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In this chapter we interpret traffic safety culture (TSC) in terms of data on beliefs, attitudes, and behaviors from the fourth wave of the SARTRE study to find out whether they can be interpreted in a perspective. The SARTRE study is a European-wide survey that started in 1991 and collects information on mobility, risk perceptions, attitudes, behaviors, and experiences on the road (Cauzard, 1998, 2004; Cestac & Delhomme, 2012). The chapter focuses on the group of car drivers.

A principal component factor analysis was conducted to explore the underlying structure of the data set. Results suggest an underlying structure of five components which explain more than 55% of the variance. These dimensions were labeled (1) acceptance of technology and enforcement, (2) risk attitudes, (3) experienced and self-exerted behavioral control, (4) personal concern, (5) perception of other road users’ safety performance.

The influence of these five factors on safety performance (fatality rates) was estimated by regression analysis. Results show that only the second factor (risk attitudes) has a significant effect on fatality rates. As a consequence, expressive and instrumental attitudes about risk-taking should be addressed in driver training as well as information campaigns in order to improve safety culture at the level of individual car drivers.

The present chapter puts one perspective center stage and looks at the relationship between TSC and its manifestation in individuals. More specifically, we are concerned with the relationship between processes of attitude formation and attitude change. The concept of attitudes is one out of several psychological constructs which are known to have mediating influence on actual behavior. Thus, it is a possible starting point to positively influence behavior in road traffic toward higher levels of (commitment to) safety. Understanding how safety culture is internalized by individuals and how it shapes safe conduct shall be theoretically described and practically exemplified to show how this approach can become useful and relevant for practitioners in the field of road safety.

The argument is developed in three parts. In the first part, Herbert Kelman’s (1958) conceptual scheme of three stages of attitude change is presented in which the levels of compliance, identification, and internalization of values are distinguished. In the second part, it is argued that these different levels of value integration correspond with three different kinds of psychological theories which address the relationship between attitudes and deliberately conducted behavior (action). It is a well-known fact in the science of human action that there is no direct relationship between attitudes, decision making, and action. Using Kelman’s three levels of value internalization as a scheme of reference, the conditions under which persons act in line with their attitudes can be conceptualized more precisely. From a normative point of view, it is argued that persons who align their actions and attitudes with reference to socially appreciated values are said to be elaborated. They orient their conduct by an ethos of safety to which they feel committed and they are able to interact in mindful ways. We discuss some of the basic constructs at each level and underpin their importance with reference to behavioral change toward higher levels of safety with empirical findings that have been published. In a third part, we present our findings in a summarizing table and suggest a list of factors and themes which mainly correspond to one of the three stages of attitudinal change and value internalization. Finally, we outline some examples of how traffic safety interventions can be conceptualized at these different levels.

States the importance of referencing and background checks despite the acknowledged difficulties within the procedure. Refers to research showing many employers give minimal information on reference request for fear of incurring legal repercussions. Provides guidelines to the procedure to help the future employer. Considers the need for personal and academic references and credit reports. Gives suggestions for the correct response to the former employer to minimize legal recourse.

The purpose of this paper is to provide evidence based guidance to researchers and practice personnel about forming and carrying out effective research partnerships.

A review of the literature, interviews and discussions with colleagues in both research and practice roles, and a review of the authors' personal experiences as researchers in partnership research.

Partnership research is, in some respects, a distinct “approach” to research, but there are many different versions. An analysis of research publications and of their research experience led the authors to develop a framework for planning and assessing the partnership research process, which includes defining expected outcomes for the partners, their roles, and steps in the research process.

This review and analysis provides guidance that may reduce commonly-reported misunderstandings and help to plan more successful partnerships and projects. It also identifies future research which is needed to define more precisely the questions and purposes for which partnership research is most appropriate, and methods and designs for specific types of partnership research.

As more research moves towards increased participation of practitioners and patients in the research process, more precise and differentiated understanding of the different partnership approaches is required, and when each is most suitable. This article describes research approaches that have the potential to reduce “the research-practice gap”. It gives evidence- and experience-based guidance for choosing and establishing a partnership research process, so as to improve partnership relationship-building and more actionable research.

