The Effects of Violence on Communities: The Violence Matrix as a Tool for Advancing More Just Policies

In this essay, I illustrate how discussions of the effects of violence on communities are enhanced by the use of a critical framework that links various microvariables with macro-institutional processes. Drawing upon my work on the issue of violent victimization toward African American women and how conventional justice policies have failed to bring effective remedy in situations of extreme danger and degradation, I argue that a broader conceptual framework is required to fully understand the profound and persistent impact that violence has on individuals embedded in communities that are experiencing the most adverse social injustices. I use my work as a case in point to illustrate how complex community dynamics, ineffective institutional responses, and broader societal forces of systemic violence intersect to further the impact of individual victimization. In the end, I argue that understanding the impact of all forms of violence would be better served by a more intersectional and critical interdisciplinary framework.

Sustainable Rural Livelihood and Poverty Reduction Strategies

This chapter presents the framework of sustainable livelihoods. The interests of this chapter derive from three issues: (1) How can one determine who in the population achieves a sustainable livelihood and who does not? That is, how does sustainable livelihood assist in eliminating poverty and reduce deprivation in rural communities? (2) What livelihood resources and institutional processes are necessary for enabling or constraining sustainable livelihoods for different groups? That is, does household livelihood help individuals or families to escape poverty? (3) What are the practical, operational, and policy implications of adopting a sustainable livelihood approach to poverty reduction? Namely, what constitutes a satisfactory basis for adopting a livelihood framework?

Investigating the Role of Alliance Knowledge Learning and Institutional Isomorphism in Strategic Alliance Performance of Green Supply Chain

As the outbreak of COVID-19 pandemic disordered the majority of all global supply chains, alliance knowledge learning played a fundamental function during the crisis. This paper aims to identify the relationships of both alliance green knowledge learning and institutional processes with the alliance performance of the green supply chain. It also specifies the mechanism by which Institutional isomorphism affects green innovation performance, through alliance institutional processes and further to increase their competitive advantage in the global market. Data were collected with questionnaires distributed to Taiwanese companies that are listed on the stock market which produced 242 usable responses for the analysis, both multiple regression analyses and SEM were used to test the hypotheses. Our results showed that the majority of our hypotheses were supported, which is similar to the existing literature. The outcomes imply that institutionalization processes and alliance green knowledge sharing play salient functions in firm alliance performance while implemented in the context of green supply chain management. Furthermore, the results indicate that the concept of institutionalization and isomorphism are relevant and Mimetic pressures were found to be the most significant in both internal and external green SCM practices, while also providing instructive managerial implications through empirical evidence.

Developing a Process Improvement Request System at SUNY Empire State College

This paper presents the Process Improvement Request System initiated at SUNY Empire State College as a case study for institutional change management. Through this system, employees can submit suggestions for improving any kind of institutional processes at the college using an Information Technology “ticketing” system like the one used for technical issues. These communications are addressed, tracked, and stored by the Process Improvement Committee which includes representatives from all areas of the college. The Process Improvement Request System addresses many critical goals including 1) the storage of process issues, concerns, and suggestions; 2) a mechanism for addressing these; 3) open access to all employees (and to students through employee representatives) to submit ideas; 4) the ability to make suggestions about all levels of process issues, from college wide to personnel specific; 5) anonymity for making a request when desired; and 6) a feedback loop about the effectiveness of new processes. In this paper, the essential aspects of this project are discussed and analyzed. The paper also enables readers to ascertain the viability of such a project at their campuses and invites them to reach out to the authors if they have questions about doing so.

