Search results

Purpose – This chapter details the collaborative investigation of a neuroscientist and a literature scholar into whether reading literature increases empathy in health professionals, pre-health professionals and students outside of health care. It also reflects on the role of different epistemologies that inform researchers’ approaches, and muses on how ethnicity, sexual orientation and class inform research and teaching

Methodology/Approach – Students watched or read Margaret Edson’s play W;t and were asked if the medical drama increased their sense of appropriate empathy in medical encounters. The original research employed the Jefferson Scale of Physician Empathy, electromyography and galvanic skin response to measure physiological markers of empathy. These results were then compared to the self-reflection of participants to determine whether or not the physiological responses mirrored the self-report. The reflections on how emotion impacted the research were primarily narrative essay-based accompanied by feminist other literary theories.

Findings – All participants in the original study reported an increase in empathy after reading or viewing the play. This affect was even stronger when they viewed a live performance. The researchers determined that the role that their ethnicity, age, sexual orientation and class needed further study, perhaps with different pieces of literature.

Originality/Value – This chapter reflects the interdisciplinary and epistemological challenges of two researchers from very different backgrounds and training and investigates the relationship between reading, physiological empathy and perceptions of empathy. It considers the difficult and controversial challenges to quantifying emotions and the role emotions play in academic collaboration.

Undergraduate agricultural leadership education opportunities are prevalent and growing. However, additional attention should be placed on the quality of educational leadership experiences. The purpose of this study was to explore how the context of a learning experience impacts student application of team leadership skills. The findings and implications of this study are reported in three themes: (a) contextual dimensions of educational experiences, (b) agricultural disconnect, and (c) team leadership skill application. Recommendations for practitioners include providing students with real-life leadership skill application experiences, regulating assignments to have agricultural connections, and integrating opportunities for student reflection. Future research should consider questions such as: (a) what other educational leadership experiences may have considerable learning impacts? and (b) what other pedagogical methodologies are useful in teaching agricultural and team leadership education?

This work examines the interplay between power, status and style. Building on the dual role of power and status as two primary sources of social influence in contemporary consumer society, we propose that stylistic choices associated with greater status can imbue the wearer with greater feelings of power. We focus on a pervasive stylistic choice for women – whether to wear heels – and test two critical relationships regarding consumers' choice of heels that can act as a bridge between status and power. First, we propose that the stylistic choice of wearing heels increases wearers' perceived status (but not perceived power) – the heeled status-enhancement hypothesis, whereby (1) wearing heels increases wearers' perceived status (but not perceived power) among observers and (2) lacking power (vs having power or baseline) yields greater desire for heels over flats. Second, we propose that an increase in status stemming from wearing heels increases consumers' feelings and behaviours of high power – the status–power transfer hypothesis. Three studies confirm the use and perception of heels as status symbols and provide support for both hypotheses. We show that wearing heels (vs flat shoes) makes individuals feel and behave more powerfully by thinking more abstractly and taking more actions, two hallmarks of high power, but only when heels are worn conspicuously (i.e., the wearer knows the observer sees them). In addition, these effects are mediated by wearer's feelings of power and unexplained by perceptions of sexiness. Implications for the literatures on style, status, power and conspicuous consumption are discussed.

This study aims to address a novel information sharing phenomenon among many hospitality consumers, that is, sharing information during, rather than weeks after, a hospitality consumption experience. Specifically, this study tests if including a temporal contiguity cue in a review can significantly enhance the purchase intention of other consumers toward the reviewed business.

A 2 (personal sense of power) × 2 (temporal contiguity cue: manipulated to be absent vs present) quasi-experiment was conducted in this research. Floodlight analysis with the Johnson–Neyman technique was used to test the interaction effect. Hayes’ PROCESS procedure was used to test the mediation effects.

The study found that, for powerless consumers, temporal contiguity cue can effectively enhance the perceived trustworthiness of the review and purchase intention toward the reviewed business. Conversely, for powerful consumers, temporal contiguity cue can significantly reduce the perceived trustworthiness of the review and purchase intention toward the business. Mediation test further revealed evidence for the underlying psychological mechanism for these effects.

Revealing the mixed effects of a novel factor, temporal contiguity cue, on consumer responses toward online hospitality reviews, the current research contributes to the expanding stream of theoretical and managerial knowledge on online review management in social media platforms.

To enhance customer experiences, firms are increasingly adding human-like features to their self-service technology (SST) machines. To that end, the purpose of the present study is to examine customer interactions with an anthropomorphic machine in a service failure context. Specifically, the authors investigate the joint effects of machine voice, an individual’s sense of power and the presence of other customers in influencing customers’ switching intentions following an SST failure.

In this study, the authors used a quasi-experimental design in which they manipulated voice type (anthropomorphic vs robotic) and the presence of other customers (present vs absent) in video-based scenarios while measuring customers’ sense of power. The scenarios reflected a service failure experience with a self-service kiosk at an airport. The authors tested the hypotheses using PROCESS analyses with the Johnson–Neyman technique.

