'Boys own' stuff: masculinity and the management of further education

The connections between men, masculinity and management remain understated if not largely concealed, despite a critical spotlight being increasingly cast on masculinity by many academic and other writers. In a similar vein, numerous commentators on organisation have charted the rise of new organisational forms and structures, and the management practices which flow from them. With few notable exceptions, however these bodies of work deny or downplay the complex linkages and inter-connections between masculinity and the activities of management. By drawing on the case of UK further education (FE), and more particularly, the management practices therein, an aim of this article is to draw attention to this inter-relationship of masculinities and men managers. In so doing, we suggest that the term ‘masculine subject’ best exemplifies those men, and women, who seek to invest their sense of being in masculinist discourses. The empirical basis is taken from research undertake across a number of FE colleges wherein 24 men managers were inter viewed as part of a larger project concerned with the management and regulation of the sector. In exposing the intensified and increasingly uncertain work conditions now typifying the new FE work culture, this article draws attention to practices of oppression and bullying by managers underplayed or overlooked by writers elsewhere.     

Gifts and Gifting

The terms gift and gifting are rarely formally defined, but are associated with something given without receiving payment, often in the expectation of reciprocation and of changing the relationship with the recipient. Extensive prior work across a number of disciplines tends to focus on gifting as a process and shows a broad conceptualization of the gift construct to include actions as diverse as charitable giving, tipping, self‐gifting and volunteering, where relationship development and reciprocation are largely irrelevant. As a way to develop the area, two proposals are made: first, that gifting research should recognize two different types of gift, transactional and relational; and second, that the exchange paradigm and its underpinning social exchange theory should become central in developing understanding of relational gifting. The authors argue that empirical researchers may usefully revisit the relational paradigm, but by adopting a more quantitative, modelling approach, and the paper illustrates how this might be achieved.     

Getting New Staff to Stay: The Mediating Role of Organizational Identification

Newcomer turnover is a major cost to organizations, and the quality of new employees' experiences in the first few months is critical in determining whether they decide to stay or leave. In a study that focused on the first stage of newcomer socialization, we investigate the impact of perceptions of social validation from the team and the team leader, and perceived fairness of treatment on newcomers' identification with their work team and the organization, specifically measuring the group self‐investment components of identification. The mediating role of these levels of group self‐investment and of the imbalance (i.e. difference) between levels of self‐investment on turnover intentions was also tested. New staff (N=569) joining a large public‐sector organization completed a questionnaire about their socialization experiences in their first 6 months of their employment. Structural equation modelling revealed that social validation by the team and team leaders, and fairness of treatment, predict increased investment with the organization and with the team. Organizational‐level self‐investment and an imbalance in favour of investment with the organization over that of the team mediated decreases in turnover intentions. We conclude that organizations should provide newcomers with validation that promotes identification with their organization during this critical stage of socialization.     

ADOLESCENTS' INCONSISTENCY IN SELF-REPORTED SMOKING: A COMPARISON OF REPORTS IN SCHOOL AND IN HOUSEHOLD SETTINGS

Extent and sources of inconsistency in self-reported cigarette smoking between self-administered school surveys and household interviews was examined in two longitudinal multiethnic adolescent samples, the urban Transition to Nicotine Dependence in Adolescence (TND) (N = 832) and the National Longitudinal Study of Adolescent Health (Add Health) (N = 4,414). Inconsistency was defined as a positive report of smoking in school followed by a negative report in the household. Smoking questions were ascertained with paper-and-pencil instruments (PAPI-SAQ) in school in both studies, and computer-assisted personal interviewing (CAPI) in TND but audio computer-assisted self-interviewing (ACASI) in Add Health in the household. In TND, 23.5 percent of youths who reported smoking lifetime and 20.4 percent of those who reported smoking the last 12 months in the school survey reported in the household never having smoked; in Add Health, the latter was 8.6 percent. Logistic regressions identified five common correlates of inconsistency across the two studies: younger age, ethnic minority status, lesser involvement in deviant activities, having nonsmoking parents and friends. In TND, interviewing of youth and parent by the same interviewer increased inconsistent reporting. Matching the definition of inconsistent reporting and the age, gender and race/ethnic distributions of TND on an urban Add Health subsample reduced the predicted rate of inconsistency in TND. The estimated bias attributable to CAPI compared with ACASI methodology did not reach significance in the aggregated matched samples suggesting that irrespective of administration mode, household interviews decrease reporting of smoking, especially among younger, minority and more conventional youths embedded in a social network of nonsmokers.     

Bullying behaviour in secondary schools: what roles do teachers play?

Teachers have an important role to play in the management and prevention of bullying. Although many anti‐bullying programmes advocate a ‘whole school approach’, they tend to focus on student‐student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti‐bullying programmes. Copyright © 2008 John Wiley & Sons, Ltd.     

A Regional Multiplier Approach to Estimating the Impact of Cash Transfers on the Market: The Case of Cash Transfers in Rural Malawi

This article analyses the impact on the local economy of an emergency cash–transfer programme in rural Malawi. The results are of interest, given the growing use of cash transfers as development aid as well as the increasing popularity of such transfers as a form of social protection across sub–Saharan Africa. It uses a form of social accounting matrix to show that there are widespread benefits for the regional economy as a whole (with multiplier estimates of 2.02 to 2.45), especially during the most ‘lean’ periods of the year, and for small farmers and small businesses in particular, as this is where poorer households' purchases are focused; education and health also benefit.     

Promoting Resilient Livelihoods through Adaptive Social Protection: Lessons from 124 programmes in South Asia

Adaptive Social Protection refers to efforts to integrate social protection (SP), disaster risk reduction (DRR) and climate change adaptation (CCA), the need for which is increasingly recognised by practitioners and academics. Relying on 124 agricultural programmes implemented in five countries in Asia, this article considers how these elements are being brought together, and explores the potential gains of these linkages. It shows that full integration is still relatively limited but that, when it occurs, it helps to shift the time horizon beyond short‐term interventions aimed at supporting peoples' coping strategies and/or graduation objectives, towards longer‐term interventions that can help promote transformation towards climate and disaster resilient livelihood options.