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To propose new commitment construct‐policy commitment, and to examine the influence of attitude, role clarity, and role conflict on policy commitment, as well as the influence of policy commitment on citizenship behavior.

Using a self‐report questionnaire and a sample of 148 workers in a rural manufacturing plant, we use structural equation modeling (SEM) techniques to examine the effects of attitude, role clarity, and role conflict on policy commitment, as well as the effect of policy commitment on the conscientiousness and civic virtue dimensions of citizenship behavior.

SEM revealed that attitudes and role clarity positively influenced policy commitment, and that policy commitment positively influenced conscientiousness and civic virtue.

Our sample is relatively small (N=148) and largely homogeneous, which may limit its generalizability. A number of additional research opportunities are suggested in the study, including those designed to further explore the nature of the policy commitment construct and those designed to examine its relationship with other known commitment antecedents and outcomes. Implications for practitioners and researchers are suggested.

Commitment in organizations has long been conceptualized as acceptance of organizational goals and dedicated effort on behalf of the organization itself. However, we believe this conceptualization of commitment may be considerably less salient in today's highly mobile work environment. This study introduces the construct of policy commitment, a conceptualization of commitment as belief in and proactive endorsement of specific courses of action (i.e. policies) that embody the values resident within organizations.

This chapter uncovers the destabilizing and transformative dimensions of a legal process commonly described as assimilation. Lawyers working on behalf of a marginalized group often argue that the group merits inclusion in dominant institutions, and they do so by casting the group as like the majority. Scholars have criticized claims of this kind for affirming the status quo and muting significant differences of the excluded group. Yet, this chapter shows how these claims may also disrupt the status quo, transform dominant institutions, and convert distinctive features of the excluded group into more widely shared legal norms. This dynamic is observed in the context of lesbian, gay, bisexual, and transgender (LGBT) rights, and specifically through attention to three phases of LGBT advocacy: (1) claims to parental recognition of unmarried same-sex parents, (2) claims to marriage, and (3) claims regarding the consequences of marriage for same-sex parents. The analysis shows how claims that appeared assimilationist – demanding inclusion in marriage and parenthood by arguing that same-sex couples are similarly situated to their different-sex counterparts – subtly challenged and reshaped legal norms governing parenthood, including marital parenthood. While this chapter focuses on LGBT claims, it uncovers a dynamic that may exist in other settings.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

This study illuminates the experiences of adults diagnosed with autism spectrum disorders (ASDs) and intellectual disabilities (IDs) and their challenges and successes in receiving quality healthcare services. Individuals with developmental disabilities often experience health issues associated with aging at earlier ages and at higher rates than the general population. This population has a higher incidence of chronic health conditions that require regular medical attention.

The intent of this project was to learn directly from adults and their caregivers how well healthcare providers understand autism, explore their experience with how well their care is coordinated between primary healthcare and other specialty services, and identify factors which could impact access to care and to discover what other barriers which may potentially influence health outcomes for ASD adult.

A qualitative study conducted with semi-structured interviews with 12 adults diagnosed with ASD and/or their guardians/caregivers.

Some of the adults interviewed experienced negative health outcomes and suboptimal relationships with healthcare providers; others seemed to have positive relationships. Clinical and communications accommodations were necessary to make healthcare provision more comfortable. Barriers to accessing healthcare services existed in many forms.

The healthcare needs of the growing population adults diagnosed with ASD/ID are anticipated to be significant. This challenge is further exacerbated given there are few trained healthcare providers who are prepared or dedicated to serve this population. Continuing to build awareness of the health needs of the ASD/ID adult population is critical.

This project is highly innovative as it is the first attempt to understand how the adult autism population accesses care and perceives their healthcare interactions. This study serves as a starting point to suggest new opportunities for further research for this growing population.

Considers the interaction between customer and provider in professional service encounters, where extended person‐to‐person discussions frequently take place. Describes an experiment in which subjects read and reacted to stories describing such encounters, which included three service variables – competency, outcome and courtesy. Reports on the emotional responses of the subjects, finding that courtesy was responsible for most of the variation in response. Discusses the managerial implications resulting from the study, notably the importance of courtesy in professional service encounters.

A case study methodology was applied as a major component of a mixed-methods approach to the evaluation of a mobile dementia education and support service in the Bega Valley Shire, New South Wales, Australia. In-depth interviews with people with dementia (PWD), their carers, programme staff, family members and service providers and document analysis including analysis of client case notes and client database were used.

The strengths of the case study approach included: (i) simultaneous evaluation of programme process and worth, (ii) eliciting the theory of change and addressing the problem of attribution, (iii) demonstrating the impact of the programme on earlier steps identified along the causal pathway (iv) understanding the complexity of confounding factors, (v) eliciting the critical role of the social, cultural and political context, (vi) understanding the importance of influences contributing to differences in programme impact for different participants and (vii) providing insight into how programme participants experience the value of the programme including unintended benefits.

The broader case of the collective experience of dementia and as part of this experience, the impact of a mobile programme of support and education, in a predominately rural area grew from the investigation of the programme experience of ‘individual cases’ of carers and PWD. Investigation of living conditions, relationships, service interactions through observation and increased depth of interviews with service providers and family members would have provided valuable perspectives and thicker description of the case for increased understanding of the case and strength of the evaluation.

Since the end of the 1990s, the Algerian public authorities have implemented research and innovation policies in order to build a solid National Innovation System (NIS) and improve industrial and economic performance. Today, the NIS remains immature, which hinders the learning and innovation processes. Our objective here is to analyze under a broad vision the Algerian NIS by examining its various components, to evaluate the capacities of training and innovation, and to measure the production of the innovation and the economic performances. Our research question is the following: How could the Algerian public authorities build a solid NIS in order to improve economic performance? To answer this question, we use a research methodology that mobilizes three types of complementary indicators in order to analyze the processes of learning and innovation from a systemic and interactive perspective. We also use economic performance indicators in order to put the analysis into a broader perspective. At the end, we propose action policies in favor of the construction of a complete Algerian NIS to improve economic performance.

Purpose – To provide pre-service and in-service teachers with a framework for using formative assessments to inform their literacy instructional practices.

Design/methodology/approach – Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision making in the classroom.

Findings – Teachers are urged to keep six design features in mind when creating formative assessments and analyzing the data gathered from them.

Practical Implications – This chapter is a helpful resource for teachers when evaluating their uses and analysis of classroom literacy assessments.

Originality/value – Teachers who apply the information in the chapter will gain a deeper understanding of each student's developing levels of literacy knowledge, skills, strategies, and dispositions. This information will facilitate a teacher's ability to better meet the needs of all students in his or her classroom.