This paper takes us beyond the unethical act and explores the use of moral disengagement as a multi-stage, multi-functional regulatory, and coping mechanism that not only allows individuals to engage in unethical behavior, but also manage the negative emotions (i.e., guilt and shame) from learning the consequences of such behavior. A resource-based lens is applied to the moral disengagement process, suggesting that individuals not only morally disengage prior to committing an unethical act in order to conserve their own resources, but also morally disengage as a coping mechanism to reduce emotional duress upon learning of the consequences of their actions, which we describe as post-moral disengagement. These assertions are tested using a scenario-based laboratory study consisting of 182 respondents. Findings indicate that individuals will morally disengage in order to commit an unethical act, will experience negative emotions from having learned of the consequences, and then will engage in post-moral disengagement as a coping mechanism. In addition, the findings suggest that guilt and shame relate differently to moral disengagement.

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Summary In this research, we develop a framework for understanding the emergence of transactive memory systems (TMS) in project‐based teams characterized by different levels of group level positive affectivity (PA) and negative affectivity (NA). With a focus on enhancing understanding of the means of transmission, we test the mediating role played by group level psychological safety (PS) in the relationship between team affectivity and TMS. From a sample of 107 software implementation project teams, in a lagged field study, we find support for a mediated model in which high group NA, but not group PA, promotes environments psychologically unsafe for interpersonal risk‐taking (low PS) and which are negatively associated with TMS. This study extends prior research on the differential effects of PA and NA, by contributing to the limited research on group affectivity, environmental antecedents of TMS, and the mediating role of PS for predicting group level transactive processes and structures. Copyright © 2015 John Wiley & Sons, Ltd.

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Transactive memory systems (TMS) theory has attracted considerable attention in the scholarly fields of cognitive, organizational, and social psychology; communication; information science; and management. A central theme underlying and connecting these scholarly fields has been the role of interpersonal communication in explaining how members of dyads, groups, and teams learn "who knows what," specialize in different information domains, and retrieve information from domain experts. However, because theoretical and empirical evidence is scattered across related, yet distinct scholarly fields, it is difficult to determine how and why communication influences TMS and related outcomes. Thus, this paper reviews literature on the relationships between communication, TMS, and outcomes in dyads, groups, and teams, and proposes avenues for future research.

BACKGROUND: According to the American Association of Medical Colleges, women comprise 26% of full professors and 19% of medical school department chairs. African American and Latino faculty comprise 4.6% of full professors and 6.9% of department chairs. OBJECTIVE: Because of the lack of representation of women and racial/ethnic minority faculty at the highest levels of academic medicine, this study examines the perceptions of barriers to advancement by men and women academic medical school faculty of differing races and ethnicities to explore potential differences in perceptions by demographic group. DESIGN: Semi-structured one-on-one interviews were conducted between July and September 2017. PARTICIPANTS:In order to give all faculty a chance to participate, faculty of all ranks and specialties were recruited from one southeastern medical school to participate in the study. APPROACH: Interviews were audio recorded, transcribed, and analyzed by 3 members of the research team using an inductive approach to thematic analysis. Participants were organized into 4 groups for analysis-underrepresented in medicine (URiM) women, majority women, URiM men, majority men. KEY RESULTS: Sixty-four faculty consented to participate in the study (56.2% women, 34.4% URiM). Subthemes were grouped under three main themes: Perceptions of Barriers to Advancement of Women Faculty, Perceptions of Barriers to Advancement of African American and Latino Faculty, and Perceptions of the Institutional Climate for Diversity. Majority men tended to voice distinctly different perspectives than the other three demographic groups, with the most notable differences between majority men and URiM women. Majority men tended to suggest that the advancement of women and URiM faculty was acceptable or getting better, the lack of URiM faculty in leadership was due mainly to pipeline issues, and women choose not to advance to leadership positions. CONCLUSION: We found that participant gender and race/ethnicity shaped perspectives of medical school faculty advancement in distinct ways.

Task interdependence has received a great deal of attention as a critical driver of project dynamics. This study focuses on one of these key dynamics: helping among information technology (IT) implementation project team members. We uniquely distinguish between perceptions of receiving more help than one personally provides to other team members (positive inequity), vs. giving more than one receives (negative inequity). We argue, using an equity theory frame, that members have a tendency to resolve perceived inequity by adjusting subsequent levels of helping, but that the extent of adjustment is moderated by task interdependence. Results from an empirical evaluation of 591 members in 107 IT implementation teams, examined at several points throughout their project cycles, provide insight into these relationships. Extending and bounding equity theory, we find that lower interdependence augments the effect of positive inequity on subsequent helping, but leaves the effect of negative inequity unaffected. Further, we find support for an inverted U‐shaped relationship between the level of subsequent helping in a team and the final cost of implementation. This holds critical implications for project team design and ensuing dynamics.

<p class="Pa7">The Carnegie Foundation for the Advance­ment of Teaching describes community engagement as the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership. This article describes the de­velopment, implementation and outcomes of a community-engaged grant-making program, the Community Health Innova­tion Awards (CHIA). The CHIA program was the by-product of a qualitative study jointly led by researchers at the University of Alabama at Birmingham and neighborhood leaders from the surrounding communi­ties in Birmingham, AL. The competitive program provided funding to area organiza­tions that proposed creative solutions to on-the-ground health challenges. Since its inception, CHIA has awarded $356,500 to 26 innovative projects between 2012 and 2017. These awards have supported novel programs that have connected academic and community partners in addressing health disparities and improving overall community well-being in the greater Bir­mingham area. <em></em></p><p class="Pa7"><em>Ethn Dis. </em>2017;27(Suppl 1):313-320; doi:10.18865/ed.27.S1.313.</p>