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This experiment investigated the effects of survey administration mode (Web vs. paper and pencil) and survey length (short or long) on the responses of a large sample of primary and secondary school professionals in the U.S. The 812 participants in this study were part of an initial random sample of 1,000 individuals representing 5.81% of the membership of a national professional organization. The participants were randomly assigned to each of the four treatment conditions. Results indicated (1) substantially lower response rates for Web surveys than for same-length paper surveys; (2) a higher response rate for short surveys than for long surveys with paper, but not Web, questionnaires; and (3) a younger age for Web respondents, as compared with their paper counterparts. In light of prior research, we suggest that paper-and-pencil methods be used for surveying professionals in primary and secondary school settings. [ABSTRACT FROM AUTHOR]

Drawing on publications produced by one of the oldest and leading professional associations dealing with intellectual disability (ID), this paper explores the continual maintenance of expertise over potentially contested classifications. I find that, given unforeseen difficulties among professionals in actually defining and classifying what is currently known as ID as well as the later addition of new stakeholders in the advocacy field, professionals’ understanding of revision shifted over time from a problem to ultimately be solved to a “legacy of revision” used to explain past changes in criteria and anticipate further ones. In analyzing this legacy, I focus on professionals’ understanding of several shifts surrounding diagnostic and classification criteria over the course of the twentieth and into the twenty-first century. To the extent that previous literature suggests that ambiguities surrounding classification are to be expected, this paper shows how professionals in the ID field drew on resonant themes and rhetorically (re)framed past and future changes in their maintenance of expertise in a field that dramatically shifted in what was acceptable in the treatment of people with disabilities. [ABSTRACT FROM AUTHOR]

This paper studies the effect of occupational licensing on the education-occupation mismatches and the logarithm of hourly wages of natives and immigrants in the United States using longitudinal data from the 2014 sample of the Survey of Income and Program Participation (SIPP). On average, licensing reduces the skills mismatch and raises hourly wages among natives but not among immigrants. Over time there is only minimal convergence between the outcomes experienced by licensed natives and immigrants, highlighting that licensing does not produce uniform benefits, by immigrant status. Rather, it appears to institutionalize substantive differences in the quality of the skill matches and hourly pay of native and immigrant licensed workers and professionals. [ABSTRACT FROM AUTHOR]

While climate change is increasingly being viewed as one of the most critical issues affecting the landscape design and horticultural industries today, research indicates that many current professionals feel unprepared to address climate change issues in their practice. This paper summarises a survey of faculty and students in post-secondary horticulture and landscape architecture/design programmes within the United States about existing practices of educating students (future professionals) about climate change, as well as perceived priority topics and information needs. Results identify areas where additional instructional resources may be needed, as well as climate-related topics receiving more emphasis than others. The study also identifies differences in student and faculty perceptions about the extent and importance of instruction in specific areas. Finally, this paper raises a number of unresolved questions regarding the underlying reasons for some topics receiving greater emphasis, and the potential implications from lack of emphasis on others. [ABSTRACT FROM AUTHOR]

The article presents suggestions to improve the professional life of employees linked to the pulp and paper industry. A businessman or a professional employee must examine his/her calendar for the last year before destroying it. He should make a list of the events of the U.S.-based association TAPPI, attended by him or his company. If many TAPPI events have been attended by him, he should also note down the useful information gathered from the events. A businessman should also take note of his personal contacts and the new ideas generated during these events. A professional employee should make a "New Year's Resolution," that he will attend several more TAPPI events this year. It has also been suggested that a professional employee should enlist his/her plans on the calendar for the next year before hanging it on the wall.

