Kristin M. Schramer, Carolyn M. Rauti, Arief B. Kartolo and Catherine T. Kwantes
Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout…
Abstract
Purpose
Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students.
Design/methodology/approach
A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes.
Findings
Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity.
Originality/value
The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.
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Catherine T. Kwantes, Bryanne Smart and Wendi L. Adair
While diversity, equity, inclusion, and belonging (DEIB) in the workplace means making space for all employees, it has unique implications for Indigenous employees who live and…
Abstract
While diversity, equity, inclusion, and belonging (DEIB) in the workplace means making space for all employees, it has unique implications for Indigenous employees who live and work in countries built on colonialism. Indigenous peoples represent diverse groups with unique and rich cultures that in general share values that are more holistic, spiritual, traditional, egalitarian, and other-oriented than non-Indigenous populations. Such distinct worldviews help explain why non-Indigenous organizations struggle to understand and accommodate Indigenous employees’ priorities and goal-oriented behavior. Creating equity, inclusivity, and belonging in the workplace for Indigenous employees requires more than implementing existing organizational practices with a new cultural awareness, it requires rethinking, reframing, and recreating organizational to facilitate a culture of trust. Re-examining organizational norms and assumptions with the ideas of relationship and responsibility that allow collaborative approaches to collective well-being and inclusivity is required. Creating inclusive workspaces requires that attention must be paid to both organizational (group-level) factors, such as organizational cultures of trust, and interpersonal (individual-level) factors, such as interpersonal trust. However, to build foundations of high-functioning and supportive organizational cultures and interpersonal trust that are sustainable, time and resources are necessary. Without this, the ability to reach the crucial result of engaging Indigenous employees and creating safe workplaces serves only to be performative and not meaningful in terms of action, longevity, and the overall well-being of Indigenous people in the workplace.
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Arief Banindro Kartolo and Catherine T. Kwantes
The purpose of this paper is to fill the gap in the literature by exploring the perceived societal discrimination as an antecedent of perceived organizational discrimination, and…
Abstract
Purpose
The purpose of this paper is to fill the gap in the literature by exploring the perceived societal discrimination as an antecedent of perceived organizational discrimination, and investigating the impact of organizational culture (i.e. constructive, passive-defensive and aggressive-defensive culture norms) on perceptions of discrimination in the workplace.
Design/methodology/approach
A total of 176 American employees completed three surveys assessing perceived societal discrimination, perceived organizational discrimination and organizational culture online through Amazon Mechanical Turk. Data were analyzed using hierarchical multiple regression method.
Findings
Results suggest individuals’ perceptions of discrimination in the workplace are influenced by both perceived discrimination in society and perceptions of behavioral norms related to organizational culture. Findings in the current study indicated individuals’ attitudes and beliefs manifested in the societal context were carried into, and reflected in, the workplace. Additionally, beliefs related to organizational discrimination were found to be amplified or minimized depending on organizational culture; specifically, organizations dominated by culture norms reflecting behaviors related to individual security needs predicted higher levels, and culture norms reflecting behaviors related to meeting employee satisfaction needs predicted lower levels of perceived organizational discrimination.
Originality/value
This paper tested theoretical frameworks debated in the literature by exploring beyond institutional boundaries in the study of perceived discrimination by exploring perceived societal discrimination as an antecedent to perceived organizational discrimination. This project also is the first study (to authors’ knowledge) to investigate the impact of organizational culture on perceived organizational discrimination.
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The purpose of this paper is to compare and contrast the roles of culture and job satisfaction as antecedents to organizational commitment in both a Western context (the US) and…
Abstract
Purpose
The purpose of this paper is to compare and contrast the roles of culture and job satisfaction as antecedents to organizational commitment in both a Western context (the US) and in India.
Design/methodology/approach
Responses come from a questionnaire distributed to engineers in India. Construct equivalence of measures is established, while hierarchical regression analysis is used to assess the extent to which each hypothesized antecedent is related to affective, continuance, and normative commitment. Responses from each national context are compared and contrasted.
Findings
Job satisfaction is found to relate to affective commitment in both the Indian and American samples. Moderate support is found for the hypothesized effect of collectivism on normative commitment in both samples, while the hypothesized antecedents to continuance commitment are not found in any sample. Different patterns of relationships emerge in the US and India.
Research limitations/implications
The results provide further cautionary evidence against uncritically applying organizational theories developed in a Western context to developing nations such as India. The sample in this research is restricted to engineers, future research should examine other occupations/professions as well as determining the applicability of these results to different levels in the organization.
Originality/value
This research examines theoretically suggested antecedents to organizational commitment, explicitly testing these relationships in two cultural contexts. The results presented in this paper suggest that context must be taken into account when developing organizational theories. Further, the results suggest specific activities that can be useful in the Indian context to increase both normative and affective commitment.
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Catherine T. Kwantes and Greg A. Chung-Yan
The construct of global mindset is one that has gained greater attention recently. This chapter focuses on contextual factors that impact the development of a global mindset…
Abstract
The construct of global mindset is one that has gained greater attention recently. This chapter focuses on contextual factors that impact the development of a global mindset. Specifically, the focus is on the cultural context of Canada and the factors in the Canadian context that bridge the gap between the theoretical and the practical, and provide both opportunities and challenges related to developing a global mindset in this context. Developing a global mindset on the part of leaders takes place in particular contexts. In this chapter, the distinguishing aspects of the Canadian cultural context are reviewed. Specifically, the Canadian values of (1) individualism/collectivism balance; (2) egalitarianism; (3) caution, diffidence, dependence and non-violence; (4) consensus building; (5) regionalism; (6) multiculturalism; (7) particularism and tolerance; and (8) deference to authority are shown to be important in this cultural context to the development of a global mindset on the part of leaders. While these factors provide many benefits to supporting such development, they also represent unique cultural challenges for leaders.
Karsten Jonsen, Zeynep Aycan, Iris Berdrow, Nakiye A. Boyacigiller, Mary Yoko Brannen, Sue C. Davison, Joerg Dietz, Julia Gluesing, Catherine T. Kwantes, Mila Lazarova, Svjetlana Madzar, Mary M. Maloney, Martha Maznevski, Edward F. McDonough, Sully Taylor, David C. Thomas and Todd J. Weber
We conceptualize new ways to qualify what themes should dominate the future international business and management (IB/IM) research agenda by examining three questions: Whom should…
Abstract
We conceptualize new ways to qualify what themes should dominate the future international business and management (IB/IM) research agenda by examining three questions: Whom should we ask? What should we ask, and which selection criteria should we apply? What are the contextual forces? Our main findings are the following: (1) wider perspectives from academia and practice would benefit both rigor and relevance; (2) four key forces are climate change, globalization, inequality, and sustainability; and (3) we propose scientific mindfulness as the way forward for generating themes in IB/IM research. Scientific mindfulness is a holistic, cross-disciplinary, and contextual approach, whereby researchers need to make sense of multiple perspectives with the betterment of society as the ultimate criterion.