today’s smartphones). Rather than a strict or unavoidable tradeoff between “openness-versus-control,” most successful platform owners chose their boundaries in a way to simultaneously open-up to outside developers while maintaining coordination across the entire system.

E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.