THE STRUCTURE OF A STUDENT PROJECT COURSE

This paper describes the objectives, operating structure, and evaluation of a course entitled Operations Analysis and Management (OAM) 8–159, Quantitative Approaches to Administrative Problems. The purpose is to present the reader with an in-depth view of a project course in order to help an instructor decide whether or not a project course is desirable and feasible within his academic unit. Further, the paper presents some suggestions concerning what attributes are associated with a successful project course experience.     

SOME STATISTICAL ISSUES IN THE ESTIMATION OF A SIMPLE COST-VOLUME-PROFIT MODEL*

This paper presents point and interval estimators of both long-run and single-period target quantities in a simple cost-volume-profit (C-V-P) model. This model is a stochastic version of the “accountant's break-even chart” where the major component is a semivariable cost function. Although these features suggest obvious possibilities for practical application, a major purpose of this paper is to examine the statistical properties of target quantity estimators in C-V-P analysis. It is shown that point estimators of target quantity are biased and possess no moments of positive order, but are consistent. These properties are also shared by previous break-even models, even when all parameters are assumed known with certainty. After a test for positive variable margins, Fieller's [6] method is used to obtain interval estimators of relevant target quantities. This procedure therefore minimizes possible ambiguities in stochastic break-even analysis (noted by Ekern [3]).     

Childhood family structure and schooling outcomes: evidence for Germany

We analyze the impact on schooling outcomes of growing up in a non-intact family in Germany. We find that this experience is associated with worse outcomes according to estimates from models that do not control for possible correlations between common unobserved determinants of family structure and educational performance. Evidence of adverse effects emerges also when endogeneity is accounted for. In such cases, however, the point estimates are typically smaller, and their confidence intervals are large enough to include zero, particularly for individuals who grew up in Western Germany.     

On the varying meaning of "open and affirming"

Some religious denominations offer programs where member congregations can signal their acceptance of all gender identities and sexual orientations. The United Church of Christ (UCC) created one of the earliest of such programs in the mid-1980s by which congregations can adopt an "Open and Affirming" identity. However, there has been little research examining this program and how it has evolved over time. Research suggests that organizational innovations like the Open and Affirming program often become institutionalized over time, leading to changes in how the program is expressed or conducted. We examine Open and Affirming (ONA) congregations in the UCC to see if the manner in which they express their ONA identity depends on when they adopted the identity. We find that early adopters of such programs are more likely than later adopters to focus on sexual orientation. While this could be seen as a troubling pattern, we argue that it could represent greater awareness of the Open and Affirming program's meaning, which has allowed for greater flexibility in its expression.     

What Encourages Nonprofits' Adoption of Good Governance Policies?

This study examines how nonprofits' external environments and organizational characteristics explain their likelihood of having written policies for good governance. Findings from the 2010 data of the National Center for Charitable Statistics show that state requirements for registration and annual reporting are not related to a nonprofit's likelihood of adopting such written policies. The results instead indicate that organizations that engage in lobbying activities and operate in metropolitan areas are more likely to have good governance standards. Most of all, the analysis shows that organizational resources, both financial and human, explain differences in the adoption of these policies. These findings suggest that the nonprofit community should collectively invest in building the infrastructure that helps smaller organizations develop good governance policies and, hence, stay competitive.     

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement

In a sample of 527 academically at‐risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.     

Social Justice,Research, and Adolescence

In what ways might research on adolescence contribute to social justice? My 2014 Presidential Address identified strategies for social justice in our field. First, we need research that is conscious of biases, power, and privilege in science, as well as in our roles as scholars. Second, we need research that attends to inequities in lives of adolescents, and as scholars we need to question the ways that our research may unwittingly reinforce those inequalities. Third, we need research that attends to urgencies, that is, issues or conditions that influence adolescents’ well‐being which demand attention and action. I draw from a range of concepts and theoretical perspectives to make the case for a framework of social justice in research on adolescence.     

Are women less career centric than men? Structure,culture, and identity investments

Some work/family scholars assume that gender differences in career centrality (i.e. the importance of career to one's identity) are a result of differential job characteristics and family demands; others trace these differences to pre-existing cultural orientations. Using the 2010 Generations of Talent data from 9210 employees working in 11 countries for 7 multinational companies, this study verifies the existence of gender differences in career centrality and explores structural and cultural explanations. Gender disparities in career centrality are modest, indicating that women's and men's identification with careers is more similar than is commonly asserted; the most pronounced (but still relatively small) disparities are observed in Japan and China. A large portion of the gender gap is explained by job characteristics, supporting structural explanations. Family demands contribute to explaining the gap as well, but the findings are unexpected: having minor children is associated with higher career centrality for both women and men. In support of cultural explanations, however, traditional gender beliefs are associated with lower career centrality, especially for women, while two job characteristics (job variety and peer relations) have distinct links to career centrality for women and men. Findings challenge the common assumption that family identities compete against work identities.     

Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Since 2010, Greece has experienced an unprecedented economic and humanitarian crisis, which continues to have tremendous social impact. Austerity measures and policy cuts have included a dis-investment in social work and social care and more recently the abolition of one of the four national Social Work Departments providing qualifying social work education. In this context, this study addresses the following question: how does pre-qualifying social work education in Greece influence students' ability to manage value tensions in relation to anti-oppressive practice? Using a case study methodology, the research was based in one Social Work Department (subsequently abolished). Data were collected through semi-structured interviews from social work students at the beginning and the end of their professional education (n?=?32) and once from academic staff/placement supervisors (n?=?10). Data were analysed drawing on grounded theory techniques. In this paper only one particular dataset is considered in detail: the attitudes and experiences of final year students. The main findings indicate students' narrow understandings and individualistic approaches towards oppression, reflecting an urgent need to redefine social work education and practice in Greece according to current social justice concerns. Specifically, social work education needs to give greater weight to a structural perspective on the dynamics of oppression. Although focussed on Greece, the paper offers a critical debate of contemporary relevance for social work education in many European nation states.