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Article
Publication date: 2 May 2023

Cen April Yue and Patrick Thelen

This study aimed to examine the impact of servant leadership on employees' perception of organizational reputation by investigating the sequential mediating effects of employee…

297

Abstract

Purpose

This study aimed to examine the impact of servant leadership on employees' perception of organizational reputation by investigating the sequential mediating effects of employee psychological empowerment and employee thriving at work.

Design/methodology/approach

A quantitative online survey with 357 employees from Chile was conducted in this study.

Findings

Findings of this study showed that servant leadership both directly and indirectly relates to perceived organizational reputation. Employees perceiving servant leadership behaviors from the employees' supervisors report higher levels of psychological empowerment and, in turn, feel a greater sense of vitality and learning at work that eventually leads to higher ratings of perceived organizational reputation.

Originality/value

This study's novelty lies in extending the internal drivers of organizational reputation by adding behavioral and psychological factors rarely explored in past research.

Details

Journal of Communication Management, vol. 27 no. 4
Type: Research Article
ISSN: 1363-254X

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Article
Publication date: 17 July 2019

Cen April Yue, Patrick Thelen, Katy Robinson and Linjuan Rita Men

The purpose of this paper is to compare Fortune 200 and top startup chief executive officers’ (CEOs) communication strategies on Twitter and the effectiveness of these strategies…

2420

Abstract

Purpose

The purpose of this paper is to compare Fortune 200 and top startup chief executive officers’ (CEOs) communication strategies on Twitter and the effectiveness of these strategies in influencing public engagement. Specifically, guided by the dialogic communication theory and social presence theory, this study explored CEOs’ use of dialogic communication, social presence strategies and message tactics. Additionally, public engagement on Twitter measured by total number of likes, retweets and comments was associated with communication strategies utilized by CEOs.

Design/methodology/approach

This study employed the quantitative content analysis. A total sample of 720 posts from 36 CEOs were selected and analyzed. Drawing from prior studies, a coding scheme was developed and employed during the coding process. Two authors of this study served as coders and reached satisfactory inter-coder reliability. A series of χ2 tests and negative binomial regressions were conducted for data analysis.

Findings

Neither Fortune 200 CEOs nor top startup CEOs fully utilized dialogic principles for Twitter communication. Although Fortune CEOs seemed to be experts in strategically tailoring messages and therefore present themselves on Twitter in a friendly manner, startup CEOs demonstrated a higher level of authenticity, animation and informality. Findings are mixed regarding the direction of associations between dialogic principles and public engagement.

Originality/value

This study expands the application of dialogic principles in examining online executive communication and its influence in public engagement on Twitter. This study was among the first that examined executive leadership communication in the context of social media setting. In this sense, the study shifted the internal focus of leadership research to investigating leaders’ interaction with a variety of online publics.

Details

Corporate Communications: An International Journal, vol. 24 no. 3
Type: Research Article
ISSN: 1356-3289

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Article
Publication date: 10 August 2022

Cen April Yue, Patrick D. Thelen and Justin Walden

The novel coronavirus (COVID-19) outbreak thrust a spotlight on organizational leaders and the challenges that employees face during periods of organizational change. The purpose…

2459

Abstract

Purpose

The novel coronavirus (COVID-19) outbreak thrust a spotlight on organizational leaders and the challenges that employees face during periods of organizational change. The purpose of the current study is to examine the influence of empathetic supervisor communication on employee turnover intention and the mediating role of affective trust toward supervisors and employee–organization relationship (EOR) quality. Informed by the social exchange theory and EOR literature, the authors develop a model in which affective trust toward supervisors and EOR quality mediates the relationship between empathetic supervisor communication and employee turnover intention.

Design/methodology/approach

This study recruited 417 employees based in the USA through an online panel operated by a professional survey company. Data collection that followed a quota sampling procedure lasted for about three weeks in October 2020. The authors used structural equation modeling to test the study hypotheses.

Findings

The findings of this study indicated that the extent to which supervisors adopted empathetic communication during organizational change had considerable repercussions on their supervisees' affective trust toward supervisors, relationship perception toward their organizations, and ultimately, their turnover intention.

Originality/value

This study is among the first that identifies empathetic communication as a pivotal force in driving employees' positive relational and behavioral reactions, reinforcing the growing expectation of supervisors in fulfilling communication functions during organizational change. Moreover, the authors contribute to understanding change management as an activity rooted in and enacted through communication between supervisors and subordinates. In addition, this study contributes to the organizational research of empathy during change.

Details

Management Decision, vol. 61 no. 5
Type: Research Article
ISSN: 0025-1747

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Book part
Publication date: 12 July 2010

Mary Ainley

The attractiveness of dynamic systems perspectives for expanding thinking about motivation, more particularly interest, lies in the central proposition that the individual is a…

Abstract

The attractiveness of dynamic systems perspectives for expanding thinking about motivation, more particularly interest, lies in the central proposition that the individual is a self-organizing system in which “novel forms emerge without predetermination and become increasingly complex with development” (Lewis, 2000, p. 36). As Lewis further points out, “self-organization is not a single theory or model. Rather it is an idea … that promises coherent explanation in the study of pattern, change and novelty” (Lewis, 2000, p. 42). Thelen and Smith (2006) have proposed that self-organization is a “fundamental property of living things” and “by self-organization we mean that pattern and order emerge from the interactions of the components of a complex system without explicit instructions, either in the organism itself or from the environment” (p. 259). They suggest that understanding change and development concerns “the elaborate causal web between active individuals and their continually changing environments” (p. 271) and refer to specific units of organization within the system as “patterns assembled for task-specific purposes whose form and stability depended on both the immediate and more distant history of the system” (p. 284). To date, dynamic systems perspectives have been applied to a wide range of psychological phenomena, for example, the development of perceptual, motor and cognitive systems in infancy and early childhood (see e.g., Thelen & Smith, 2006). Jörg, Davis, and Nickmans (2007) have argued for a similar approach for the learning sciences. They propose a new complexity paradigm suggesting that more attention needs to be given to understanding the dynamics of the complex systems that make up the science of education and teaching.

