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Article
Publication date: 15 August 2024

Amy Wax, Raquel Asencio, Jeffrey R. Bentley and Catherine Warren

This study aims to explore psychological safety as a potential moderating mechanism for the relation between functional diversity and individual perceptions of learning, and…

131

Abstract

Purpose

This study aims to explore psychological safety as a potential moderating mechanism for the relation between functional diversity and individual perceptions of learning, and functional diversity and team performance in self-assembled teams.

Design/methodology/approach

To test these relationships, the authors conducted a cross-level, time-lagged, quasi-experiment, using a sample of 143 self-assembled teams. In one condition, participants formed into functionally diverse teams, and in another condition, participants formed functionally homogeneous teams.

Findings

Results suggest that functional diversity and psychological safety have an interactive effect on both individual learning and self-assembled team performance, albeit in different directions. Specifically, low psychological safety was more deleterious for individuals on functionally diverse teams than functionally homogeneous teams when it came to perceptions of learning, but the opposite was true when it came to team performance.

Originality/value

The results of this study indicate that it is critical to train team members on developing psychological safety, both in traditional and functionally diverse contexts.

Details

Team Performance Management: An International Journal, vol. 30 no. 7/8
Type: Research Article
ISSN: 1352-7592

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Article
Publication date: 8 June 2021

Jeffrey R. Bentley, Jessica L. Robinson and Mona Zanhour

Drawing on social exchange theory, social capital theory, and perspectives of political influence in organizations, this study develops and tests a model in which managerial…

1035

Abstract

Purpose

Drawing on social exchange theory, social capital theory, and perspectives of political influence in organizations, this study develops and tests a model in which managerial political skill is associated with internal, supplier and customer supply chain integration through two mediating mechanisms: facilitating a supply chain orientation and mitigating self-serving politics.

Design/methodology/approach

Data were collected from three independent samples, one for each achieved state of integration (i.e. internal, customer and supplier) (ninternal = 225; ncustomer = 225; nsupplier = 225; N = 675). Hypotheses were tested with structural equation modeling and indirect effects analysis. The potential impact of unmeasured endogenous factors was mitigated through appropriate survey design, statistical control, marker variable analysis and instrument variable usage.

Findings

Managerial political skill exhibited a positive, direct relationship with achieved internal and supplier integration. Supply chain orientation partially mediated the relationship for achieving integration with both customers and suppliers. Self-serving organizational politics was not associated with achieving internal, customer or supplier integration.

Research limitations/implications

By demonstrating the importance of political influence in achieving supply chain integration, the findings support the role of managerial social capital in the underlying social exchange processes that drive integration.

Originality/value

Despite the fundamental role of informal, social dynamics in supply chain integration, past research has largely focused on either the technical prowess of middle managers or the political skill of executives in supporting integration. The present study explicates the critical role of middle management political skill in actually achieving supply chain integration.

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Publication date: 27 October 2016

Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…

Abstract

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78560-973-2

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Book part
Publication date: 5 August 2005

Richard A. Bernardi

Abstract

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-0-76231-239-9

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Article
Publication date: 1 September 1908

In the continuation of the work previously described, experiments were conducted, according to the general plan already described, to determine the effects of benzoic acid and…

24

Abstract

In the continuation of the work previously described, experiments were conducted, according to the general plan already described, to determine the effects of benzoic acid and benzoates upon health and digestion. This investigation is of special importance because of the opinion held by many manufacturers, food officials, and consumers that benzoic acid and benzoates are probably the least harmful of the preservative substances employed. It is believed that for this reason there has been a very large increase in the use of these preservatives in the United States in the last few years, with a corresponding decrease in the amount of other preservative substances employed. It has also been claimed that there can be no reasonable objection to the use of benzoic acid by reason of its natural occurrence in many food products, either in traces or in considerable quantities. Among the products cited the cranberry occupies the most prominent position because of the notable amount of benzoic acid it contains. These considerations, however, had no determining influence on the choice of this substance for the experimental work, inasmuch as it was included in the original scheme which was prepared before the experimental work on preservatives previously reported was begun.

