Do managers sleep well? The role of gender, gender empowerment and economic development

Work demands often disrupt sleep. The stress of higher status theory posits that workers with greater resources often experience greater stress. We extend this theory to sleep and ask: do managers report more disrupted sleep and does this vary by gender and country context? Data come from the 2012 European Social Survey Programme and our sample comprised those currently employed in their prime working age (n = 27,616; age 25–64) in 29 countries. We include country level measures of the Gender Development Index (GDI) and gross domestic product (GDP). We find that workers sleep better, regardless of gender, in countries where women are empowered. For managers, women sleep better as GDI increases and men as GDP increases. Our results suggest that men experience a sleep premium from economic development and women from gender empowerment.

Equilibrium and Convergence in Income Distribution: The Case of 28 European Countries in the Recent, Turbulent Past (1995–2019)

The authors developed a political economy equilibrium framework for personal income distribution. In the beginning, they set up a theoretical model which was rooted in status theory. With this concept, one may explain a certain or optimal degree of inequality in society and define a steady state to which inequality can converge. By taking the aggregated Gini coefficient due to a collective decision process, deviations from the steady state due to shocks are allowed. A return to equilibrium is feasible with speed which is compatible with the collective decisionmaking process. The authors then conducted an empirical analysis of personal income distribution in 28 European nations for the period before, during and after the great recession of 2009/2010 and the Euro crisis of 2010/2015 (1995–2019). Not surprisingly, they found inequality convergence in the data. However, the speed of convergence is not the same for all countries.

Leader Identification through Networks of Conversational Interruptions

Leaders are often identified in empirical studies by either their position in an organizationally defined hierarchy or by survey responses, yet such methods conflate behavioral antecedents and outcomes with behaviors themselves. Furthermore, without an external standard for comparison, it cannot be known to what extent differences in leader assignment or emergence between demographic or other categories are due to behavioral differences or biases in the assessment, selection, training, or rating processes. In this study, we propose the ``interruption network'' as a model of small group structure that is (a) grounded in social status theory, (b) definable in both lab and field groups, (c) minimally impacted by rater bias, and (d) based on assessed behaviors rather than antecedents or outcomes. We show that analysis of interruption networks suggests that the often-reported male bias in leadership attributions is found in the ratings but not in the behavior of the observed individuals: males and females may engage in leadership behaviors equally as often, but males are attributed leadership significantly more. Use of the interruption network to represent small group social status therefore extends well-established research on non-verbal behaviors to an explicitly group-oriented context, supporting theory-based unobtrusive assessment and new ways to address important questions in applied psychology.

The Loss of a Parent to Suicide in Military Families

In this paper the authors explore the impact of loss of a parent to suicide on adolescents in military families using Marcia’s identity status theory and the Roy adaptation model (RAM). After describing a brief case study of a 13-year-old boy in a military family who lost his father in this manner, these two theories are applied to better understand his struggle to develop and maintain a healthy identity and adapt to numerous relocations, deployments, and then loss. The military family stressors are seen as weakening the resilience of children in such families, making them more vulnerable to the impact of parent loss. Implications for nurses and other healthcare professionals are discussed.

OBJECTS WITH SPECIAL INNOVATIVE STATUS: THEORY AND PRACTICE

The article examines examples of objects with a special innovative status. As examples of such objects, the following are considered: territories of advanced socio-economic development, technology parks, industrial parks, small innovative enterprises, science cities, technology transfer centers. It is concluded that it is necessary to separate the goals of innovative development into a separate group of performance indicators. In the context of the transition to a new technological order, it seems expedient to introduce the concept of a territory of a special innovative status. It is assumed that the territories of special innovation status will function as a "Regulatory Sandbox".

Understanding Interactions in a Classroom-As-Organization Using Dynamic Network Analysis

Background: The Classroom-as-Organization (CAO) is an experiential learning course in which students create and manage an organization as part of class activities. Student interaction with peers is an important feature of the CAO. Educators suggested that student interactions in CAOs follow certain patterns, but these observations have not been tested in empirical research. Purpose: The research focused on exploring patterns of interaction in a CAO. Methodology/Approach: Network data were collected from students and instructors at four different times during a two-semester CAO course. The authors then used social status theory, friendship formation literature, and Simulation Investigation for Empirical Network Analysis (SIENA) to test hypotheses about interactions in the CAO. Findings/Conclusions: The authors found evidence that (a) localized informal leaders emerge in the class, (b) reciprocation ties between individuals happens within, but not necessarily between departments, and (c) there is a close connection between class-related interactions and social interactions outside of the class, impacting leadership in the CAO. Implications: Instructors need to pay close attention to understanding and managing interdepartmental relationships in CAOs. Furthermore, educators may only have a limited understanding of CAO group dynamics, given that they may not have a high awareness of student social interactions outside of class.