Professional forecasters can rely on econometric models, on their personal expertise or on both. To accommodate for adjustments to model forecasts, this paper proposes to use two stage least squares (TSLS) (and not ordinary least squares [OLS]) for the familiar Mincer–Zarnowitz regression when examining bias in professional forecasts, where the instrumental variable is the consensus forecast. An illustration for 15 professional forecasters with their quotes for real gross domestic product (GDP) growth, inflation and unemployment for the United States documents the usefulness of this new estimation method. It also shows that TSLS suggests less bias than OLS does. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this study is to examine the divide between academicians and professionals in the applied field of real estate in the USA and the impact of this divide on the use of best evidence by professionals. Its purpose is to introduce the concept of evidence-based management to the discipline of real estate, to propose a framework for gathering best evidence, and to develop a stream of translational research to bridge the academic-professional divide. Design/methodology/approach – The paper takes an interdisciplinary conceptual approach regarding the gap between academic theory and practice, and its resolution. The authors apply the idea of best evidence and its management from the field of medicine to construct guidelines appropriate for real estate scholars and practitioners. Findings – The paper offers a framework as a starting point for handling the academic-professional divide. The paper borrows the concept of translational research from medicine to discuss how basic theoretical knowledge may be communicated to real estate professionals to improve performance. Originality/value – The main contribution is to suggest means for building relevant, practical knowledge in real estate. Application of the evidence-based method can make the work of researchers more rewarding by solving pragmatic, real-world concerns. Real estate professionals can allocate scarce resources more effectively by following the evidence-based approach. The use of evidence separates fact from fiction and enables prioritization of concerns. [ABSTRACT FROM AUTHOR]

This paper describes how anticipated age discrimination in the form of disparate treatment induces behavior that in effect constitutes gender discrimination. Potential employers often exhibit a common pattern of behavior that acts to discriminate against older workers entering a specific workplace. Women, at a decision-making point early in their lives, are aware of this pattern of discrimination. They perceive that it is important for them to establish their careers before they have a family because it will be more difficult for them to enter the work force at a later age and excel at their careers. This anticipated age discrimination disparately impacts women, resulting in gender discrimination. [ABSTRACT FROM AUTHOR]

The article presents an overview of the author's college course titled "Narratives of the Professions," which focuses on the literature, history and sociology of professional workers from the 19th century to the 21st century. The inclusion of novels such as "The Remains of the Day" by Kazuo Ishiguro, "Agnes Grey" by Anne Brontë and "Jude the Obscure" by Thomas Hardy is discussed. The author outlines the writing assignments given to students with respect to the course topics.

This paper documents the gender gap in performance among highskilled professionals in the United States. On the basis of widely used performance measures in law firms, we find that male lawyers bill 10 percent more hours and bring in more than twice as much new client revenue as female lawyers. The differential impact across genders in the presence of young children and differences in aspirations to become a law firm partner account for a large share of the difference in performance. We show that accounting for performance has important consequences for gender gaps in lawyers' earnings and subsequent promotion. [ABSTRACT FROM AUTHOR]

This paper adds to earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education, and builds on a categorisation of professional staff identities as having bounded, cross-boundary and unbounded characteristics. Drawing on a study of 54 professional managers in the United Kingdom, Australia and the United States, it describes a further category of blended professionals, who have mixed backgrounds and portfolios, comprising elements of both professional and academic activity. The paper goes on to introduce the concept of third space as an emergent territory between academic and professional domains, which is colonised primarily by less bounded forms of professional. The implications of these developments for institutions and for individuals are considered, and some international comparisons drawn. Finally, it is suggested that third space working may be indicative of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and management-oriented roles, so that new forms of third space professional are likely to continue to emerge. [ABSTRACT FROM AUTHOR]

As distributed work begins to shift the nature of practice for technical communication professionals in the workplace, faculty need new frameworks to help prepare students for roles that involve negotiating, supporting, and facilitating virtual global collaboration. This paper identifies key areas of metaknowledge appropriate to these new frameworks by synthesizing a review of current scholarship on such collaborations and a case study of students participating in a cross-disciplinary, cross-cultural team project. [ABSTRACT FROM AUTHOR]

