Jesse S. Michel, Shaun Pichler and Kerry Newness
Despite the abundance of dispositional affect, work-family, and leadership research, little has been done to integrate these literatures. Based primarily on conservation of…
Abstract
Purpose
Despite the abundance of dispositional affect, work-family, and leadership research, little has been done to integrate these literatures. Based primarily on conservation of resources theory, which suggests individuals seek to acquire and maintain resources to reduce stress, the purpose of this paper is to provide an empirical examination of the relationships between leader dispositional affect, leader work-family spillover, and leadership.
Design/methodology/approach
Survey data were collected from a diverse sample of managers from a broad set of occupational groups (e.g. financial, government, library). Regression and Monte Carlo procedures were used to estimate model direct and indirect effects.
Findings
The results indicate that dispositional affect is a strong predictor of both work-family spillover and leadership. Further, the relationship between negative/positive affect and leadership was partially mediated by work-family conflict/enrichment.
Research limitations/implications
Data were cross-sectional self-report, which does not allow for causal interpretations and may increase the risk of common method bias.
Practical implications
This study helps address why leaders experience both stress and benefits from multiple work and family demands, as well as why leaders engage in particular forms of leadership, such as passive and active leadership behaviors.
Originality/value
This study provides the first empirical examination of leader's dispositional affect, work-family spillover, and leadership, and suggests that manager's dispositional affect and work-family spillover have meaningful relationships with leader behavior across situations.
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Abraham Kuol, Koorosh Gharehbaghi, Ken Farnes, Kong Fah Tee and Kerry McManus
While efficient design in engineering projects is crucial, this paper aims to examine the integration of Building Information Modeling (BIM) into railway Intelligent…
Abstract
Purpose
While efficient design in engineering projects is crucial, this paper aims to examine the integration of Building Information Modeling (BIM) into railway Intelligent Transportation Systems (ITS). The paper provides some key understanding of integrating BIM and ITS to improve the efficiency of railway infrastructure projects.
Design/methodology/approach
An in-depth qualitative analysis of three ITS case studies was conducted to understand BIM’s global impact and benefits in railway infrastructure projects. While case study one investigated the Crossrail (UK), the other two case studies were TUC Rail (Belgium) and the Intercity railway network (Norway).
Findings
The findings include the specific benefits of BIM, regarding the railway infrastructure. The result indicated that BIM benefits were consistently the same across all case studies. Although Case study 1 was the only one that boasts a high reduction in waste and reworks, all of the case studies showed less rework and delays due to BIM. The results indicated that the advantages of BIM for such projects are cost optimization, reduction in waste, rework and lessening delays. Subsequently, this leads to the ease and efficiency with which structures and railways can be built. The outcomes can ultimately assist transportation planners in better planning and managing railway projects.
Practical implications
This study proposes the integration of BIM into railway projects as a part of their ITS. The BIM integration into railway projects as a part of their ITS fits within the overall planning to handover phases. Specifically, the BIM integration improves the design process of typical railway projects. Thus, the most significant advantage of BIM for railway projects is to further improve their design process leading to a higher degree of constructability.
Originality/value
Railway infrastructure performs a major role in economic and regional development. The complexity of railway projects continues to increase as the need for more railway infrastructure is on the rise globally. BIM is proving to be an effective tool for improving the efficiency of railway infrastructure projects. As the utilization of BIM is intensifying, the railway industry can further exploit BIM to improve project delivery adeptness by offering greater collaboration leading to efficient design processes. As a result, the understanding of BIM for horizontal projects such as railway infrastructure on a global scale is a substantial exercise that this research aims to respond to.
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Matthew James Kerry and Justin A. DeSimone
The purpose of this paper is to reexamine exploration-exploitation’s reciprocality in organizational ambidexterity (OA) research. OA figures prominently in a variety of…
Abstract
Purpose
The purpose of this paper is to reexamine exploration-exploitation’s reciprocality in organizational ambidexterity (OA) research. OA figures prominently in a variety of organization science phenomena. Introduced as a two-stage model for innovation, theory specifies reciprocal reinforcement between the OA processes of exploration (eR) and exploitation (eT). In this study, the authors argue that previous analyses of OA necessarily neglect this reciprocality in favor of conceptualizations that conform to common statistical techniques.
Design/methodology/approach
The authors propose joint-variance (JV) as a soluble estimator of exploration–exploitation (eR-eT) reciprocality. An updated systematic literature synthesis yielded K = 50 studies (53 independent samples, N = 11,743) for further testing.
Findings
Three primary findings are as follows: JV reduced negative confounding, explaining 45 per cent of between-study variance. JV quantified the positive confounding in separate meta-analytic estimates of eR and eT on performance because of double-counting (37.6 per cent), and substantive application of JV to hypothesis testing supported OA theoretical predictions.
Research limitations/implications
The authors discuss practical consideration for eR-eT reciprocality, as well as theoretical contributions for cohering the OA empirical literature.
Practical implications
The authors discuss design limitations and JV measurement extensions for the future.
Social implications
Learning in OA literature has been neglected or underestimated.
Originality/value
Because reciprocality is theorized, yet absent in current models, existing results represent confounded or biased evidence of the OA’s effect on firm performance. Subsequently, the authors propose JV as a soluble estimator of eR-eT learning modes.