Sites of violence and their communities: critical memory studies in the post-human era

“Sites of Violence and their Communities” presents the results of a research project that brought together scholars and practitioners of memory work in an attempt to critically reinterpret the links between sites, their (human, and non-human) users, and memory. These interdisciplinary discussions focused on overlooked, repressed or ignored sites of violence that may benefit from new approaches to memory studies, approaches that go beyond the traditional focus on communication, symbolism, representation and communality. Clandestine or contested sites, in particular, pose challenging questions about memory practices and policies: about the status of unacknowledged victims and those who witnessed their deaths; about those who have inherited the position of “bystander”; about the ontology of human remains; and about the ontologies of the sites themselves, with the natural and communal environments implicated in their perdurance. Claude Lanzmann – one of the first to undertake rigorous research on abandoned, uncommemorated or clandestine sites of violence – responded to Pierre Nora’s seminal conception with his work and with the critical notion of “non-lieux de mémoire.” Methodologies emerging from more traditional as well as recently introduced perspectives (like forensic, ecological, and material ones) allowed team members to engage with such “non-sites of memory” from new angles. The goal was to consider the needs and interests of post-conflict societies; to identify and critically read unofficial transmissions of memory; and to re-locate memory in new contexts – in the grassroots of social, political and institutional processes where the human, post-human and natural merge with unanticipated mnemonic dynamics.

Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?

Based on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools

Climate Change, Adaptation Planning and Institutional Integration: A Literature Review and Framework

The scale and scope of climate change has triggered widespread acknowledgement of the need to adapt to it. Out of recent work attempting to understand, define, and contribute to the family of concepts related to adaptation efforts, considerable contributions and research have emerged. Yet, the field of climate adaptation constantly grapples with complex ideas whose relational interplay is not always clear. Similarly, understanding how applied climate change adaptation efforts unfold through planning processes that are embedded in broader institutional settings can be difficult to apprehend. We present a review of important theory, themes, and terms evident in the literature of spatial planning and climate change adaptation to integrate them and synthesize a conceptual framework illustrating their dynamic interplay. This leads to consideration of how institutions, urban governance, and the practice of planning are involved, and evolving, in shaping climate adaptation efforts. While examining the practice of adaptation planning is useful in framing how core climate change concepts are related, the role of institutional processes in shaping and defining these concepts—and adaptation planning itself—remains complex. Our framework presents a useful tool for approaching and improving an understanding of the interactive relationships of central climate change adaptation concepts, with implications for future work focused on change within the domains of planning and institutions addressing challenges in the climate change era.

A product of prestige?: “Race unknown” and competitive admissions in the United States

Policy researchers have difficulty understanding stratification in enrollment in US higher education when race and ethnicity data are plagued by missing values. Students who decline to ethnoracially self-identify become part of a “race unknown” reporting category. In undergraduate enrollment, “race unknown” students are not randomly distributed and are highest among the most selective universities. In this “Policy Research Note,” we investigate these patterns at US law schools to understand if they are driven by selectivity. We find that the most competitive law schools, on average, report 8% of their students are race unknown, double the rate of other law schools. We argue that race unknown enrollment cannot be ignored when studying ethnoracial enrollments in higher education because it varies systematically by institutional type and may mask actual rates of ethnoracial diversity. We posit that the race unknown category is likely produced by a combination of individual and institutional processes. Individual applicants may resist disclosing their ethnoracial identities, perhaps because of a perceived threat to their chances of admission. Additionally, institutional actors may willfully ignore race unknown students (not following up upon enrollment) because this category may enhance the appearance of campus diversity by diminishing the percentages of students in over-represented ethnoracial groups. In this way, high rates of race unknown students may be a product of prestigious and highly competitive educational processes.

1846: Canada’s First Inquiries Act

Historical accounts of commissions of inquiry in Canada make only passing reference to the seminal 1846 Inquires Act. None explore the provenance of this legislation beyond a few sentences of the most general conjecture. This paper contends that Canada’s first Inquiries Act was a by-product of a political crisis that grew out of the politics and institutional processes integral to the resolution of claims for rebellion losses in Canada during the 1840s. As the events associated with the passage of the 1849 Rebellion Losses Bill would disclose, this crisis posed an existential threat to the viability of the Union. The passage of the Inquiries Act, precipitated by the immediate contingencies of the rebellion losses crisis, marked for Canada a fundamental shift in constitutional authority dating back to 1688. The Act embraced methods of inquiry denied to the Crown since the late seventeenth century. Though created by a democratic legislature, the Inquiries Act revived a Crown-driven inquisitional approach to public inquires long since inoperative in Great Britain. The Act thus marked a shift in the relationship between state and citizen, and opened a new terrain for the long struggle to protect the individual against the all-powerful state.