Bilingual professionals are considered an asset in the workplace. However, bilingual professionals at times perceive their language skills as a liability. This paper examined bilingual professionals' perceptions of their language skills and the factors that influence their views. Focus groups were used to capture the perspectives of 15 bilingual professionals who speak English and Spanish and work in a court system in the eastern region of the United States. Findings reveal challenges rooted in discrimination that convert bilingual professionals' perceptions of their language skills from an asset to a liability. Participants highlight unfair practices affecting Limited English Proficiency (LEP) clients. These practices force bilingual professionals to become protectors and gatekeepers to prevent adverse outcomes and provide access to services in the court and across social service systems. Ultimately, bilingual professionals' perceptions of their language skills depended on how others used their language skills in the workplace. To support bilingual professionals and provide quality services to LEP clients, social work administrators must evaluate structural supports and provide training specific to the cultural aspect of language for all employees. [ABSTRACT FROM AUTHOR]

This paper reports an analysis of the content of the codes of ethics of 15 professional business organizations in the United States, representing the broad range of disciplines found in business. The analysis was conducted to identify common ethical issues faced by business professionals. It was also structured to highlight ethical issues that are either unique to or of particular importance for business professionals. No attempt is made to make value judgments about either the codes of ethics studied or of their content. General ethical values identified include honesty and integrity, general legal compliance, discreditable or harmful acts, and obligations related to social values. More business-specific issues include confidentiality, responsibilities to employers/clients, obligations to the profession, independence and objectivity, and business-specific legal and technical compliance issues. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine: the direct effect of perceived pay equity, the interaction of perceived pay equity and productivity, and the relative effects of perceived internal and external pay equity on organizational commitment (OC) among US scholars of color.Design/methodology/approach The study surveyed 160 professionals. Correlation and hierarchical regression were employed to test the hypotheses.Findings Perceived pay equity directly influenced OC and interacted with scholarly productivity to affect commitment. Highly productive participants who perceived pay equity reported the highest commitment. When pay was seen as inequitable, the most productive scholars reported the lowest commitment. Perceived internal pay equity had an effect, over and above perceived external pay equity on commitment.Research limitations/implications The study was conducted in one industry in the USA, so the results should be generalized cautiously. While, the data were single-source and cross-sectional, the findings were consistent with previous research.Practical implications Findings may be useful for minority scholars’ supervisors since they have knowledge of the productivity and salaries in the department and can provide a detailed explanation for pay differences to enhance pay equity perceptions, particularly for the most productive scholars.Originality/value This study adds to the equity and relative deprivation theory research investigating the effect of perceived pay equity on employee outcomes by examining perceived internal and external pay equity perceptions and productivity on OC. Results suggest that highly productive minority professionals in higher education are particularly sensitive to pay equity. [ABSTRACT FROM AUTHOR]

With the rise of clinical management, new skills of medical doctors stand out, including leadership skills. Medical doctors organize medical work and improve patient care. The training of frontline leadership skills, however, is weakly developed in residency programmes. Medical professional cultures tend to resist organizational techniques and values. This paper analyses cultural interventions in health-care organizations, aimed at overcoming ‘clashes’ between professional and organizational logics in frontline domains. These interventions do not work against, but ‘use’ professional traditions, styles and customs as cultural resources. We use one particular project to illustrate this, a project in which internal medicine residents are invited to join quality improvement sessions, during which they identify critical (organizational) experiences with care provision and realize change. We show how residents feel enabled to establish results and cooperate with other professionals. We also show how this project links organizational responsibilities and medical professionalism – how complementarity (instead of conflict) is established. This is done in practical ways, which commit instead of alienate medical professionals. [ABSTRACT FROM PUBLISHER]

