Alina Ileana Petrescu and Rob Simmons
The purpose of this paper is to investigate the relationship between human resource management (HRM) practices and workers' overall job satisfaction and their satisfaction with…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between human resource management (HRM) practices and workers' overall job satisfaction and their satisfaction with pay.
Design/methodology/approach
The paper uses British data from two different cross‐sectional datasets. It estimates probit models with overall job satisfaction and satisfaction with pay as subjective dependent variables.
Findings
After controlling for personal, job and firm characteristics, it is found that several HRM practices raise workers' overall job satisfaction and their satisfaction with pay. However, these effects are only significant for non‐union members. Satisfaction with pay is higher where performance‐related pay and seniority‐based reward systems are in place. A pay structure that is perceived to be unequal is associated with a substantial reduction in both non‐union members' overall job satisfaction and their satisfaction with pay. Although HRM practices can raise workers' job satisfaction, if workplace pay inequality widens as a consequence then non‐union members may experience reduced job satisfaction.
Research limitations/implications
The data sets used in the analysis are cross‐sectional, presenting a snapshot of impacts of HRM practices on job satisfaction at a particular point in time. Dynamic effects are therefore not captured.
Originality/value
The paper adds to the empirical literature on effects of HRM practices, focussing on impacts on both overall job satisfaction and satisfaction with pay. A novel feature of the paper is the use of two separate data sets to develop complementary empirical results.
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Keywords
Victor Shewchuk, Christine Cavanaugh Simmons and Marcy Strong
In March 2015, following unseasonable heavy precipitation, the River Am burst its banks flooding the village of Ambridge and causing one death and numerous injuries. The lines…
Abstract
In March 2015, following unseasonable heavy precipitation, the River Am burst its banks flooding the village of Ambridge and causing one death and numerous injuries. The lines between fiction and reality became blurred when the BBC offered updates about the weather situation in Ambridge through social media. However, in fiction, as in reality, memories are short; recent village gossip in Ambridge has been dominated by other matters including a certain murder trial and the mix-up with Jill Archer’s chutney. The flood has come and gone.
In this chapter, I will examine the response to, and recovery from, the floods in Ambridge in order to ascertain what lessons have been learned, and whether enough has been done to make Ambridge more resilient to future floods events. I will show how the programme raised important issues in relation to flooding management in England today, and focus upon the increasing responsibilisation of citizens, the tension which exists between framing the flood response in terms of ‘resilience’ or ‘vulnerability’, and the need for people to find someone or something to blame for their misfortune. I conclude that The Archers could play a critical role in maintaining flood awareness in the future.
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Beau Breslin, John J.P. Howley and Molly Appel
This chapter explores how the principles of retribution and deterrence were framed and thus used to justify capital punishment in the early years of the Republic, and how the…
Abstract
This chapter explores how the principles of retribution and deterrence were framed and thus used to justify capital punishment in the early years of the Republic, and how the purposes for capital punishment have changed in the past two centuries. We ask several related questions: (1) Has our understanding of the morality and utility of retributive justice changed so dramatically that the historical argument tying justification for capital punishment to the past now ought to carry less weight? (2) Have our perspectives on the purposes for capital punishment changed in ways that now might call the entire experiment into question? and (3) What, in short, can we say about the historical similarities between arguments concerning retribution and deterrence at the Founding and those same arguments today?As is often true of common law principles, the reasons for the rule are less sure and less uniform than the rule itself. (Justice Marshall's majority opinion in Ford v. Wainwright, 477 U.S. 399 (1986))
Chauncey Monte-Sano, Amanda Jennings and Mary J. Schleppegrell
This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this…
Abstract
Purpose
This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.
Design/methodology/approach
As the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.
Findings
LLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.
Originality/value
This article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.