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ABSTRACTIn comparing the learning outcomes of online versus face‐to‐face courses, skills‐based forms of instruction have received little attention. This study asks the question "Can skills‐based courses taught online achieve the same outcomes as face‐to‐face courses in which the instructor and students interacting in real time may have higher levels of interaction, thus potentially facilitating higher levels of skill improvement?" If so, what are the critical success factors that influence these outcomes? These questions are examined by comparing four classes in negotiations (two face‐to‐face and two online) taught by the same professor. The courses were designed to be as similar as possible except for their delivery method. Results indicate that face‐to‐face learners earned higher negotiation outcomes than online learners even when using the same technology. Suggestions are offered for improving outcomes.

The approaches of 111 Thai and a matched set of 111 U.S. community mediators are investigated. Results show that Thai mediators are more apt to be assertive in their mediations; they put disputants together, demand concessions, criticize disputants, and threaten them more frequently than do U.S. mediators. Thai mediators more frequently seek harmony by asking disputants to forgive each other and to apologize.

This study investigates the mediations of 127 village leaders ( ketua kampungs) and 52 religious leaders ( imams) in Malaysia. These mediators rely heavily on techniques of meeting with disputants (separately and together), listening to the disputant's side, information gathering, and calling for concessions. They also use three distinct strategies: a "meet separately" strategy, an assertive strategy, and a strategy based on information gathering. The imams rely more on prayer, moral principles, listening, and third-party advice and call less often for concessions. Imams use a unique "meet together" strategy and prayer strategy.

Compares and contrasts mediation techniques and strategies of 127 village and 52 religious leaders, including meeting with disputants, listening, information gathering, calling for concessions, prayer, and relying on moral principles; also compares Malaysian mediation with techniques used in China, South Korea, and Japan.

This study investigated community and organizational mediation in Japan. Initially, hypotheses about community mediation were developed from a review of Japanese history and culture. These predictions were compared to data from interviews with Japanese students and subsequently with data collected in Japan. The comparisons yielded revised predictions about organizational conflict resolution, which were strongly supported by data collected in Japan. Specifically, it was found that the Japanese in their organizations, as in the community, infrequently use assertive mediation techniques such as criticism, education, and disputant separation. They are more apt to rely on nonassertive techniques such as gathering information from the disputants, listening to opinions, and relaying these between disputants. Such an approach is significantly less assertive than that used by the Chinese or the South Koreans.

Examines techniques of conflict resolution in organizational and community disputes used in Japan, and compares them to approaches used in China and South Korea.

Purpose
Women remain underrepresented in academic STEM, especially at the highest ranks. While much attention has focused on early-career attrition, mid-career advancement is still largely understudied and undocumented. The purpose of this paper is to analyze gender differences in advancement to full professor within academic STEM at a mid-size public doctoral university in the western USA, before and after the National Science Foundation (NSF)-ADVANCE Program (2003–2008).


Design/methodology/approach
Using faculty demographics and promotion data between 2008 and 2014, combined with faculty responses to two waves of a climate survey, the magnitude and longevity of the impact of ADVANCE on mid-career faculty advancement across gender is evaluated.


Findings
This study documents increased representation of women in all ranks within the STEM colleges, including that of full professor due to ADVANCE efforts. It also demonstrates the role of greater gender awareness and formalization of procedures in reducing the variability in the time as associate professor until promotion to full professor for all faculty members, while also shrinking gender disparities in career attainment. As a result of the codification of the post-tenure review timeline toward promotion, more recently hired faculty are promoted more swiftly and consistently, irrespective of gender. Post-ADVANCE, both male and female faculty members express a greater understanding of and confidence in the promotion process and no longer see it as either a hurdle or source of gender inequality in upward career mobility.


Research limitations/implications
While data were collected at a single university, demographics and career experiences by women mirror those at other research universities. This study shows that within a given institution-specific governance structure, long-lasting effects on faculty career trajectories can be achieved, by focusing efforts on creating greater transparency in expectations and necessary steps toward promotion, by reducing barriers to information flown, by standardizing and codifying the promotion process, and by actively engaging administrators as collaborators and change agents in the transformation process.


Originality/value
This study addresses mid-career dynamics and potential mechanisms that explain gender gaps in the promotion to full professor, a largely understudied aspect of gender disparities in career attainment within STEM. It shows how institutional policy changes, intended to alleviate gender disparities, can benefit the career trajectories of all faculty members. Specifically, this study highlights the crucial role of codifying procedures and responsibilities in neutralizing subjectivity and inconsistencies in promotion outcomes due to varying departmental climates.