Developing a COVID-19 module for the European Social Survey

This short report describes the development of a COVID-19 module for Round 10 of the European Social Survey (ESS). The module is formed of 20 items, including 10 agreed with ESS National Coordinators and 10 developed by two academic teams following an external call for content. The majority of ESS participating countries will field the module for Round 10 fieldwork in 2020–2021. This report provides the rationale for the module, presents challenges of developing such a module for ESS, and gives an overview of the question development and testing process. The two external sub-modules—Government authority and legitimacy in the age of a pandemic and COVID-19 conspiracy beliefs and government rule compliance—are also introduced.

Academic Teams and Commercialization in the Life Sciences

We review the literature on entrepreneurial team formation with a focus on data to study academic teams and summarize our empirical work on the life sciences industry. We consider how academics form teams to start new companies and the implications of various configurations on firm behavior with regards to patenting, survival and firm growth. We present several empirical challenges facing research on academic teams and conclude with suggestions for future research.

Leadership-in-teams, ready, willing and able: perspectives of international accounting students

Purpose The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes. Design/methodology/approach Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program. Findings The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead. Practical implications The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored. Originality/value To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.

Development and Evaluation of a Training Program for Community-Based Participatory Research in Breast Cancer

This paper describes the development and feasibility of the Community Based Research Infrastructure to Better Science (CRIBS) training. The goal of this training program was to help new or existing community-academic teams to build strong partnerships and successfully develop together fundable research projects focused on breast cancer environmental causes and disparities. A comprehensive mixed-methods participatory approach was utilized to assess the training. Twenty-two community-academic teams applied for the training program; twelve teams were enrolled. All teams completed the training and subsequently submitted research applications for funding. All components of the training received high ratings and positive qualitative comments. Self-rated competency in all of the learning domains increased during the training. Four (33%) of teams were successful in their first attempt to garner research funding, and six (50%) were eventually successful. The evaluation of CRIBS found it to have successfully achieved all four goals of the training: (1) Twelve new CBPR (community-based participatory research) teams, (2) improved knowledge about CBPR and science, (3) twelve submitted grant proposals in the first year, and (4) six (50%) successfully funded research projects.