Details

The Decade Ahead: Theoretical Perspectives on Motivation and Achievement
Type: Book
ISBN: 978-0-85724-111-5

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Article
Publication date: 1 July 1997

John L. Campbell

Interest in developing institutional explanations of political and economic behavior has blossomed among social scientists since the early 1980s. Three intellectual perspectives…

408

Abstract

Interest in developing institutional explanations of political and economic behavior has blossomed among social scientists since the early 1980s. Three intellectual perspectives are now prevalent: rational choice theory, historical institutionalism and a new school of organizational analysis. This paper summarizes, compares and contrasts these views and suggests ways in which cross‐fertilization may be achieved. Particular attention is paid to how the insights of organizational analysis and historical institutionalism can be blended to provide fruitful avenues of research and theorizing, especially with regard to the production, adoption, and mobilization of ideas by decision makers.

Details

International Journal of Sociology and Social Policy, vol. 17 no. 7/8
Type: Research Article
ISSN: 0144-333X

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Book part
Publication date: 25 November 2019

Riku Ruotsalainen

Leaders derive their capacity for driving institutional change from their power over organizations, but prior research says little about how leaders with limited power over a…

Abstract

Leaders derive their capacity for driving institutional change from their power over organizations, but prior research says little about how leaders with limited power over a dominant intraorganizational group can acquire such a capacity for institutional action. This chapter develops a multilevel model that helps to understand how leaders of public service organizations were able to introduce “contract organization” form of organizational governance that enabled them to outsource the provision of public services to private firms. By doing so, this chapter adds to existing accounts of how power and political processes can give rise to organizational and institutional change.

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Book part
Publication date: 12 July 2010

Julianne C. Turner

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals…

Abstract

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

Details

The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

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Book part
Publication date: 16 December 2016

Patrick Vermeulen, Shaz Ansari and Michael Lounsbury

While scholars have developed increasingly well-developed accounts of institutional change, little attention has been paid to how change is resisted and, in particular, how…

Abstract

While scholars have developed increasingly well-developed accounts of institutional change, little attention has been paid to how change is resisted and, in particular, how efforts to marketize fail. We draw on the institutional logics perspective to guide analysis of an empirical case of the failed attempt by the Dutch state to marketize childcare organizations and create a market for childcare. We document that even though the existence of logics that were antithetical to the market logic did not catalyze organized collective resistance to marketization, the market logic never took root, and marketization has even been rolled back. We argue that the failure to create a childcare market in the Netherlands was caused by individual-level cognitive dissonance that cumulated into profound field-level ambivalence that undermined efforts to implement market practices. We develop several propositions that could usefully guide future research on how cognitive dissonance might underlie the failure to construct markets. By theorizing failure to change a field, we contribute to the limited body of work that has looked at failed attempts to change institutions, arguing for more attention to individual-field cross-level dynamics.

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Article
Publication date: 1 July 2006

Roediger Voss and Thorsten Gruber

The purpose of this research is to aim to develop a deeper understanding of the teaching qualities of effective lecturers that students desire and to uncover the constructs that…

6666

Abstract

Purpose

The purpose of this research is to aim to develop a deeper understanding of the teaching qualities of effective lecturers that students desire and to uncover the constructs that underlie these desire expectations and reveal the underlying benefits for which students look.

Design/methodology/approach

A semi‐standardized qualitative technique called laddering was applied that allows researchers to reach deeper levels of reality and to reveal the reasons behind the reasons. The study was conducted amongst teacher education students at a large German University of Education and laddering questionnaires were handed out to 53 students enrolled in a business management course.

Findings

The exploratory study gave a valuable first insight into the desired qualities of lecturers. In particular, the study results indicate that students want lecturers to be knowledgeable, enthusiastic, approachable, and friendly. Students predominantly want to encounter valuable teaching experiences to be able to pass tests and to be prepared for their profession. This study also showed that students are mainly concerned about vocational aspects of their studies and are less interested in their subject.

Research limitations/implications

Owing to the exploratory nature of the study and the scope and size of its sample, the results outlined are tentative in nature. As the study involved only a single group of university students from one university, the results cannot be generalized to the student population as a whole.

Originality/value

The study was the first to successfully apply the means‐end approach and the laddering technique to the issue of service quality in higher education. The study has, hopefully, opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic.

Details

Quality Assurance in Education, vol. 14 no. 3
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 December 2000

James Poon Teng Fatt

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers…

5571

Abstract

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers previous findings in this area. Looks at different types of thinking before covering how to assess learning styles using a questionnaire. Provides some implications for educators and looks at the design of assignments which can be tailored in different ways depending upon the findings.

Details

International Journal of Sociology and Social Policy, vol. 20 no. 11/12
Type: Research Article
ISSN: 0144-333X

Keywords

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