The paper structures the life cycle of issues, thus allowing a systematic discussion of their practical aspects. It is designed to help public relations professionals handle issues by providing them with parameters that can be influenced systematically. The authors differentiate between four different phases in the life cycle of an issue: emergence, dissemination, establishment and erosion. These phases reflect the different degrees to which an issue penetrates society. An issue emerges when a ‘crystallisation’ and certain interpretation of a specific social reality comes out. Dissemination comes up when protagonists pick up the issue and disseminate it. The issue is established when it becomes known to a large part of society. And it undergoes erosion when public interest in the issue stagnates. In each of the four phases intermediary groups and media are involved in different ways and to different degrees. The issue's factual structure, ie the degree of complexity, is also different in each phase. Public relations professionals can systematically influence the different parameters in each phase of the issue: by doing this they gain improved control of the issues.

This study aims to explore the extent to which schools principals serving disadvantaged communities in Germany are able to set appropriate goals and choose suitable measures for improving their schools according to the specific challenges they face. The authors determine whether principals are able to identify their schools' challenges or whether they merely follow “universal recipes” of the school effectiveness research paradigm regardless of their particular school context. This effectiveness-driven accountability approach requires an in-depth evaluation of the school and its stakeholders and might lead to a new attitude toward failure that sees it as an essential part of developing effective school improvement plans.

The authors conducted descriptive and correlative analyses as well as exploratory and confirmatory factor analyses using longitudinal data of 164 school principals. Through cross-sectional analyses, the authors investigated the connection among challenges, goals and measures and how they correlated with (self-reported) improvements.

From a leadership perspective, priorities for school improvement should be aligned with the school-specific challenges they identify and the goals they set to address them.

The extent to which legislation concerning individual school quality development programs can translate into feasible and effective actions is unclear. Caution should be taken when interpreting the findings of this study, as they reflect school principals' self-selected evaluation measures and therefore might be biased.

In future research, emphasis should be placed on school management processes, in particular, the development of strategic decision-making, structuring of target perspectives and derivation of steps in school improvement and instructional development. The authors recommend the government offer school principals appropriate and adequate training and support services to prevent them from overburdening their staff.

This paper contributes to a deeper understanding of processes concerning strategic leadership, as opposed to operative management, of schools by revealing context-sensitive considerations.

Filling a gap in extant research regarding the measurement of an export country's environmental image and investigating its importance for consumers' evaluation of an environmentally differentiated imported product.

Online surveys carried out in Denmark (Study 1), Germany and France (Study 2; N˜500 from each country). In Study 1, we develop an environmental country image instrument and investigate its nomological validity vis-à-vis other country image constructs and Danish consumers' evaluation of organic milk from Germany. In Study 2, we validate the instrument with consumers from Germany and France, evaluating organic milk from Denmark.

Consumers differentiate between a country's environmental image and its general and production-related images. The country's environmental image is important to consumers' evaluation of an environmentally differentiated product from the country. Specifically, we find that a country's environmental image strongly influences its product-specific images and, through these, the consumer's evaluation of an organic food product from the country.

Consumers' use of a country's environmental image as a cue to the credibility of environmental claims gives competitive advantages to exporters from countries with a favorable environmental image, while exporters from countries with an unfavorable environmental image need measures to compensate. Companies and countries should monitor how the environmental image of their country evolves in important markets and be ready to act when facing damages to their country's environmental image.

This article is the first to propose a measure of environmental country image and to document that consumers use the environmental image of an exporting country to assess environmental claims on imported products.

Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.

Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.

The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.

This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

This paper aims to investigate whether Kazakh small- and medium-sized enterprises (SMEs) that claim to compete with the informal sector are more likely to invest in innovation than their competitors who do not perceive such pressure.

Logistic regression and classification trees are performed on the Business Environment and Enterprise Performance Survey (2018–2020) to examine whether the degree of informal competition correlates with a firm's propensity to innovate.

The findings show that informal sector competition is a critical factor that shapes the organizational behaviour of Kazakh SMEs. There is a stimulating positive effect of informal competition on both product and process innovation, depending on its perceived intensity.

This study challenges conventional thinking that still views informal sector competition as a barrier to innovation and entrepreneurship by assessing whether innovation is compatible with informal entrepreneurial practice.