Search results

Participants in leadership development programs take part in multiple developmental experiences that can influence the composition of their social network and enhance social capital. However, further investment in such practices may be limited because little is known about the relationship between leadership development approaches, networking ability, and social capital. This study explores how common developmental approaches may contribute to social capital, taking into consideration the role networking ability plays in this relationship. This descriptive, correlational study included a sample of graduates (N= 231) from 15 statewide agricultural-based leadership development programs. Our findings reveal that: 1) Networking is an antecedent to social capital, 2) skill building and personal growth approaches to leadership development are significant predictors of networking ability, and 3) networking ability is a significant predictor of social capital.

To assess the introduction and performance of light electric freight vehicles (LEFVs), more specifically cargo cycles in major 3PL organizations in at least two Nordic countries.

Case studies. Interviews. Company data on performance before as well as after the introduction. Study of differing business models as well as operational setups.

The results from the studied cases show that LEFVs can compete with conventional vans in last mile delivery operations of e-commerce parcels. We account for when this might be the case, during which circumstances and why.

Inherent limitations of the case study approach, specifically on generalization. Future research to include more public–private partnership and multi-actor approach for scalability.

Adding to knowledge on the public sector facilitation necessary to succeed with implementation and identifying cases in which LEFVs might offer efficiency gains over more traditional delivery vehicles.

One novelty is the access to detailed data from before the implementation of new vehicles and the data after the implementation. A fair comparison is made possible by the operational structure, area of delivery, number of customers, customer density, type of packages, and to some extent, the number of packages being quite similar. Additionally, we provide data showing how city hubs can allow cargo cycles to work synergistically with delivery vans. This is valuable information for organizations thinking of trying LEFVs in operations as well as municipalities/local authorities that are interested.

The emerging literature on computer-mediated communication at the study lacks depth in terms of elucidating the consequences of the effects of incivility on employees. This study aims to compare face-to-face incivility with incivility encountered via e-mail on both task performance and performance evaluation.

In two experimental studies, the authors test whether exposure to incivility via e-mail reduces individual task performance beyond that of face-to-face incivility and weather exposure to that incivility results in lower performance evaluations for third-parties.

The authors show that being exposed to cyber incivility does decrease performance on a subsequent task. The authors also find that exposure to rudeness, both face-to-face and via e-mail, is contagious and results in lower performance evaluation scores for an uninvolved third party.

This research comprises an empirically grounded study of incivility in the context of e-mail at study, highlights distinctions between it and face-to-face rudeness and reveals the potential risks that cyber incivility poses for employees.

The primary purpose of this correlational study was to explain the relationship between discipline specific critical thinking skills and leadership training and experiences of selected FFA youth leaders. Researcher-developed measures of critical thinking skills and leadership were used to discover low, but positive relationships between critical thinking skills and each leadership variable of leadership training, leadership experience, and total leadership score. The relationship between leadership training and Evaluation and Total Critical Thinking Skill was significant. Similarly, the relationship between leadership experiences and Analysis and Total Critical Thinking Skill was significant. Finally, the relationship between combined leadership score and Analysis, Evaluation, and Total Critical Thinking Skill was also significant. Recommendations include more student exposure to formal teaching and training in leadership, more research to substantiate the connection between leadership and critical thinking, and more encouragement for students to be more active in non-formal activities.

Due to limited resources available for leadership development programming at colleges and universities, there is a need to better understand the leadership attitudes and beliefs of incoming first-year students in order to most efficiently develop effective leadership. The purpose of this study was to examine the leadership attitudes and beliefs of incoming first-year college students within the context of ecological leadership in order to determine if gender or ethnic differences in the leadership attitudes and beliefs exist. Implications for leadership development programs are discussed.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

The purpose of this paper is to develop a usable configuration management for Archistar, which utilizes secret sharing for redundantly storing data over multiple independent storage clouds in a secure and privacy-friendly manner. Selecting the optimal secret sharing parameters, cloud storage servers and other settings for securely storing the secret data shares, while meeting all of end user’s requirements and other restrictions, is a complex task. In particular, complex trade-offs between different protection goals and legal privacy requirements need to be made.

A human-centered design approach with structured interviews and cognitive walkthroughs of user interface mockups with system administrators and other technically skilled users was used.

Even technically skilled users have difficulties to adequately select secret sharing parameters and other configuration settings for adequately securing the data to be outsourced.

Through these automatic settings, not only system administrators but also non-technical users will be able to easily derive suitable configurations.

The authors present novel human computer interaction (HCI) guidelines for a usable configuration management, which propose to automatically set configuration parameters and to solve trade-offs based on the type of data to be stored in the cloud. Through these automatic settings, not only system administrators but also non-technical users will be able to easily derive suitable configurations.

We introduce diverse definitions of leadership and its evolutionary history and then we integrate this idea network: strategic thinking, high-trust leadership, blended learning, and disruptive innovation. Following the lead of Marx’s (2014) model of Teaching Leadership and Strategy and Rehm’s (2014) model of High School Student Leadership Development, we identify how the Holland and Piper (2014) Technology Integration Education (TIE) model serves as a complementary guide for assessing the leadership performance of preservice teachers, who will be educating future K-12 leaders. We identify 20 research questions that education colleges and schools can use as evidence-based management in their undergraduate courses and their doctoral programs in education leadership. We conclude by recommending the special leadership role that colleges and schools of education play in sustaining democracy.

The purpose of this paper is twofold: first, to examine the impact of institutional pressures on risk governance, and second, to examine the contribution of the specific elements of institutional pressures on risk governance in financial institutions (FIs) in Uganda.

The study adopted a cross-sectional design where data were collected through a questionnaire survey of 112 FIs. The data were analyzed using the Statistical Package for Social Scientists (SPSS).

The results indicate that institutional pressures are significantly associated with risk governance. The study also found that coercive pressures and normative pressures have a positive and significant effect on risk governance, while mimetic pressures do not have a significant effect.

This study offers initial evidence on the association between institutional pressures and risk governance using evidence from Uganda’s FIs. The results also show the impact of the individual elements of institutional pressure on risk governance in FIs. The study also further adds theoretical foundations to the risk governance literature.