This paper examines the kinds of resources in North America that are available to teachers in Higher Education who wish to engage in teaching improvement activities. Included are brief looks at: workshops; self-study information; professional organisations, networks and consortia; specialists, services and equipment; grants; evaluation and feedback; sabbaticals. The paper concludes with a discussion of two concerns about attempts to improve teaching: what should be taught to teachers and how can good teaching be maintained? [ABSTRACT FROM AUTHOR]

This article chronicles the journey of an immigrant female mathematician in the United States. The chronicle encompasses early training, encouragements received, road-blocks encountered and the background while growing up which shaped the core of her being. The loving, supportive and educative background she received early in life provided the strength to withstand the hurdles thrown in the path of her career advancement. These hurdles are not unique to the author; many immigrant professionals face similar situations. The purpose of the article is to bring awareness to these challenges such professionals face and how they still persevere with discipline and focus. [ABSTRACT FROM AUTHOR]

This paper examines representations of urban domestic sphere and communication technologies in Playboy during the 1950s and 1960s. I argue that Playboy carved out a space for a seamless relationship between work (production) and leisure/free time (reproduction) in the domestic sphere, specifically the bachelor pad, which contributed to current notions of the live–work lifestyle. Combining work, consumption, and leisure through technology within the home permits the erosion of boundaries between work and free time. Consequently, advances in communication and entertainment technologies, consumerism and Playboy's celebration of the urban bachelor pad contributed to current definitions of the good life and reflected the paradigm shift to the post-industrial economy and the subsequent emergence of the knowledge economy. [ABSTRACT FROM AUTHOR]

Through case-study reports, this paper examines the development of two induction-year teachers (years one to three) through their participation in a professional development community in the United States: the Invitational Summer Institute (ISI) of the National Writing Project. Typically, the ISI focuses its professional development efforts on veteran educators as they negotiate sound writing pedagogy and become teacher-leaders in their communities. At the site in this study, induction-year teachers were intentionally invited into the ISI as a way of supporting their development as well as their longevity in the profession. The authors explore how including induction-year teachers in the summer institute may change the nature of it as professional development but also consider the circumstances in which novice teachers might find a supportive professional community, one factor identified in the literature as contributing to teachers thriving in the profession. Results indicate that the two induction teachers negotiated and identified ways in which they developed as writers, as teachers of writing and as teacher-leaders. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various articles within the issue on topics including service-learning course, construction education programs and American construction professionals.

Purpose – This article aims to provide a qualitative analysis of the diversity management challenges of professionals in corporate America. A specific focus is on the differential outcomes of women and ethnic minorities and their equal employment opportunities in the workplace. Design/methodology/approach – This paper examined the workplace experiences of 42 African-American and Caucasian men and women in corporate America. Semi-structured interviews were held to discover diversity management issues unique to these groups. Findings – It was found that challenges supported a priori assertions of organizational culture, discrimination/stereotyping, and human capital investments. Each of these challenges impacted members in qualitatively different ways that may account for the variability in work experiences and outcomes. While there were some consistent themes, the findings demonstrated significant within race and between gender differences. Research limitations/implications – Qualitative studies provide in-depth information and a deeper understanding about phenomena which allows one to capture general themes that can be obscured in survey research. The intersection of race and gender provides unique findings that should be considered in future research. The use of self-reported perceptual data without triangulation can limit the generalizability of the study but does provide a view in the language and emotion of the individual who is sharing his/her workplace experience. Practical implications – The findings demonstrate that diversity management practices need to consider race, gender, as well as multiple group memberships (e.g. African-American women) which reveals unique issues to be addressed within organizational contexts. There are also differences within race, by gender, in the ways that individuals experience the workplace. The findings provide insight for managers to aid in diversity management and retention. Social implications – Race is socially constructed and has a political rather than biological basis for determining it. Racial categories in one country which limit an individual's power, influence, freedom, and clout may be very different than categories in another country or political context. Because race is socially constructed, individuals may increase or lose power, privilege, influence and status as they move from one sociopolitical context/power structure in one country to another. Originality/value – This research provides an additional lens through which to examine the workplace experiences of women and minorities to aid managers in deriving the maximum benefit in a diverse, well-qualified labor force. [ABSTRACT FROM AUTHOR]