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Lesley Stainbank and Kerry-Lee Gurr
The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on…
Abstract
Purpose
The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on whether students found these social networking sites useful.
Design/methodology/approach
The study uses survey research to determine students’ usage of two social media platforms (Facebook and Twitter) and their perceptions of these platforms’ usefulness in a first-year accounting course.
Findings
The study found that the time spent on the two social media platforms does not detract from the time spent on preparation for the first-year accounting course. Students’ perceptions on the usefulness of these platforms showed support by all students for using social media to provide career information, but not all students perceived the platforms to be useful for communication and teaching and learning. While no statistically significant differences were found in the students’ responses based on gender, a number of statistically significant differences were found when the results were analysed according to language. Students whose home language was not English found the two social media platforms more useful for some aspects of communication, teaching and learning and for career guidance than English-speaking students.
Research limitations/implications
The questionnaire was only administered to students on one campus who had actually accessed the social media platforms. Therefore, the results are not generalisable beyond this study.
Practical implications
The study shows that students whose home language is not English perceived the platforms more useful for communication, some teaching and learning aspects and for career guidance in a first-year accounting course. This may be helpful to other accounting teachers faced with student disruptions, large classes or high numbers of international students whose first language is not English, and who need to communicate with all their students.
Originality/value
The study adds to the discourse on the usefulness of social media platforms in a tertiary education setting, and more particularly, in a first-year accounting course in South Africa.
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Jiejie Lyu, Deborah Shepherd and Kerry Lee
Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how…
Abstract
Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.
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Angela Dettori, Michela Floris and Cinzia Dessì
This study aims to explore how customer-perceived quality is affected by innovation in traditional products in the bread, bakery and pastry industry. The study assesses whether…
Abstract
Purpose
This study aims to explore how customer-perceived quality is affected by innovation in traditional products in the bread, bakery and pastry industry. The study assesses whether innovating traditional products is an effective strategy, especially in traditional industries.
Design/methodology/approach
This study followed a quantitative method of analysis. Data were gathered from a sample of 200 Italian bread consumers and analysed using a two-pronged correlation analysis, and two hypotheses were tested using Pearson’s correlation.
Findings
The results showed the negative relationship between customer-perceived quality and innovating traditional products in traditional industries embedded in closed contexts.
Research limitations/implications
The study has several academic implications. First, by focusing on the traditional food industry, the study contributes to the theory by answering the call for research in this field; second, the findings contribute to the embeddedness construct and, third, to the studies of customer-perceived quality and to the literature on innovation.
Practical implications
The findings are particularly interesting for entrepreneurs and consultants in traditional industries who make decisions on whether it is better to innovate or to remain anchored to tradition.
Originality/value
The present study clarifies the shadowy side of innovation in traditional industries, such as the bread, bakery and pastry industry, and it reveals how tradition plays a meaningful role in those sectors.
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I have invoked the idea of “global citizen” as part of the change that the development of a world polity is producing. Earlier chapters described what many observers have noted…
Abstract
I have invoked the idea of “global citizen” as part of the change that the development of a world polity is producing. Earlier chapters described what many observers have noted: the declining charisma of the nation-state (Hobsbawn & Ranger, 1983; Mann, 1990; Meyer et al., 1997; Shils, 1958). One question this observation raises is what then happens to national citizenship? Does it weaken or disappear (see Janowitz, 1983)? Or is it transformed?
Jiejie Lyu, Deborah M. Shepherd and Kerry Lee
The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student…
Abstract
Purpose
The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.
Design/methodology/approach
A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.
Findings
The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.
Originality/value
Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.
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The digital economy, which heralds the start of the Fourth Industrial Revolution (IR4), is upon us. What can history teach international business scholars about how firms are…
Abstract
The digital economy, which heralds the start of the Fourth Industrial Revolution (IR4), is upon us. What can history teach international business scholars about how firms are likely to respond to this new form of technological change? Who are the likely winners or the likely losers? For 30 years, the author has lived through, studied, and written about the Third Industrial Revolution and other major environmental shocks, ranging from new entrants to academia to regional integration to outbreak of war, looking at the fundamental issues of how individuals, firms, communities, and countries respond to and are affected by life-changing events. In this chapter, the author tells seven brief stories about living through and studying “shocks and responses.” Perhaps, some of these stories may provide useful lessons to the scholars of IR4.
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Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes…
Abstract
Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes the impetus for these changes (i.e. budget pressures) and the search for alternative teaching‐learning strategies suitable for organisational behaviour. It documents the journey of lecturers, part‐time staff and students who took part in this adventure. The change process involved a team of eight full‐time and ten part‐time staff members and over 800 students in a multicultural environment. During the first meeting, students had to negotiate their roles, desirable group norms and the gradations of penalties they would use if these ground rules were not adhered to. Each week the roles of facilitator, facilitator’s buddy, time‐keeper and scribe were rotated. Students learnt to work with “dominators”, “quiet members”, “social loafers”, “poor timekeepers”. Some learnt to confront conflict, others decided to ignore it. Student assignments included a creative learning log and a report describing in depth what they learnt themselves and working in groups and relating their experiences to models and theories of organisational behaviour.