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The emerging literature on computer-mediated communication at the study lacks depth in terms of elucidating the consequences of the effects of incivility on employees. This study aims to compare face-to-face incivility with incivility encountered via e-mail on both task performance and performance evaluation.

In two experimental studies, the authors test whether exposure to incivility via e-mail reduces individual task performance beyond that of face-to-face incivility and weather exposure to that incivility results in lower performance evaluations for third-parties.

The authors show that being exposed to cyber incivility does decrease performance on a subsequent task. The authors also find that exposure to rudeness, both face-to-face and via e-mail, is contagious and results in lower performance evaluation scores for an uninvolved third party.

This research comprises an empirically grounded study of incivility in the context of e-mail at study, highlights distinctions between it and face-to-face rudeness and reveals the potential risks that cyber incivility poses for employees.

Contemporary art organizations play a key role in driving cultural tourism, offering visitors memorable experiences. Among the segments of visitors, young adults represent a key target because they are the most interested customers in contemporary arts and they represent 23% of the international travelers. Despite their relevance, little is known about their customer experiences in contemporary arts, and the resulting arts engagement. Although their contemporary arts experiences are expected to generate great benefits in terms of social, ethical, and economical values for the entire society, the relationship between young adults and contemporary arts is typically difficult to understand and, consequently, to facilitate. To address this issue, we run a complex qualitative research project. Distinguishing young adults between those who are familiar with contemporary arts and those who are not, we conduct four research projects by applying two qualitative techniques: the in-depth interview and the Zaltman Metaphor Elicitation Technique (Z-Met). Further, we extend the in-depth interviews to the contemporary arts experts. In total, 70 consumers and 10 experts participate in the research project providing cognitive and emotional insights by exploring barriers and benefits of consumption in contemporary arts. Our findings show that arts engagement is the key concept, linked to three levels of consumer reactions – cognitive, emotional, and social responses – and that it is caused by three antecedents, namely – involvement, sharing, and comprehension. Implications for the actors in the world of contemporary arts and cultural tourism are discussed to obtain higher levels of arts engagement among young adults, and, consequently, their attractiveness.

When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” are often used interchangeably with respect to curricular practices and their associated learning and developmental outcomes. The purpose of this paper is to chart a course through the vast and growing multidisciplinary literature covering both topics to argue that innovation and entrepreneurship are not only different concepts, but they also play out in postsecondary institutional contexts in different and important ways.

Based on these differences, the authors propose that developing innovators must precede teaching future entrepreneurs and that the home of innovation education is not necessarily in the business school at all. Ideally, the authors believe innovation should be taught separately from any one disciplinary context. To illustrate the concept, the authors point to an existing program where professors and students from different disciplines work together on actual problems provided by external clients from both the public and private sectors.

Based on the authors’ rationale and approach, the authors propose an agenda that would allow for a deep analysis of the interaction between organizational behaviors and student outcomes, providing insight into effective practices and strategies for mobilizing institutional efforts aimed at teaching innovation and better aligning innovation with entrepreneurship education.

The authors provide a clear rationale for separating innovation and entrepreneurship pedagogy in higher education, terms that have been conflated in literature and in practice for nearly a century. The authors do this in an original way by pairing a theoretical framework with a short case study of an education program that has developed innovation pedagogy at the undergraduate level.

Personalized learning plans (PLPs) are increasing in use and USA state-level educational policies. PLPs are key components in proficiency-based learning reforms and flexible pathways to graduation. Although the theoretical and implementation literature is increasing, evidence of student outcomes is more difficult to readily identify. The purpose of this paper is to report on a comprehensive systematic literature review summarizing student outcome data for the use of PLPs. The search began in 2019 and concluded in 2020, and updated in 2023, with 330 documents, yielding just four that met inclusion criteria for this study.

The design and methodological approach follows the conventions of a systematic literature review using Cochrane Collaboration recommendations and PRISMA reporting standards.

Findings indicate of 330 documents, fewer than five met criteria for measures of student outcomes. Interestingly, the studies occur within a five-year period, reflecting four different research teams and appear predominantly in nonpeer refereed journals.

The authors discuss the importance of outcomes research for this area and identify strengths and needs for this body of literature. Although application of a broader definition of personalized learning might have enabled us to identify more studies, the generalizations of findings would be limited in proportion to the degree of vagary around operationalization.

Identifying the outcomes in student learning associated with personalize learning plans will require agreement around operationalizing definitions.

No review of this literature exists to date, making this work completely original. The data leads us to articulate a need for the field to better understand how to measure and report flexible practices such as a PLP.

Parent-focused interventions (PFIs) are a promising method for supporting parents and promoting children’s well-being. Few PFIs in the USA, however, include physical health promotion content and are universal programs. The purpose of this paper is to describe a universal health-promoting PFI for parents of elementary school-aged children and demonstrate proof of concept.

The program emphasizes positive parenting practices, stress management skills and physical health promotion strategies and recommendations, and is part of a larger initiative that includes a continuum of universal, developmentally appropriate, health-promoting PFIs for civilian and military parents. The program was implemented at two community sites in rural Pennsylvania with 20 civilian parents completing pretests and posttests. Study measures assessed parenting, stress and stress management and physical health promotion related outcomes.

Parents reported decreases in suboptimal discipline and feeding practices, stress and child internalizing behavior. They also reported increases in their sense of control in managing child behavior, coping socialization, child’s outdoor playtime and health recommendations met.

