Abstract
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Jingjing Yao and Jeanne M. Brett
It is important to infer and diagnose whether a negotiator is trustworthy. In international negotiations, people may assume that high-trust nations are more likely to produce more…
Abstract
Purpose
It is important to infer and diagnose whether a negotiator is trustworthy. In international negotiations, people may assume that high-trust nations are more likely to produce more trustworthy negotiators. Does this assumption hold universally? This study aims to address this research question by investigating the relationship between national-level societal trust and individual-level trust in negotiations.
Design/methodology/approach
This study uses a cross-sectional research design and a sample of 910 senior managers from 58 nations or regions. The hypotheses are tested by hierarchical linear modeling.
Findings
This study draws on the dynamic constructivist theory of culture to propose moderated hypotheses. Results show that societal trust predicts individuals’ social perceptions of attitudinal trust in negotiations, only when cultural face norms are weak rather than strong; societal trust predicts individuals’ social perceptions of behavioral trust in negotiations (i.e. high information sharing and low competitive behavior), only when negotiators process information analytically rather than holistically.
Originality/value
This study is the first to examine the relationship between national-level societal trust (i.e. generalized trust) and individual-level trust in negotiations (i.e. particularistic trust). It uses a large-scale, multinational sample to show that relying on societal trust to infer trust in negotiations is valid only in Western societies.
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Pablo Leão, Caio Coelho, Carla Campana and Marina Henriques Viotto
The present study aims to investigate an unsuccessful implementation of an active learning methodology. Active learning methods have emerged in order to improve learning processes…
Abstract
Purpose
The present study aims to investigate an unsuccessful implementation of an active learning methodology. Active learning methods have emerged in order to improve learning processes and increase students' roles in the classroom. Most studies on the subject focus on developing learning strategies based on successful implementations of such methods. Nevertheless, critical reflections on unsuccessful cases might also provide material for developing further contributions to this literature.
Design/methodology/approach
The authors conducted an intrinsic case study of an unsuccessful application of the flipped classroom method to an undergraduate basic statistics course at a Brazilian business school. The data collected comprised the course's syllabus, evaluation forms and two rounds of interviews with students and the professor.
Findings
The findings indicate that, apart from that which had been mapped by past literature, three additional aspects may limit the chances of successfully implementing a flipped classroom methodology: students' educational backgrounds, the course's structural issues and methodological and relational issues.
Originality/value
The present study contributes to the literature on active learning methodologies mainly by mapping additional aspects that should be considered in the implementation of the flipped classroom methodology. Additionally, the authors investigate an unsuccessful case of such an implementation, an investigation that is still scant within this literature.