The topic of this paper is the self-imposed limits of Library and Information Science discourse and its institutional discipline. In particular, this paper discusses the disciplinary limits that the field places upon itself, its phobia regarding critical theory and interdisciplinary work (outside of computer science), and why public information, such as 'the news,' is not seen as part of our domain of inquiry. It also engages how persons are understood and constructed as 'information seeking' subjects in this field, including LIS students and researchers. Finally are questions of the overarching disciplining of students and researchers toward 'positive' research in the field, a research that is, in part, often founded upon very shaky 'foundational' theoretical models. Arguably, these questions are linked in the construction of an 'informationalized,' rather docile and uninteresting, political subject, both within and outside of information research in the university, both within and outside of information professionalism, and in the public at large, which should all now be educated to be "information professionals" in a critical manner. All of this is more striking given the amount of verbiage in the past twenty years or so about the presence and the importance of 'the information age.' These questions are specific to Library and Information Science, but they also extend out to information science more generally understood and to questions about the formation of subjectivity in the contemporary university and in U.S. politics. Issues regarding method and critique are central in this paper. [ABSTRACT FROM AUTHOR]

In this paper, I interrogate the implicit and largely unexamined relationship between mothering and elementary teaching as they are informed by dominant notions of caring in the United States. In an environment where students were seen as not receiving adequate care at home, the teachers in this study felt a need to act as mothers in their professional lives. The consequences of such “deficit thinking” for students are well explored in the literature on teaching and learning. What has been less well explored are the consequences of this teacher-as-mother notion for teachers themselves. Drawing from the narratives of six women elementary school teachers, I suggest that assuming the role of mother to one's students not only devalues students' identity and experience, but limits teachers' ability to adequately care for themselves. [ABSTRACT FROM AUTHOR]

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This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch , ). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions. [ABSTRACT FROM AUTHOR]

The social work profession in 2009 is a global profession and given its breadth and scope as a worldwide profession, we should not be surprised by the diversity found in the profession's practices and in its educational programmes. This paper outlines current issues, emerging trends in the United States for social work education, and presents a broad overview of the 2008 Educational Policy and Accreditation Standards, the Council on Social Work Education's policy that creates the framework for American social work education. What is presented is only an illustration of one nation, among more than 190 world-wide, as it defines the social work profession and its education for professional practice. The extent to which the experiences in the United States influence social work practice elsewhere in the global community is left to those local professionals or national professional associations to craft a culturally relevant profession that promotes human well-being. [image omitted] [ABSTRACT FROM AUTHOR]

This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments. [ABSTRACT FROM AUTHOR]

In the following paper, we analyze whether the behavior of members of Congress with business backgrounds differs from that of other legislators, and we find that it does. Specifically, House members with business backgrounds have closer relationships with business interests (as measured by larger contributions from corporate PACs) and demonstrate more pro-business roll call voting. We also find that members making a direct transition from a business career to the House sponsor more business-focused legislation. The significance of a business background is consistent across different forms of behavior, though the magnitude of effects is generally modest. Our findings contribute to a growing body of literature emphasizing the importance of legislator backgrounds to their behavior in office. [ABSTRACT FROM AUTHOR]

The article presents a study on how a non-profit, community based organization in the U.S. help disadvantaged women become professionals. Accordingly, the paper discussed the three key ideas that were identified in the study. The paper concluded that the three key ideas demonstrate that there is no easy solution in helping women overcome workplace barriers and become professionals, but with the support of community programs such as the Professional Women's Group, the goal of helping disadvantaged women become professionals can be achieved.

