Mastery, Frequency, and Interaction of Managerial Behaviors Relative to Subunit Effectiveness

The relationships among mastery and frequency ofmanagerial behaviors, and subunit effectiveness havefrequently been confused. This study investigates bothmain and interactive effects. The results show that the interaction effect can often be thestrongest effect and that increasing frequency withoutimproving mastery can sometimes be detrimental.Furthermore, these results offer a possible explanation as to why research of managerial behavior hasbeen so inconclusive. In addition, the results questionpopular advice given often to managers. Finally, somerecommendations are made as to how management development could be made more effective basedon the results of this study.     

Education,Skills, and Wage Gaps in Canada and the United States

We analyse data from the Programme for the International Assessment of Adult Competencies to reveal that immigrants in Canada and the United States make over $200 less per month than native‐born workers. In the United States, immigrants disproportionately work in low‐wage occupations, leading to large mean national differences between immigrants and native workers. The wage differential disappears after accounting for education and cognitive skills, indicating policies must focus on reducing education and skill gaps in the United States. In Canada, an immigrant wage gap persists in nearly all occupational fields, suggesting that the better skilled and educated immigrants in Canada are not receiving the same wage premium as native workers. We close with implications for policy and future research.     

The Employment Experience of Refugees in the Netherlands1

This study focuses on the economically disadvantaged position of refugees. We use survey data of refugees from Somalia, Iran, Afghanistan, Iraq, and the former Yugoslavia in the Netherlands, to analyze refugees’ odds of employment and their occupational status. In line with human capital and social capital theory, we find that host country specific education, work experience, language proficiency, and contacts with natives are positively related to the chances of employment and occupational status. The study shows that health problems, integration courses, and the time spent in refugee reception centers form important additional explanations of the economic integration of refugees.     

Netzwerkberatung in Clustern

Inter-organizational networks increasingly become clients in consulting processes. At the same time inter-organizational relations and networks are essential components of regional clusters. On the basis of the differences between consulting organizations and consulting networks, it will be argued that network consulting in clusters requires at least a two level process approach that focuses on the level of inter-organizational networks in a cluster context and the level of the regional cluster itself. Based on a long-term and intensive involvement in researching and consulting an emergent regional cluster in the field of optics, we gained insights into the particularities of consulting networks in clusters. The paper contributes to the emergent research on network consulting in general and on consulting such networks in regional clusters in particular.     

BEYOND EDUCATION AND FAIRNESS: A LABOR MARKET TAXATION MODEL FOR THE GREAT GATSBY CURVE

Applied researchers have been drawn to models that attribute the demonstrated cross‐country differences in intergenerational income transmission to government failures to invest in the human capital of poor children. To highlight another potential mechanism, the disincentive effects of labor market taxation and redistribution, we present a simple model that can explain cross‐country differences in intergenerational mobility and other previously observed empirical patterns. Empirical tests using data on income mobility, tax rates, and public expenditures largely support the model predictions. We conclude that the common presumption that intergenerational mobility largely measures fairness or opportunity, and the resultant policy recommendations, are premature. (JEL D31, J24, J62)     

Changes in sex practices and beliefs of male college students: Over 30 years∗

Abstract

Replication of an earlier survey, using the same questionnaire in the same college course, reveals an increase in proportion of male students with premarital heterosexual experience, from 45 per cent in 1943–44 to 61.8 per cent in 1967–68 and 74.9 per cent in 1969–73. While the mean number of episodes is also greatly increased, the tendency is toward reducing the number of partners. Since the proportion condoning premarital intercourse has risen to over 90 per cent, still further increments in activity may be anticipated. The number reporting homosexual behavior (most often limited to the pre‐ and early‐adolescent years) has declined from 27 per cent to 13.7 per cent, but the amount of activity during the college years has increased. Students having experienced a particular sexual activity impute that activity to a higher proportion of the general population than do the inexperienced.     

Attitudes of parents towards the pre‐marital sex behavior of their children and themselves

The purpose of the experiment was to examine the acquisition of information about sexuality by 182 ninth‐grade students enrolled in a sex education course. An additional 197 ninth‐grade students in the same school served as a control group. Approximately half the subjects in each group were pretested. Following completion of the course, all subjects were posttested. The major results of the multiple regression analysis indicated that the experimental group scored higher on the posttest than the control group both for the total set of items (N = 24) and for several subscores measuring learning of sex education material. The pretest and posttest scores did not differ for control group subjects. The results indicated: (a) sex education courses can provide important information about sexuality which is not gained in other ways by ninth‐graders; (b) peers may not be important sources of sexual information when alternatives (sex education courses) to peer information are available.