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This chapter describes the work-life balance project, which was the first to investigate the potential of clean language as an academic research interview methodology (Lawley, Meyer, Meese, Sullivan, & Tosey, 2010). It resulted in the publication of an article in the British Journal of Management (Tosey, Lawley, & Meese, 2014) that has since been cited in several academic papers, including Langley and Meziani's (2020) review of interview methodologies in the field of organisational change. This chapter describes the project's methodology and findings and highlights six lessons learnt that have helped to inform the further development of clean language interviewing.

To conclude this book, we take stock of the state of the field of clean language interviewing (CLI). The field has matured considerably in 20 years and yet is still young and emergent. Through articulating the principles of CLI and exploring its application in many fields of practice, we hope this book might come to be seen as a milestone on its path. From its informal beginnings and earliest applications, we believe we can claim with justification that clean language interviewing has developed into a well-specified, well-tested and well-appreciated method that can be used to access both explicitly- and tacitly-held knowledge in a wide range of research projects.

As editors of this volume, we have been gratified and humbled by the ways in which CLI has been used by the contributors. Part II has demonstrated the value of clean language interviewing in both academic and applied research. The applications presented illustrate that CLI has breadth – given the diverse fields in which it has been applied – as well as depth, due to the various levels at which it can be used.

Our aim in this chapter is to reflect on themes that have emerged from the contributions in Part II and the experience of compiling the book as a whole. We begin by reviewing the frameworks that we regard as essential to CLI, then discuss three issues of practice and theory that have emerged from Part II. We sum up the key benefits and limitations of CLI for interviewers and interviewees before indicating some possible directions for future research.

The purpose of this paper is to analyze and solve the problem of moral hazard in firms because of asymmetry information between firms and workers and to contract upon the workers' shiftless actions.

Based on principle‐agent theory and human resource management practice, an optimal dynamic wage contract model is designed. By applying simulation technology, the dynamic wage contract model is compared to the general static wage contract model and the affects made by the optimal dynamic wage contract to workers and firms are analyzed.

According to the consequences of simulation, the dynamic wage contract has better characteristics and is more practical than the static one. In the dynamic wage contract, the current action of a worker has a persistent effect on the future outcome. It is proved that the dynamic wage contract is optimal to the firm. The optimal dynamic wage contract is renegation‐proofness. It not only can incentive workers to work hard and help the firm achieve Pareto efficiency, but also can smooth the firm's incentive costs and reduce the risk born by workers.

The paper provides some reasonable conclusions for the human resource management in firms.

In this book the terms ‘clean language’ and ‘clean language interviewing’ are written using lower case, according to the convention of the American Psychological Association (sixth edition). ‘Clean language interviewing’ is sometimes abbreviated to CLI.

Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.

In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s.

The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters.

Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades.

This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.

This paper seeks to challenge the tendency to represent gender as a unitary theoretical construct; and would argue for a more differentiated view of how the psychological aspects of gender influence the consumption of advertising. We use a small‐scale exploratory study to examine the potential impact of gender identity within consumers’ self‐schemas on their consumption of advertising. Bem’s Sex Role Inventory (SRI) was administered to 25 young adults who then watched video clips of two television advertisements. The focus group discussions about the two advertisements were analysed within the context of the respondents’ gender schemas identified via the Bem SRI scores: masculine, feminine, androgynous or undifferentiated. The centrality of gender identity to self‐schemas affected how consumers processed and interpreted the advertising. This provides support for a more differentiated approach to representing men and women within gender research and advertising because gender groups are neither necessarily homogeneous nor isomorphic with sex.

The purpose of this paper is to examine affective commitment, normative commitment, and continuance commitment in a cross-national context to identify if the effect of country-specific cultural orientation on organizational commitment of faculty in higher education functions invariably in different countries.

The work expands on Meyer and Allen’s (1991) three-component model of organizational commitment. It includes relevant literature review on ten countries and the results of a survey of university faculty members, assessing their institutions’ human resources practices and their effect on organizational commitment. Basic descriptive statistics were performed on nominal and interval data, means, medians, and standard deviations were computed, and tests of mean equivalence, including ANOVA tests, were performed. In certain instances, Pearson and Spearman correlations were computed to ascertain correlation, and χ² tests for randomized response were used, while Cronbach’s α test helped to establish survey instrument validity.

Though certain differences may exist between different countries and cultures with respect to the three-component model of organizational commitment, there is strong evidence of the existence of invariance and, thus, generalizability of the model across cultures.

Cultural studies have focused on differences in organizational commitment at national levels. Further attempts to identify the universality of factors leading to organizational commitment should account for culture in the study of employee-related globalization issues in higher education institutes. Knowledge of cultural impact is also useful from a managerial perspective, and for the design of relevant strategies.

National context plays a major role in shaping the nature of educational institutions. This study brings out the need for a deeper understanding of invariance in organizational commitment (inter-alia, through the three-component model).

This study contributes to a better understanding of the relationship between organizational commitment and its various antecedents, including human resources management practices, for faculty in higher education institutes.