This study examines the cultural value orientations (VOs) of employees (managerial and non-managerial) working in three categories of organizations (professional, technical and local services) in India, Poland, Russia and the USA. The analysis is conducted at both the national and organizational levels. The paper hypothesizes cultural differences at the country level and cultural similarities among employees working for professional and technical oriented organizations and divergence in the VOs of employees working for local services organizations. It also hypothesizes differences in the VOs of managerial and non-managerial employees in the four countries. The investigation has been conducted with the help of a questionnaire survey of 1,852 respondents. The outcomes of the analysis show that there are both cross-country cultural differences and similarities among the VOs of employees of the four nations. Further, significant cultural convergence emerges in the VOs of employees working for both professional and technical organizations, however, no significant cultural similarities or differences are observed for employees of service-based organizations in the four countries. There are some similarities emerging between managerial employees in the research countries. The research contributes to the fields of cross-cultural management, international management and international human resource management. [ABSTRACT FROM AUTHOR]

Efforts to professionalize teaching have coincided with a shift in teacher education programs. Recent requirements of accrediting bodies have resulted in initiatives to assess dispositions in addition to knowledge and skills. However, for such assessment to maintain construct validity, it is imperative first to develop some common understandings about the nature of dispositions and then to explore how teacher education should be addressing them. This paper explores dispositions from both a conceptual and a practical perspective. Dispositions are described as a point of convergence, representing a filter through which thinking and behaviors related to teaching are framed, and a point of inception, from which knowledge and behaviors emanate. This dispositional filter encompasses the teacher's awareness, inclination, and ability to reflect. Teacher education programs can foster dispositions by helping teacher candidates engage in self-exploration of their personal theories and identify their own values and assumptions related to teaching. [ABSTRACT FROM AUTHOR]

This paper examines the effect of information technology (IT) on the relative demand for educated workers in U.S. industries from 1960 to 1996. After decomposing this effect into IT use and adoption, I find that the use of IT is complementary with educated workers, and that educated workers have a comparative advantage in the adoption of IT. In total, IT use and adoption effects account for almost 40% of the acceleration in demand for educated workers since 1970. Moreover, the adoption of IT explains about one-third of the total IT effect on the acceleration in skill upgrading in the 1970s. [ABSTRACT FROM AUTHOR]

This paper explores the migration processes and labor incorporation of two professional groups of Mexicans in the United States: engineers and nurses. Certification standards, the ability of migrants to act as agents, and the involvement of various actors in the migratory process are analyzed in order to understand how differentiated labor paths are built within and between each occupational group in the US labor market Other structural factors that helped to understand the processes studied were the motivations to migrate, family and professions networks, and gender. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine the relationship of race and gender to managers' ratings of promotion potential for a sample of 1268 managerial and professional employees. Hierarchial regression analysis showed that controlling for age, education, tenure, salary grade, functional area, and satisfaction with career support, both race and gender were significantly related to promotion potential. Females were rated lower than males, and Blacks and Asians were rated lower than Whites. There were no interaction effects between race and gender. [ABSTRACT FROM AUTHOR]

This paper uses a survey of 514 professional employees to analyse salaries and careers in international business in the United States. Internationally oriented skills are inconsistently rewarded, and persons in internationally focused occupations are compensated at about the same level as their domestically oriented counterparts. Women receive smaller pay-offs than men for qualifications, including international ones. Thus, the human resource management practices of many American firms may not be consistent with these firms' strategies for competing in global markets. [ABSTRACT FROM AUTHOR]

The ways in which children and adolescents become interested in science have been well studied. However, little is known from a lifespan perspective about how this process continues from childhood through adulthood. This cross-national study builds an understanding of doctoral students in the sciences in the Chile and the United States and how they choose to pursue careers in the life sciences from childhood to adulthood. Fifteen Chilean and 15 U.S. doctoral students were interviewed using the life story approach. The qualitative analysis indicates that the main difference between the two groups when pursuing science across their lifespans was their valuation of and experience with different learning approaches, with 'collectivist' approaches being more typical for the Chilean students and 'individualist' approaches for the U.S. students. On the other hand, the principal similarities between the two groups were related to participants' experiences and perceptions of science at each life stage: 'playing science' as children, 'studying science' as adolescents, 'doing science' as young adults and undergrads, and 'labouring in science' and 'practising science' as professionals and doctoral students. Implications for pedagogical practice and planning for science teaching and teacher training are addressed. [ABSTRACT FROM AUTHOR]