Details

British Food Journal, vol. 10 no. 9
Type: Research Article
ISSN: 0007-070X

Abstract

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-80455-046-5

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Book part
Publication date: 25 March 2019

Jeffrey R. Albrecht and Stuart A. Karabenick

The idea that education should be made relevant to students is long-standing and pervasive in American society. Recently, motivation scientists have clarified important…

Abstract

The idea that education should be made relevant to students is long-standing and pervasive in American society. Recently, motivation scientists have clarified important characteristics of students’ relevance beliefs, ways to intervene, and individual characteristics moderating intervention effects. Yet, there has been little consideration of the role of situational constraints and sociocultural influences on students’ relevance appraisal processes. We describe how societal changes and broader educational purposes affect the issues that students consider to be relevant to their educational experiences and the values they subsequently attribute to their studies. After differentiating components of relevance and highlighting ways in which particular components may be influenced by changing sociocultural milieus, we consider the implications of these processes for the development of subjective task value beliefs. Specifically, we show how the proposed model of relevance helps to parse out aspects of relevance appraisals that can be used to differentiate between components of subjective task value and argue that there is need to expand current models proposed in expectancy-value theory (EVT). Finally, we explore how recent global events may impact the social construction of educational relevance and constrain students’ developing beliefs about the value of their educational opportunities and implications for future research and educators.

Details

Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

Keywords

Available. Content available
Book part
Publication date: 3 September 2020

Abstract

Details

Cultural Competence in Higher Education
Type: Book
ISBN: 978-1-78769-772-0

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Article
Publication date: 11 April 2016

Jeffrey A. Clements, Randy Boyle and Jeffrey G. Proudfoot

– The purpose of this paper is to explore and develop a model which examines the effects of political skill on an individual’s intent to deceive.

3036

Abstract

Purpose

The purpose of this paper is to explore and develop a model which examines the effects of political skill on an individual’s intent to deceive.

Design/methodology/approach

Data were obtained through a survey research design (n=273). The sample consisted of college students. A covariance-based structural equation modeling approach was used to analyze the data.

Findings

Individual’s with high levels of political skill had more deception confidence and less deception guilt. Increased deception confidence was shown to be positively related to perceptions of deception success which is turn is positively associated with deception intent. The factors duping delight and deception guilt were also found to be related to deception intent.

Research limitations/implications

This research furthers deception research by using a strong behavioral framework to determine the motivational influences on an individual’s politically motivated intent to deceive. In doing so, this research identifies factors which contribute to the general understanding of politically motivated deception intent. However, caution must be applied when making external generalizations outside of the sample of college students.

Practical implications

There are practical applications to this research as well. In general those who are highly politically skilled seem to have a stronger intention to deceive. At best, these findings can begin to contribute to the understanding of who we can trust and who we should be wary of. At worst, these findings can help us know who we should turn to when we need to deceive and manipulate others without them catching on. Perhaps this is why we love the rock-star politicians on the side of the isle but loathe the rock-star politicians on the other side of the isle. If we are able to assess the level of political skill in our friends, co-workers, bosses, politicians, etc., we may be keener in picking up on the signals of deception.

Social implications

One final area of future research which can build on the concepts presented in this study is the area of social and political power at the macro level. Though the focus of this study is the individual, it is possible that political skill and deceptive communications play an important part of power relationships in wide range of stable institutional systems. Future research should examine to what extent an individual’s political skill and deception abilities can influence society at large.

Originality/value

This research extends research on political skill as it explores the effect of political skill in a new context. This research identifies an important facet of why some individuals are better able than others to successfully deceive and may help explain some of the variability in the inability to consistently detect deception efforts.

Details

International Journal of Sociology and Social Policy, vol. 36 no. 3/4
Type: Research Article
ISSN: 0144-333X

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Article
Publication date: 2 September 2024

Jeffrey W. Alstete, John P. Meyer and Nicholas J. Beutell

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output…

90

Abstract

Purpose

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

Design/methodology/approach

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

Findings

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Practical implications

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

Originality/value

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

Details

Journal of International Education in Business, vol. 17 no. 3
Type: Research Article
ISSN: 2046-469X

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