(Unintended) Consequences of initiating an alcohol sales policy at college football stadiums: A case study

University officials are increasingly considering selling alcoholic beverages at campus football stadiums. To inform this decision, we report on offenses occurring at a campus football stadium and surrounding community on game day weekends between 2009 and 2013. Campus police log data for 35 home football weekends were examined, accounting for 1,940 distinct incidents. There was a general upward trend in crime incidents. On average, 330 total crime incidents occurred when alcohol was not sold (2009–2011) compared to 475 annually when alcohol was sold (2012–2013). Liquor law violations and alcohol consumption by a minor were the two most frequently cited offenses. Liquor law violations (317) was highest after alcohol sales initiated. Police incidents were markedly higher when playing a traditional football rival at home. College administrators, health officials, athletic departments, and local law enforcement must work together to weigh the potential benefit of enhanced financial profit against the risk of increased alcohol-related crime.     

Authentic Leadership: Getting Back to the Roots of the ‘Root Construct’?

In their 2011 review paper, Gardner et al. (Authentic Leadership: a review of the literature and research agenda. Leadership Quarterly, 22, pp. 1120–1145) concluded that the authentic leadership (AL) construct was still in the first stage of evolution, that of concept introduction and evaluation. At that time, the field was characterized by two types of contribution: conceptual expositions and largely quantitative research seeking to map out its antecedents and consequences, moderators and mediators. The current review aims to: (1) critically evaluate the development of the AL construct to the present time; and (2) taking this evaluation as a point of departure, propose the need for a radical re‐grounding of understanding of AL aimed at countering what the authors believe to be the substantive flaws in both its philosophical underpinnings and empirical grounding. The authors propose that these shortcomings have arisen owing to the failure of existential and other critiques of the dominant (normative and functionalist) discourse of AL to gain traction, and owing to an absence of practice‐based, qualitative research. As a strategic platform for the potential re‐grounding and relaunch of AL, the authors propose a radical return to the existential and practice roots of authenticity as the basis for a broader understanding of ‘authentic leadership’ as a ‘central organizing principle’ in leadership studies. Despite the flaws identified in the AL construct, the authors suggest that the notion of authenticity may still have a valuable role to play in the study of leadership: that role, however, can only be determined through a thorough understanding of AL as a practice‐based phenomenon.     

Dropping out of post-compulsory education in the UK: an analysis of determinants and outcomes

We analyse the decision to drop out of post-compulsory education over the period 1985–1994 using data from the Youth Cohort Surveys. We show that the dropout rate declined between 1985 and 1994, in spite of the rising participation rate in education, but is still substantial. Dropping out is more or less constant over the period of study, though the risk of dropout does vary with young people’s prior attainment, ethnicity, family background and the state of the labour market. The course of study has a substantial effect on the risk of dropout.

The magnitude of educational disadvantage of indigenous minority groups in Australia

Indigenous groups are amongst the most disadvantaged minority groups in the developed world. This paper examines the educational disadvantage of indigenous Australians by assessing academic performance at a relatively early age. We find that, by the age of 10, indigenous Australians are substantially behind non-indigenous Australians in academic achievement. Their relative performance deteriorates further over the next 2 years. School and locality do not appear to be important determinants of the indigenous to non-indigenous achievement gap. However, geographic remoteness, indigenous ethnicity and language use at home have a marked influence on educational achievement. A current focus of Australian indigenous policy is to increase school resources. Our results suggest that this will not eliminate indigenous educational disadvantage on its own.