A collaborative student affairs and faculty health assessment and intervention initiative

The authors describe a collaborative partnership forged between faculty and student affairs staff to improve student health at a large urban university. They examine skills and reward structures of each constituency and the stages of the collaboration in the context of 2 theoretical models. A comprehensive data collection and dissemination process in the campus community provided goals for the initial stage of the partnership, leading to implementation of campus initiatives that use the reciprocal skills of each stakeholder. Outcomes of the collaboration included (1) a working relationship between faculty and student affairs staff, (2) increased dialogue with high-level administrators, (3) more coordinated campus efforts to decrease high-risk drinking, (4) use of outcome measures for implementing and evaluating health programs, and (5) an opportunity for interdisciplinary research. The authors offer suggestions for implementing the process on other campuses.     

Comparing Social Security reform options

Social Security is widely recognized as the nation's most effective anti-poverty program for the elderly and widow(er)s. It is so popular that it has often been dubbed the "third rail" of American politics ("touch it and you die"). As a result, changes have come slowly. For instance, in spite of years of warning in advance of the cash flow crisis of 1983, Congress waited until the last minute to act--and when it did, the action it took included a combination of tax increases and benefit reductions. By the mid-1990s, then-President Clinton was talking about the long-term financing issues faced by Social Security, but Congress did not act. President Bush has raised the same issues since 2000, and has now taken to the road to convince the nation that action should be taken now to assure the program's long-term solvency. Because Social Security is a sensitive, complicated, and emotional political topic, many concepts have been discussed but few elected officials have been willing to put forth detailed plans for fear of political backlash. The public, quite naturally, wants to know how they will be affected by "reform." In this introductory section, Figure S-1 seeks to provide a simple response to that question by following the method used in the Trustees' report, where earners maintain a constant percentage of the average wage. Take the year closest to when you were born, the earnings closest to your expected earnings this year (2005), and follow across the columns to see how much your annual benefit would be in today's dollars if you start taking benefits at age 65. For an example of a specific individual: Your 30-year-old child (born in 1975) makes a 2005 salary around $16,500. Under current law, your child's initial annual Social Security retirement benefit would be dollar 11,200 in today's dollars. However, given the projected funding shortfall currently facing the program, this promised benefit is not likely to materialize unless some sort of change is made to the program. This analysis compares "Model 2" from the President's 2001 Commission to Strengthen Social Security (which appears to have the principles for an individual account plan favored by the Bush administration) with three basic options: Current-law benefits with taxes raised to cover the shortfall over the 75-year actuarial period, by removing the existing dollar 90,000 annual wage cap and including all workers. Maintain current benefits until the revenue shortfall occurs, when a "cliff" benefit cut is imposed. A gradual reduction in current-law benefits.     

Development and immediate impact of a self-instruction curriculum for an adolescent indicated drug abuse prevention trial

This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.     

Foundations and Implications of a Proposed Unified Services Theory

Diverse businesses, such as garbage collection, retail banking, and management consulting are often tied together under the heading of “services”, based on little more than a perception that they are intangible and do not manufacture anything. Such definitions inadequately identify managerial and operational implications common among, and unique to, services. We present a “Unified Services Theory” (UST) to clearly delineate service processes from non‐service processes and to identify key commonalities across seemingly disparate service businesses. The UST defines a service production process as one that relies on customer inputs; customers act as suppliers for all service processes. Non‐services (such as make‐to‐stock manufacturing) rely on customer selection of outputs, payment for outputs, and occasional feedback, but production is not dependent upon inputs from individual customers. The UST reveals principles that are common to the wide range of services and provides a unifying foundation for various theories and models of service operations, such as the traditional “characteristics of services” and Customer Contact Theory. The UST has significant operational corollaries pertaining to capacity and demand management, service quality, services strategy, and so forth. The UST provides a common reference point to which services management researchers can anchor future theory‐building and theory‐testing research.     

Creating High‐Technology Growth: High‐Tech Employment Growth in U.S. Metropolitan Areas, 1988–1998*

Objective. Growth in the share of high‐technology employment is critical to discussions of the postindustrial transition. Do new state and local technology policies create growth in the share of high‐technology employment? This article examines this question along with the effects of location and agglomeration advantages, identifying sources of qualitative growth in the U.S. economy. Methods. We examine change in the share of high‐technology employment in metropolitan statistical areas (MSAs) in the United States between 1988 and 1998. High‐technology employment is measured from the BLS Current Employment Statistics Survey. The scale of state and local technology policies are measured from a comprehensive survey of state and local technology programs. A generalized linear model (GLM) estimates the effects of technology policies along with regional proximity, location, and agglomeration factors. Results. Technology grant and loan programs and research parks have direct effects on the share of high‐technology employment, along with private venture capital firms and military R&D. Research parks also magnify the effects of private venture capital firms, while public venture programs and technology development policies compensate for agglomeration deficits. Rapid population growth provides a more conducive context for these policies but does not directly influence growth in the share of high‐technology jobs. Conclusion. State and local technology policies compensate for and magnify the effects of agglomeration advantages, indicating that state and local government can play a strategic role in high‐technology development.