Georgia College & State University

About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Higher education. The organization has 950 authors who have published 1591 publications receiving 37027 citations.

Extending the Information-Processing View of Coordination in Public Sector Crisis Response

Abstract: Coordinating the response of multiple public agencies to a large-scale crisis is a challenge that has been studied predominantly according to the information-processing view. In this paper, the authors extend this view with the notion of emergence giving special attention to information and communication technology ICT. The extended framework is applied in a case study of crisis response exercises in the public sector. The findings suggest that current practices concentrate on standards and hierarchy, but mutual adjustment and emergent coordination also occur and are susceptible to analysis and equally relevant to understand coordination practices. In addition, ICT can provide information processing capabilities needed for coordination but may also create information processing needs by increasing the volume of data and the interconnectedness of responders. Applying the extended framework improves the understanding of coordination and forms the basis for its future use in designing ICT to support coordination in crisis response and e-government.

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Abstract: Using a sample of 203 African American late adolescents aged 16 to 19 years (Mage = 17.77 years), we examined whether two aspects of gender identity—gender typicality and felt pressure for gender c...

Do I fit with my group? Within-member and within-group fit with the group in engaged group climate and group members feeling involved and valued.

Abstract: A longitudinal design was used to examine (a) the relationship between group member perceptions of engagement at the session (within-member), member (within-group), and group (between-groups) level and members’ feeling involved and valued, and (b) how the person– group fit and misfit at the session and member level predicts members feeling involved and valued. Data came from 112 students in 18 groups enrolled in an undergraduate group dynamics class. At each session, group members completed measures of the group’s engagement climate and items that assessed members feeling involved and valued. The engagement ratings were decomposed into between-group, within-group, and within-member components. Hierarchical Linear Modeling and Response Surface Analysis were used to analyze decomposed engagement and Involved/Valued scores. Results indicated that (a) members’ Involved/Valued scores were related to an engaged group climate at the session (within-member), member (within-group), and group (between-group) level; (b) within-group and within-member fit in perceptions of engaged climate positively predicted members feeling involved and valued; and (c) within-group and within-member misfit, interpreted as an “optimistic bias” (a member’s general rating of the group or her/his rating of a session is high but the group’s general rating is low) was associated with members feeling more involved and valued, than a “pessimistic bias.” Study results highlight the importance of decomposing engagement, and examining person– group fit in engagement perceptions, at the intraindividual, interpersonal, and group-as-a-whole levels to best understand its nuanced relationship between engagement and members feeling involved and valued.