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This study builds on previous investigations on the scholarship of social work faculty using h-index scores. The purpose of this paper is to compare two methods of determining the excellence of social work doctoral programs.

This study compared rankings in 75 social work doctoral programs using h-index vs the US News and World Report (USNWR) list. The accuracy of predicting scholarly productivity from USNWR rankings was determined by joint membership in the same quantile block. Information on USNWR rankings, h-index, years of experience, academic rank, and faculty gender were collected. Regression analysis was used in creating a predictive model.

Only 39 percent of USNWR rankings accurately predicted which programs had their reputation and scholarly productivity in the same rating block. Conversely, 41 percent of programs had reputations in a higher block than their scholarly productivity would suggest. The regression model showed that while h-index was a strong predictor of USNWR rank (b=0.07, 95% CI: 0.05, 0.08), additional variance was explained by the unique contributions of faculty size (b=0.01, 95% CI: 0.01, 0.02), college age (b=0.002, 95% CI: <0.001, 0.003), and location in the southeast (b=−0.22, 95% CI: −0.39, −0.06).

For many programs, reputation and scholarly productivity coincide. Other programs have markedly different results between the two ranking systems. Although mean program h-indices are the best predictor of USNWR rankings, caution should be used in making statements about inclusion in the “top 10” or “top 20” programs.

The purpose of this paper is to analyze the role of gender and faculty rank to determine their contribution to individual variance in research productivity for doctoral social work faculty in Israel.

H-index scores were used to assess research productivity. Quantitative comparisons of the h-index scores were performed for a sample (n=92) of social work faculty from Israeli universities with social work doctoral programs. Average h-index differences were assessed between genders at each tenure-track faculty rank and between faculty ranks for each gender.

Scholarly impact varied as a function of faculty rank. There was little indication of variance due to gender or the interaction of gender and rank. The average h-index of male faculty was higher than the mean h-index for women at the rank of lecturer and full professor. Women had a higher mean h-index than men at the rank of senior lecturer and associate professor. H-index means varied most at the full professor level.

Results were congruent with previous studies demonstrating that male faculty in the social sciences have higher overall h-index scores than women. However, this study was unique in its finding that this gap was reversed for Israeli social work faculty at the senior lecturer and associate professor. Further research is needed to examine the differences in publication patterns of social work faculty in different countries.

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the implications and applications of the Lab's approach as a social learning space.

The authors used a constructivist grounded theoretical approach and conducted semi-structured interviews with participants in the Lab, which operated out of a leadership center in a mid-sized Canadian business school.

The findings show that participants used their individual life experiences to practice leadership development through mentoring in a social learning space of prescribed uncertainty. The participants identified with becoming flexible, self-actualized leaders by learning to view their own experiences and those of their Lab partners through a leadership lens.

This study contributes to an understanding of the “doing” of leadership development in a social learning space and highlights three relational processes through which leadership development emerged through mentoring: rapport-building, democratization and reflection.

Was Shakespeare an economic thinker? To Karl Marx, who freely quoted the playwright in confirmation of various assertions in Capital, at least Shakespeare's characters were. Prior to claiming that money is a “radical leveler…[that] does away with all distinctions” (Marx 1967, I, p. 132), for instance, Marx famously cites Timon's diatribe on gold from Timon of Athens (1607):Gold, yellow, glittering, precious gold!Thus much of this, will make black white; foul, fair;Wrong, right; base, noble; old, young; coward, valiant.… What this, you gods? Why, thisWill lug your priests and servants from your sides;Pluck stout men's pillows from below their heads;This yellow slaveWill knit and break religions; bless the accurs’d;Make the hoar leprosy ador’d; place thieves,And give them title, knee and approbation,With senators on the bench; this is it,That makes the wappen’d widow wed again:…Come damned earth,[Thou] common whore of mankind.

This study defines service breakdowns, service breakdown prevention, and “servicide” as they relate to service-dominant logic. The study reviews relevant relevant literature on these three topics. This study categorizes real-life examples into five levels of dramatic turns toward service degradations and breakdowns that range from customer being aware but not mentioning service inadequacy to the service breakdown resulting in death of the customer or service provider. Taking initial steps in developing dramatic turn theory and improving the practice of service breakdown prevention are the major contributions of this study.

This study is a conceptual contribution that includes a dramatic turn role-playing exercise (at category 4 among five categories of dramatic turns for pedagogical/on-site enacting/practicing and training of service professionals. The study emphasizes and shows how to create and enact role-playing scenarios to increase requisite variety, provide training modules and increase skills/expertise in service enactment contexts.

Before explicit reviewing of the dramatic-turn performances, some of the participants as actors as well as audience members in role-play dramatic turns were quick to blame the customer behavior as the principal cause for the service breakdown. The study’s exposition stresses prevention of negative dramatic turns follows from experiencing and coaching a wide variety of customer and server interactions – achieving “richness” in enactments.

Research on service breakdown prevention needs to include field experiments on the efficacy of training programs for effective management of dramatic turns.

Training of service workers and service managers in experiencing/participating in dramatic turns is likely to be beneficial in reducing the severe adverse outcomes and unintended consequences of service breakdowns. Prevention, not only service failure recovery, needs to be an explicit focus in hospitality management training and assessment.

This study suggests tools and procedures to reduce the instances of the need for service breakdown recoveries.

The study calls attention and contributes a way forward in managing dramatic turns in hospitality service contexts. The study provides a nascent configurational theoretical foundation of dramatic-turn propositions. Given the severity of financial costs and loss of brand/firm reputation following the occurrence of extreme dramatic turns, a research focus on service breakdown prevention is necessary.