Frederick R. Post and Rebecca J. Bennett
To speak of collective bargaining as a collaborative process seems a contradiction. Since 1935 when collective bargaining was institutional‐ized in the Wagner Act, the process has…
Abstract
To speak of collective bargaining as a collaborative process seems a contradiction. Since 1935 when collective bargaining was institutional‐ized in the Wagner Act, the process has assumed that the disputing par‐ties are enemies, competing for scarce resources with different objec‐tives. This article explains the implementation of a new theory of col‐lective bargaining which encourages truthfulness, candor, and the acknowledgement of shared goals and avoids the negative and self‐defeating power plays of the adversarial collective bargaining process. As a result of this process, grievances in the observed company declined from 40 per year under previous contracts, to 2 in 18 months under the current contract; anger and hostility have been nearly eliminated; and there is a real spirit of cooperation present in the plant.
Stefanie E. Naumann, Nathan Bennett, Robert J. Bies and Christopher L. Martin
Research on layoff victims reports that interactional justice judgments influence important work‐related attitudes, such as organizational commitment. In this paper, we build on…
Abstract
Research on layoff victims reports that interactional justice judgments influence important work‐related attitudes, such as organizational commitment. In this paper, we build on this emerging literature through an examination of the role that both interactional justice and organizational support have in explaining the organizational commitment of 147 layoff victims at a major manufacturing plant. The results of structural equation analyses supported our hypothesis that organizational support mediates the relationship between interactional justice and organizational commitment.
Nathan A. Bowling, Kelly A. Camus and Caitlin E. Blackmore
Workplace abuse, interpersonal mistreatment that occurs within the victim’s work environment, has attracted considerable attention in recent years. In this chapter, we argue that…
Abstract
Workplace abuse, interpersonal mistreatment that occurs within the victim’s work environment, has attracted considerable attention in recent years. In this chapter, we argue that problems with the conceptualization and measurement of workplace abuse have thwarted scientific progress. We identify two needs that we believe are especially pressing: (a) the need to consider the construct breadth of workplace abuse scales and (b) the need to test whether the measures of various types of workplace abuse effectively capture the unique qualities of the constructs they purport to assess. To guide our discussion of these issues, we conducted a review of the item content of several workplace abuse measures. We offer suggestions for addressing these and other conceptualization and measurement issues, and we discuss the possible implications of these issues on the study of the hypothesized predictors and consequences of workplace abuse.
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Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL…
Abstract
Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.
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Historically Black Colleges and Universities (HBCUs) were established during an era of legal segregation in the United States and, by providing access to higher education, added…
Abstract
Historically Black Colleges and Universities (HBCUs) were established during an era of legal segregation in the United States and, by providing access to higher education, added considerably to the progress of millions of Black Americans. Moreover, to the benefit of their students, faculties, staffs, alumni, and local communities, most HBCUs sponsor intercollegiate athletic teams. No doubt on these campuses, student-athletes are under pressure to meet academic and athletic demands. In this chapter, the central narrative is on the academic and athletic experiences of Black male student-athletes matriculating at HBCUs with National Collegiate Athletic Association affiliation. This chapter adds to the extant literature on the athletic status and academic plight of Black male student-athletes at HBCUs.
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Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based…
Abstract
Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based stereotypic beliefs about Black male student-athletes in collegiate sports, these phenomena warrant further discourse and scrutiny. Critical race theory is a race-centered theoretical and analytical framework that has shaped discourse on race and racism in intercollegiate athletics in recent years. Discourse in this chapter is therefore grounded in the narrative of critical race theory and focuses primarily on the academic and athletic plight of Black male student-athletes matriculating at predominantly White colleges and universities with National Collegiate Athletic Association affiliation.
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Rory Francis Mulcahy, Rebekah Russell-Bennett, Nadia Zainuddin and Kerri-Ann Kuhn
The purpose of this paper is twofold: first, to extend transformative service and social marketing practitioners’ and academics’ understanding of how gamification and serious…
Abstract
Purpose
The purpose of this paper is twofold: first, to extend transformative service and social marketing practitioners’ and academics’ understanding of how gamification and serious m-games are designed, and second, to model the effects of game design elements on key transformative service and social marketing outcomes, satisfaction, knowledge, and behavioural intentions.
Design/methodology/approach
The research adopted a two-study, mixed-method research design, encompassing focus groups (n=21) and online surveys (n=497), using four current marketplace serious m-games. Study 1 was qualitative and the data were analysed in two cycles using an inductive and deductive approach. Study 2 was quantitative and the data were analysed using PLS-SEM.
Findings
The qualitative results of Study 1 discovered a framework of five game design elements for serious m-games. In Study 2, a conceptual model and hypothesised relationships were tested at a full sample level and by each serious m-game. Results show different significant relationships for each serious m-game and moderate to high levels of explanation for satisfaction and knowledge, and low to high levels of explained variance for behavioural intentions. The findings are therefore not only robust across four different serious m-games, but also demonstrate the nuances of the relationships.
Originality/value
This research contributes to two service research priorities: leveraging technology to advance services, and improving well-being through transformative services. This research demonstrates that gamification through serious m-games is one form of technology that can be designed to create a satisfying and knowledge-creating service experience, which can also influence intentions to perform health and well-being behaviours.
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Introduction During the past decade or so a considerable wealth of material has been written and published on the topics of orientation to work and job/work design. (e.g. Davis…
Abstract
Introduction During the past decade or so a considerable wealth of material has been written and published on the topics of orientation to work and job/work design. (e.g. Davis and Taylor, Daniel, Goldthorpe et al, Klein, 0ldham, Sheldrake, Wild). Much of this has treated the topics in separate fashion although some writers (e.g. Bennett and Wild have made reference to the one whilst discussing the other.