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The purpose of this paper is to describe a theory-driven intervention called VOICES that was developed to improve police-community relations. The intervention was designed based on principles derived from social psychological theories of intergroup contact and communication.

The authors discuss the theoretical basis for the intervention, as well as its development and implementation in the Santa Barbara Police Department. Based on this pilot testing, the authors provide preliminary evidence about its effectiveness using survey responses and qualitative feedback provided by participants.

Although the case study method used here does not allow for causal inferences about the effectiveness of the intervention, the limited evidence the authors present does suggest that participants found VOICES useful and it may have improved their perceptions of police. The next step will be to test this intervention using experimental or quasi-experimental methods that allow for causal inferences about effectiveness.

The paper shows how police can develop theory-driven interventions in an effort to improve trust between police and the public, including communities in which relationships with police have been historically strained. It also underscores how insights from the study of intergroup contact and communication can benefit policing.

Globally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.

This qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.

The resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.

Implications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

Through the media it is clear that the number of people who are openly identifying as transgender is growing. Some of those people who are identified as transgender are adults but many times they are younger and sometimes young children (under the age of eight). As young children are sharing with family and school personnel that their gender and the assigned gender at birth are not an exact match, families and school personnel need the tools to support these children. Since most teacher training programs do not currently have preparation in working with children who are transgender or gender fluid, it is up to teachers and administrators to seek out materials and resources until such time as teacher preparation programs include this in the curriculum. In this chapter, the author shares basic terminology, ideas about changing curriculum, language, and environment in early childhood settings to help welcome young children who are transgender or gender fluid into these spaces. In addition, possible questions children and adults may ask are included along with resources and books about people who are transgender that are age appropriate for early childhood settings.

This article analyzes women’s only leadership development training to determine how leadership roles are conceptualized and implemented, how women independently and collectively construct new leadership role identities, and how leadership identities are retained post training. Themes of nested validation, accepting the belonging narrative, identity emergence, leadership as multiverse, and reflective/reflexive leadership development were discovered. Leadership validation was needed by participants to own their new leadership identity. Through accepting a new narrative, participants confirmed that they belonged in their new leadership role. Identity work occurred on personal and social levels, allowing participants to assume a strengths-based approach to leadership development. Women’s only leadership programs, which acknowledge new leadership narratives and identities, allowed emergent leaders an improved opportunity to assume and retain their new role.

This research extends existing services offshoring literature by investigating how the type of information exchanged, technical support or personal billing, in conjunction with country-of-service-origin (COSO) influences consumer likelihood to react negatively (boycott issue importance, NWOM, perceived service quality) to an offshore service exchange.

Structural equations modelling is employed to assess relationships among constructs when country of service origin (New Zealand and the Philippines) and type of service provided (technical support and personal billing services) are varied. Using a scenario-based experimental design we collected 337 responses from a consumer panel across Australia.

Results indicate that both COSO and type of information exchanged affect service sentiment. Overall, consumers feel more negative and more likely to punish a company for offshoring to culturally dissimilar countries such as the Philippines than to culturally similar ones such as New Zealand. However, consumers were more concerned with personal billing services provided from offshore providers than technical support, regardless of COSO.

Practitioners need to understand customer sentiment about services offshoring in general as well as the relationship between service type and country of service origin when designing the global service supply chain.

This study extends theory by applying a multi-dimensional portfolio perspective in examining customer sentiment of offshore services. Understanding the underlying bases of customer concerns and how companies can mitigate negative perceptions allows firms to better manage service offshore strategy.

The COVID-19 pandemic struck roughly halfway through the execution of my dissertation research: an investigation of single-person business ownership as an alternative form of work. As the pandemic continued on its course, I was fortunate enough to be able to reconnect with many of my informants to find out how they had weathered the crisis. In this article, I review ethnographically the strategies pursued by some nonemployers to weather the economic storm, including follow-up interviews and the results of a survey of North Carolina nonemployer business owners covering how they had fared during the pandemic. Finally, I close by considering nonemployer resilience as a function of the agency they are able to exercise over the way they work.

This study investigates the performance of Indiana’s new principals per the Educational Leadership Constituent Council (ELCC) and the Indiana Content Standards for building-level leader preparation. Using quantitative survey methodology, information was collected from Indiana superintendents regarding the effectiveness of principals who had recently completed university administrative preparation programs. Analysis of responses revealed that superintendents viewed their new principals as “proficient” in almost every area, with the highest mean observed in the category of Integrity. In contrast, the mean response for “financial management” was found to be in the “basic” range, creating implications for an area of potential development in school leadership education in the state.

Women’s leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women’s-only leadership program. We conducted semi-structured interviews to clarify what learning elements were most beneficial in furthering an individuals’ leadership role. Emerging research themes included perceptional and personal agency changes within participants. Women’s leadership programs provided an opportunity for cognitive, affective, and behavioral growth; engaging learning activities, social capital development, and relational model methodologies were perceived as most helpful in leadership development. Action learning techniques, fostering interconnectedness, and philosophical leadership development activities were critical elements in leadership development. Insights gained from this study provided perspective on the unique experiences of women in a leadership training program.

Sport has evolved into one of the largest industries in Australia and there is a corresponding increased interest in the factors influencing fan loyalty. This paper presents a theoretically developed conceptual model which empirically tests the relationships between fan identification, sports involvement, following sport and fan loyalty. Survey results indicate that fan identification, following sport and involvement positively influence fan loyalty, while following sport was found to mediate the involvement-fan identification relationship.