Consumer reactions to SST failures vary depending on the degree of anthropomorphism associated with an SST machine, an individual’s sense of power and the presence of other customers.

Field inquiry and an investigation in other SST contexts or of other anthropomorphic features are needed to generalize the findings.

Service providers targeting powerful consumers should consider the social presence of others when incorporating anthropomorphic features into their SST facilities.

This study is the first to examine consumer responses to service failures in an anthropomorphic SST context.

Previous research has shown that diversity is related to both task and relationship conflict in groups. The purpose of this paper is to posit that leadership is an important factor for maintaining high group performance and morale under conditions of conflict. Specifically, the paper argues that leader conflict management, emotion management, and transformational behaviors determine the impact of conflict on group outcomes.

Data were collected from 585 people in 89 workgroups from eight public service organizations in Australia. The authors used hierarchical regression to test the hypotheses regarding group performance and morale. To test mediation and moderation, the authors followed the procedure outlined by Baron and Kenny. Finally, they used the formulas provided by Preacher, Rucker and Hayes to test for moderated mediation.

Results showed that diversity increased task conflict but was unrelated to relationship conflict. Both task and relationship conflict were negatively associated with group performance and morale, and effective leadership reduced these negative effects to zero. There was also a partial support for the authors’ theoretical model predicting that leadership moderates the indirect effect of diversity on group outcomes occurring through the mediator of conflict.

A greater amount of variation in the diversity of work groups included in the sample would have been useful for overcoming problems of restriction of range, which likely reduced ability to observe an association between diversity and group outcomes. Based on the results, in order to prevent negative emotions from task and relationship conflict from damaging group performance, leaders of diverse groups can act to manage those emotions among their group members. Results from this study implicate conflict management training. While training for conflict management is beyond the scope of this research, further research should examine this issue.

The study extends research in the area of diversity, leadership and group work. In particular, it demonstrates that transformational leadership is an important factor for maintaining high group performance and morale under conditions of conflict. It also offers practical assistance to individuals entrusted with the responsibility of managing culturally diverse workgroups.

The aim of this study is to investigate whether activity-based workspaces (ABWs) are able to solve the privacy-communication trade-off known from fixed-desk offices. In fixed-desk offices, employees work in private or open-plan offices (or in combi-offices) with fixed workstations, which support either privacy or communication, respectively. However, both dimensions are essential to effective employee performance, which creates the dilemma known as the privacy-communication trade-off. In activity-based workspaces, flexible workstations and the availability of different spaces may solve this dilemma, but clear empirical evidence on the matter is unavailable.

To address this knowledge gap, the authors surveyed knowledge workers (N = 363) at a medium-sized German company at three time points (T1–T3) over a one-year period during the company’s move from a fixed-desk combi-office (a combination of private and open-plan offices with fixed workplaces) to an ABW. Using a quantitative survey, the authors evaluated the employees’ perceived privacy and perceived communication in the old (T1) and the new work environments (T2 and T3).

The longitudinal study revealed a significant increase in employees’ perceived privacy and perceived communication in the ABW. These increases remained stable in the long term, which implies that ABWs have a lasting positive impact on employees.

As the privacy and communication dimensions were previously considered mutually exclusive in a single workplace, the results confirm that ABWs can balance privacy and communication, providing optimal conditions for enhanced employee performance.

The structures, procedures and relationships within schools both constrain and enable the ways that children and teachers can engage with the everyday ‘business’ of literacy learning. In schools and classrooms, the resources available to children, the spaces in which they work and how adults interact with them are often decided upon by others, including their teachers. In this chapter, we focus specifically on access to mobile digital resources and important spaces in the school, arguing that opportunities for children to be critical consumers and producers of text can be provided when children are afforded some control of decisions about how, where and when people, materials, tools and texts are used. Drawing from data collected as part of a larger study of learning to write in the early years of schooling, at two different schools in different Australian states, we examine two cases of ‘disruption’ negotiated by children and their teachers. We explore the potential of mobile technologies in children’s hands as key elements in changing the socio-spatial power relations around text production that usually hold in schools. These instances are explicit opportunities to study what is possible when young children and teachers work to change children’s relationships to materials, spaces and people in productive and provocative ways. We analyse the digital texts produced and the work of teachers and children to foreground digital literacies as a way to influence what goes on in their schools.

This chapter provides a theoretical evaluation of entrepreneurial orientation (EO) to demonstrate some of its current shortcomings for being a construct to categorize entrepreneurial firms. To do this, we explore all the facets of how a firm can be entrepreneurial and the nuances of how firms can differ in their entrepreneurial approach, which EO currently does not capture. We argue that while EO’s rise in popularity stems from its simplicity, this simplicity has provided it with longevity challenges to keep up with evolving entrepreneurial behaviors within firms. We note these issues in hopes to extend the life of EO, and we provide future recommendations on how to put EO on that path.