As employment relationships become more tenuous, as work grows increasingly virtual and as professional reputations circulate across online platforms, coworking provides individuals across various work arrangements with shared workspaces oriented towards sociability, visibility and convenience. Our study explores how coworking spaces also enable individuals to shape their professional identities while providing other important attributes of work to help it feel embodied and grounded. Drawing from interviews and surveys of members of a large coworking chain across the United States, we find that coworking spaces serve as identity anchoring environments. We find that many workers use material elements of the space to ground their professional identities in three ways: evidencing professional credibility, enacting a common ethos and energising connections with others. More broadly, we also find that coworking operators package and sell the physical, spatial and symbolic aspects of work to help certain workers signal their professional selves. [ABSTRACT FROM AUTHOR]

Work–family policies are meant to support labor force participants, but they often result in lower rewards for those who use them. Based on the ideal worker norm framework and signalling theory, we hypothesise that parental leave duration will result in lower wage growth, above and beyond that of having children. The 1997 National Longitudinal Survey of Youth data from 2000 to 2015 are used to test the hypotheses with a longitudinal sample (14 waves) of individuals in the United States who worked before and after taking parental leave (n = 6723). Discontinuous growth models are used to predict the penalty for parental leave duration for men and women. We find that both men and women suffer from a lower hourly wage growth for taking longer parental leave and that there are more severe penalties for taking paid parental leave than taking unpaid parental leave. Practitioner notes: What is currently known?utilization of parental leave is significantly related to the wellbeing of employees and their families.However, employees are penalized for taking parental leave. What this study adds?Paid parental leave, which is mostly available to skilled, professional employees carries a noticeable early‐career wage penalty, but the use of unpaid leave, does not.Both men and women are penalized for taking parental leave, but the longer parental leaves women take increase the gender pay gap. Implications for practitioners:HR practitioners should monitor whether employees are penalized for taking parental leave.HR practitioners should try incentivizing male employees to take parental leave that is comparable to the one taken by their female employees. [ABSTRACT FROM AUTHOR]

Presents information on programs offered by the Minerals, Metals and Materials Society Foundation to assist young professional members in the U.S. in attending technical conferences abroad. Young Leader International Scholar Program; Young Leader Intern Program.

Organizational life is rife with conflict between groups that pursue different goals, particularly when groups have strong commitments to professional identities developed outside the organization. I use data from a 30-month comparative ethnographic field study of four U.S. Army combat brigades to examine conflict between commanders who had a goal of fielding a mission-ready force and mental health providers who had a goal of providing rehabilitative mental health care to soldiers. All commanders and providers faced goal and identity conflict and had access to similar integrative mechanisms. Yet only those associated with two brigades addressed these conflicts in ways that accomplished the army’s superordinate goal of having both mission-ready and mentally healthy soldiers. Both successful brigades used what I call “anchored personalization” practices, which included developing personalized relations across groups, anchoring members in their home group identity, and co-constructing integrative solutions to conflict. These practices were supported by an organizational structure in which professionals were assigned to work with specific members of the other group, while remaining embedded within their home group. In contrast, an organizational structure promoting only anchoring in one’s home group identity led to failure when each group pursued its own goals at the expense of the other group’s goals. A structure promoting only personalization across groups without anchoring in one’s home group identity led to failure from cooptation by the dominant group. This study contributes to our understanding of how groups with strong professional identities can work together in service of their organization’s superordinate goals when traditional mechanisms fail. [ABSTRACT FROM AUTHOR]