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Intragroup conflict research has shown that task conflict can improve group outcomes, but it has not addressed how groups ensure that the positive aspects of task conflict are realized. This study examines the influence of group conflict management on group effectiveness, as well as the moderating role of group conflict management on task conflict—group outcome relationships. Results of a field survey of 96 business school project groups indicated that the use of agreeable conflict management in response to task conflict was associated with greater group satisfaction. Results examining group conflict management as a moderator showed that the relationship between task conflict and group performance was positive when conflict was actively managed and negative when it was passively managed. Similarly, task conflict improved group satisfaction when managed with agreeable behavior, and harmed satisfaction when neutral or disagreeable behaviors were used. Results from this work provide an important first look at how group conflict management behaviors directly impact group outcomes and affect task conflict—group outcome relationships.

The purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise.

A model of global business competence is described, as well as an approach to global business education involving a short‐term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short‐term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom‐based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2).

Results indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short‐term study abroad experience beyond classroom instruction and readings.

Further clarification regarding the specific short‐term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer‐term student outcomes as a result of the short‐term study abroad experience.

Business school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences.

This paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators.

Working with documents in electronic format is inherently different from dealing with materials in print; nor can all electronic formats be considered equivalent. Processing and presenting SGML is not the same as processing and presenting materials in other markup or word processing formats. To maximize flexibility and extensibility, SGML is highly modular, which complicates implementation. Its emphasis on content structure rather than appearance enhances searchability but makes consistent and precise display difficult. Mechanisms used to maximize platform and software independence (e.g., entities, link protocols), though effective, can be used incorrectly or in ways difficult to implement on some systems or using certain software. Difficult questions remain for libraries planning to implement SGML.

Self-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.

The research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.

The findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.

The study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

This article describes the dramatic turn‐around achieved at a UK toiletries and cosmetics plant which, once faced with closure, is now described by Procter & Gamble as one of its best suppliers, with a P&G audit score of 100 percent.

Concentrates on the role of training in changing the organizational culture at Creative Outsourcing Solutions International Ltd's manufacturing site at Littlehampton, West Sussex, UK.

Details how, as a result of the training, the confidence of employees has increased and it has become normal practice for employees to be involved in decision making and problem solving. The company has increased its customer base and turnover, and reduced its inventory by 53 percent.

Demonstrates that the company has established training and learning as part of the solution and not a luxury, and has more employees who can participate in and drive improvement initiatives.

Shows how the training has created a solid foundation for learning on the site.

Previous research on psychological contracts has assumed that managers play a unidimensional role as either a contractual agent or an employee of the organization. These assumptions are examined in light of a recent article advocating a “multiple foci” conceptualization of psychological contracts.

As psychological contracts become increasingly salient in times of rapid change, qualitative data from 16 nurse managers in a post‐merger hospital consolidation were examined.

Results indicate that managers have a bi‐directional obligation with both the organization and their subordinates. Specifically, managers have strong upward contracts with top management with regard to material support, resources, and strategic communication. Manager‐to‐subordinate contracts, on the other hand, reflect a greater emphasis on the areas of employee involvement and emotional support.

These findings challenge researchers and practitioners to explicitly consider a multiple foci conceptualization of psychological contracts, particularly in the context of organizational change. In practice, this means that one must dedicate more attention to uncovering the constituents with whom managers hold psychological contracts, as well as how managers prioritize their multiple contracts within the organization.

Given the conflictual role managers often face in a post‐merger environment, it may be increasingly difficult to understand managerial contracts using traditional approaches. Although exploratory, this study provides the first empirical support for the above recent argument, and suggests that taking into account the multifaceted content and structure of managerial contracts may play a critical role in successful change initiatives.

This research explores the various ways in which performative inquiry was implemented in a graduate organizational theories course within an educational leadership cohort at a medium- sized urban Canadian research university. Drawing on Fink’s framework for significant learning experiences, the researchers used performative inquiry to enact the “Practice” and “Reflection” domains of his pedagogical model. The data show that as the course unfolded, the class experienced a shift from instructor-centered transmission of information to a curriculum co- constructed by students and instructors. We conclude with ways in which educational leadership professors can incorporate performative inquiry as a teaching strategy to enhance the learning process for aspiring educational leaders.

Managers develop psychological contracts (PCs) with staff as part of their people management responsibilities. A second-stage mediated moderation model explains how a manager’s personality influences the content and fulfillment of PCs in different organizational contexts. The paper aims to discuss these issues.

Survey data from 749 managers at Australian organizations were collected and regression analyses were used to test the hypotheses. The Edwards and Lambert (2007) approach was used to analyze conditional indirect effects.

Managers high on agreeableness, conscientiousness and extraversion are more likely to establish relational PCs with their staff than managers low on these personality traits. The effects of agreeableness and conscientiousness on the fulfillment of the PC occur through the “relational PC” variable. Once a relational PC is established, a manager’s ability to fulfill the PC is constrained by the extent to which polices and practices are formalized.

Organizations may need to delegate more power and discretion to managers to enable them to fulfill employer obligations toward their staff, and/or clearly communicate to managers their boundaries in employment promises. In turn, managers need to be aware of personality’s influence on the creation and fulfillment of promises. Causality cannot be inferred because of the study’s cross-sectional data.

Research has focused on employees’ personality and perceptions of the PC. This study is the first to focus on managers’ personality and PC creation and fulfillment.

The purpose of this paper is to empirically test the effects of regulatory focus (RF) orientation (promotion/prevention) on decisions to purchase green products. The two experimental studies conducted aimed to test whether individuals in a prevention (promotion) state were more (or less) inclined to buy green products.

To test the effect of RF on green and non-green consumption, the authors carried out two experimental studies (one considering a service – car sharing – the other a physical product – a laundry detergent). The studies are 2 (RF: prevention vs promotion) × 2 (product type: green vs non-green) between factorial design involving 196 and 92 participants, respectively.

Promotion-focus has a powerful influence on green consumption. In both studies, individuals with a promotion focus seemed to be more inclined to buy green products as opposed to individuals in a prevention state.

The main limitations of this study first relate to the results of the two experiments. Even though both studies showed that promotion-focused rather than prevention-focused individuals are more inclined to buy green products, the differences between the two orientations in green condition are not statistically significant. As a result, the studies cannot determine whether to reject or accept the two main hypothesis.

This paper provides some preliminary indications that could be useful to encourage consumers to adopt “green” styles of consumption. Focusing on an individual’s RF is a useful strategy to induce them to change their consumption choices abruptly. Relying more on a “promotion” rather than a “prevention” focus, individuals would be compelled to take immediate responsible behavior.

This paper aims to fill the gap on the role of RF in green consumption. Contrary to the accepted idea that a prevention state is more compatible with consumer ethics than promotion state, the studies showed the controversial role assumed by a prevention state in green consumption.