Entering a New Peer Group in Ethnically and Linguistically Diverse Childcare Classrooms

This short‐term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low‐income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed them with their teachers and peers at entry and again six months later. Observers rated aggressive, anxious/withdrawn, and prosocial behavior with peers and observed complexity of peer play. Children who lacked peers with a shared ethnic heritage and children who spoke a different language at home than the language most often used in the classrooms appeared to be struggling with peer interaction six months after entry into the peer group. Children who had a peer who shared their ethnic heritage and entered the most ethnically diverse classrooms increased their complex peer play more than other children.     

Identity and Boundary Tensions When Educators and Mental Health Professionals Collaborate: Between Wish and Reality

Schools are centers of collaboration in promoting the development and learning of children and adolescents. They seek to develop cultures of collaboration not only within their walls but also among constituencies with similar interests. These efforts, unfortunately, all too often prove frustrating and disappointing to all concerned. Yet, the need for interdisciplinary inquiry is greater today than ever before. This is particularly true considering the complex, diverse, and multifaceted nature of today's schools. No one professional can address all of the problems confronting education, particularly those of urban schools. For decades mental health and education professionals have joined together around their similar interest in promoting children and adolescent development. One such initiative is a program that fosters educators' development. This program, named the Teacher Education Program, began under the auspices of the Chicago Institute for Psychoanalysis and evolved into the Human Development and Learning Program when a partnership was formed with DePaul University's School of Education. From the program's 34-year history, the authors highlight specific tensions they experienced as directors of this collaborative initiative, and how these challenges either were or were not anticipated and/or addressed. The aims are to put a human face on the challenges and struggles encountered in the relationship between education and mental health professionals, and to identify common ground between educational and psychoanalytic theories and practices.     

Pioneering Process Research: Andrew Pettigrew's Contribution to Management Scholarship, 1962–2014

This paper assesses Andrew Pettigrew's contribution to management scholarship. This review addresses the process, content, and context of his research career. Chronologically, the process will be subdivided into three distinct phases: the period leading up to the establishment of the Centre for Corporate Strategy and Change, Pettigrew's time with the Centre, and Pettigrew's research since leaving the Centre. The content of Pettigrew's research focussed on big problems and emerging phenomena such as decision‐making, organisational culture, organisation development, strategic change, human resource management, competitiveness, new public management, boards of directors, innovative forms of organising, high‐performing research teams, and business schools. His contextualist methodology for process research will be explicated. Pettigrew's contribution will be contextualised by comparing it with contemporary research. The paper concludes that there is still a need not only to examine big problems and emerging phenomena but also to provide a processual understanding of management reality. There is a need to further develop process research methodologies such as Pettigrew's contextualism, especially with respect to process research methods.     

Funding Civil Society? Bilateral Government Support for Development NGOs

Research on the determinants of foreign aid tends to focus on the relationship between donor country priorities and recipient state characteristics, but donors also make decisions about which organizations and programs within countries will receive assistance. Although NGOs increasingly have been recipients of foreign aid, few data are available to investigate which organizations within a given country receive that funding. Donors may prioritize structural characteristics of NGOs or their local ties—or they may seek a combination that blends concern about efficiency and accountability with an interest in developing national civil society. We use original data from Cambodia to explore whether aid is likely to go to managerial organizations (professionalized NGOs and NGOs that utilize modern management tools) or to organizations that are embedded in the domestic context. We argue that managerialism provides legitimacy for NGOs by signaling capacity and accountability to donors, increasing the likelihood of government funding. We argue that local embeddedness also confers legitimacy by aligning community ties and networks to rights-based development, increasing the likelihood of government funding. We find general support for the managerialism argument, but donor agencies do not prioritize direct funding for “indigenous” NGOs—not even among those with high levels of managerialism.     

Further Beyond the Basic Background Check: Predicting Future Unethical Behavior

In this paper, we analyze the ethical issues of using honesty and integrity tests in employment screening. Our focus will be on the United States context: legal requirements related to applicant privacy differ in other countries, but we posit that our proposed balancing test is broadly applicable. We start by discussing why companies have ethical and legal obligations, based on a stakeholder analysis, to assess the integrity of potential employees. We then move to a consideration of how companies currently use background checks as a pre‐employment screening tool, noting their limitations. We then take up honesty and integrity testing, focusing particularly on the problems of false positives and due process. We offer a balancing test for the use of honesty and integrity testing that takes in three factors: (1) the potential harm posed by a dishonest employee in a particular job, (2) the linkage between the test and the assessment process, and (3) the accuracy and validity of the honesty and integrity test. We conclude with implications for practice and future research.     

A Business Model Innovation Typology

An effective business model is the core enabler of any company's performance. Business model innovation is not only becoming more and more important due to increasing and globalizing competition, but also an enormous challenge, both theoretically and practically. Although many managers are eager to consider more disruptive changes to their business model, they often do not know how to articulate their existing or desired business model and, even less so, understand the possibilities for innovating it. One of the steps toward developing more theoretical insight and practical guidelines is the identification of types and the development of a typology of business model innovations. Ten retrospective case studies of business model innovations undertaken by two industrial companies provide the empirical basis for this article. We analyzed the characteristics of these innovations as well as their success rates. The findings suggest that there are indeed various business model innovation types, each with its own characteristics and challenges.