While these preliminary findings may not be generalizable, they serve as proof of concept, which suggests that more rigorous research on the program is warranted.

Implementing a universal, health-promoting PFI within the USA is viable and has the potential to impact multiple short-term outcomes.

Parents are among their child’s earliest and most influential educators, and this study lends further support to their role as health educators. Given the significant public health benefits of holistically promoting child health, the time has come for universal PFIs to begin including physical health promotion content.

The purpose of the study is to test the utility of a taxonomy of innovation based on perceived characteristics in the context of healthcare by exploring the extent to which discrete innovation types could be distinguished from each other in terms of process antecedents.

A qualitative approach was adopted to explore the process antecedents of nine exemplar cases of “challenging”, “under‐cover” and “readily‐adopted” healthcare innovations. Data were collected by semi‐structured interview and from secondary sources, and content analysed according to a theoretically informed framework of innovation process. Cluster analysis was applied to determine whether innovation types could be distinguished on the basis of process characteristics.

The findings provide moderate support for the proposition that innovations differentiated on the basis of the way they are perceived by potential users exhibit different process characteristics. Innovations exhibiting characteristics previously believed negatively to impact adoption may be successfully adopted but by a different configuration of processes than by innovations exhibiting a different set of characteristics.

The findings must be treated with caution because the sample consists of self‐selected cases of successful innovation and is limited by sample size. Nevertheless, the study sheds new light on important process differences in healthcare innovation.

The paper offers a heuristic device to aid clinicians and managers to better understand the relatively novel task of promoting and managing innovation in healthcare. The paper advances the argument that there is under‐exploited opportunity for cross‐disciplinary organisational learning for innovation management in the NHS. If efficiency and quality improvement targets are to be met through a strategy of encouraging innovation, it may be advantageous for clinicians and managers to reflect on what this study found mostly to be absent from the processes of the innovations studied, notably management commitment in the form of norms, resource allocation and top management support.

This paper is based on original empirical work. It extends previous adoption related studies by applying a configurational approach to innovation attributes to offer new insights on healthcare innovation and highlight the importance of attention to process.

Hunger strikes have a long history in efforts to achieve social change but scholars have made few comparative, empirical, or theoretical contributions to understanding their dynamics and connections in the social movement and nonviolent action literature. We examine hunger strikes from 1906 to 2004 with a comparative perspective, elaborating on its use as a tactic of nonviolent change. Using data assembled from the New York Times, Keesing's Worldwide Online, and The Economist we analyze how, when, where, and why hunger strikes occur, and by whom they have been utilized to seek change. In general, findings reveal that hunger strikes over the last century have been widespread phenomena that are typically small, brief, and relatively successful tactics against the state. Several themes emerge regarding hunger strikes including their appeal to the powerless and emergence when few political opportunities exist, their significance for third-party mobilization, and the role of emotions in the protest dynamics. Taken together, the power struggle involving the hunger strike is an important example and extension of “political jiu-jitsu” as presented by Sharp (1973).

This study sought to identify the organizational factors associated with team and network effectiveness of the Athena Breast Health Network, a multi-site collaboration between five University of California health systems.

Providers, managers, and support staff completed self-administered surveys over three years. Statistical analyses at the network and medical center levels tested hypotheses regarding the correlates of effective teams and perceived network effectiveness over time.

Perceived team effectiveness was positively correlated with group culture and environments which support collaboration, negatively correlated with hierarchical culture, and negatively associated with professional tenure at year two. As measured by increasing team effectiveness scores over time and Athena’s potential impact on patient care, perceived network effectiveness was positively associated with team effectiveness.

Results do not allow us to conclude that a certain type of culture “causes” team effectiveness or that team effectiveness “causes” greater perceptions of progress over time. Subsequent studies should examine these variables simultaneously. Further research is needed to examine the role of payment incentives, internal reward systems, the use of electronic health records, public disclosure of performance data, and depth of leadership within each organization and within the network overall.

Focusing on group affiliation and participation may improve team member perceptions regarding effectiveness and impact on patient care.

Relatively little is known about the adaptive processes that occur within inter-organizational networks to achieve desired goals, and particularly the roles played by multi-disciplinary inter-professional teams. We studied a network comprising multiple campuses actively involved in better understanding, preventing, and treating a complex disease.

Purpose: The current study aims to cast light on the divide between academic research in management accounting and its applicability to practice by examining, from the standpoint of nursing, how this gap is perceived and what challenges may be involved in bridging it.

Design/Methodology/Approach: The current study compares the findings of Tucker and Parker (2014) with both quantitative as well as qualitative evidence from an international sample of nursing academics.

Findings: The findings of this study point to the differing tradition and historical development in framing and addressing the research–practice gap between management accounting and nursing contexts and the rationale for practice engagement as instrumental in explaining disciplinary differences in addressing the research–practice gap.

Research Implications Despite disciplinary differences, we suggest that a closer engagement of academic research in management accounting with practice “can work,” “will work,” and “is worth it.” Central to a closer relationship with practice, however, is the need for management accounting academics to follow their nursing counterparts and understand the incentives that exist in undertaking research of relevance.

Originality/value: The current study is one of the few that has sought to look to the experience of other disciplines in bridging the gap. Moreover, to our knowledge, it is the first study in management accounting to attempt this comparison. In so doing, our findings provide a platform for further considering how management accounting researchers, and management accounting as a discipline might, in the spirit of this study’s title, “Learn from the Experience of Others.”