Jee Hye Lee, Azlin Mustapha and Johye Hwang
This study evaluated risk perception as a critical factor influencing the intention to visit ethnic restaurants; in addition, the role of food safety information in reducing risk…
Abstract
Purpose
This study evaluated risk perception as a critical factor influencing the intention to visit ethnic restaurants; in addition, the role of food safety information in reducing risk perception toward ethnic food was examined. Finally, the purpose of this paper is to investigate the influence of protection motivation on risk perception.
Design/methodology/approach
A survey was performed with 506 respondents. Data analyses including descriptive statistics, simple linear regression structural equational modeling and an independent t-test were conducted.
Findings
The results highlighted the negative influence of risk perception toward ethnic food consumption on the intention to visit ethnic restaurants. The results indicated that providing food safety information on menus reduces risk perception. Protection motivation theory explained consumers’ risk perception toward ethnic food. In particular, vulnerability (the chance of occurrence), self-efficacy (certainty in one’s ability to carry out a recommended preventive behavior) and response-efficacy (belief that an individual can handle a threat effectively) affected consumers’ risk perception toward ethnic food.
Practical implications
The results provide effective strategies for reducing risk perception, such as a provision of food safety information on the ethnic menu or an open kitchen, which produces a safer food image for consumers.
Originality/value
A scarcity of research has been offered to explain the predictors influencing consumers’ risk perception toward ethnic food and the methods whereby risk perception can be reduced. Thus, this study makes an important contribution to the hospitality literature by exploring risk-perception-related variables.
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Hye-Seung (Theresa) Kang, Eun-Jee Kim and Sunyoung Park
The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.
Abstract
Purpose
The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.
Design/methodology/approach
A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.
Findings
The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.
Research limitations/implications
The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.
Practical implications
By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.
Originality/value
This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.
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Sunyoung Park, Hye-Seung (Theresa) Kang and Eun-Jee Kim
The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness…
Abstract
Purpose
The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance.
Design/methodology/approach
A total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method.
Findings
The findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer.
Research limitations/implications
This study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance.
Practical implications
By conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs.
Originality/value
Although the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.