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Presents a robot control system dedicated for grinding and deburring robots. The control system is based on an active force feedback system using three axes force sensor attached to the robot’s end effector. This system offers new functionality in rapid programming of the robot by applying automatic programming and force supervision. The system is implemented and tested experimentally on a MultiCraft 560 robot with parallel kinematics. The experimental results show a significant reduction in the programming and set up time compared to conventional robot control systems.

Presents a robot control system dedicated to grinding large Francis turbines. The control system is based on an active force feedback system using a three‐axes force sensor attached to the robot’s end effector. This system offers high flexibility and robustness against workpiece positioning and grinding tool wear. It provides control of the grinding process parameters ensuring high productivity in addition to good grinding performance and grinding tool economy. The system was experimentally tested out on a MultiCraft 560 grinding robot.

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.

A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.

No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.

This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.

Students from different higher education campuses and academic programs in Norway participated.

PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.

Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.

This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

This study clarifies the factors that foster individual innovative behaviour in the public sector by examining the effects and roles of empowering leadership, work group cohesiveness and individual learning orientation. This study also explores the direct effect of empowering leadership on work group cohesiveness and individual learning orientation, the influence of work group cohesiveness on individual learning orientation and the mediating roles of work group cohesiveness and individual learning orientation.

Data were collected from an online survey of respondents working in a public sector organization. Partial least squares structural equation modelling and mediation analysis by the bootstrap method were used for the data analysis.

Empowering leadership and individual learning orientation had significant direct effects on individual innovative behaviour. Both empowering leadership and work group cohesiveness have significant direct effects on individual learning orientation. Empowering leadership was positively related to work group cohesiveness. The mediation analysis revealed that individual learning orientation mediates the relationships between empowering leadership and individual innovative behaviour and between work group cohesiveness and individual innovative behaviour.

The study focuses on three factors that foster individual innovative behaviour in a public sector organization.

This study offers new insights into the factors that foster individual innovative behaviour in the public sector. The findings reveal the importance of using a balanced leadership style and encourage learning in the workplace for individual innovativeness by public leaders.

The aim of this paper is to develop the concept of team learning capability in professional service firms. Thereafter, to examine the effect of team learning capability on innovation ambidexterity. The aspects of exploitive and explorative knowledge creation in teams and its impact on incremental and radical service innovation are in focus.

Structural equation modelling was applied to establish reliability and validity and measure the size of relationships. Evidence is drawn upon an empirical sample of 210 consultants in the professional service industry.

The findings support the concept of team learning capability and reveal that team learning capability consists of relationship learning in teams, trusting team climate and employee commitment. The results indicate a strong positive relationship between team learning capability and innovation ambidexterity in professional service firms.

This study is the first to offer an empirical-based and contextualized framework for team learning capabilities and a valid measure.

This paper aims to center on the value of cultivating norms for market orientation (MO) in professional service firms (PSFs). Based on social capital theory, three variables for norm-based behavioral activities of MO were suggested, i.e. leadership support (LS), relationship learning in teams (RLT) and collective engagement (CE). Moreover, three variables were suggested as performance outcomes of norm-based behavioral activities of MO, i.e. employee commitment (EC), service quality provision (SQP) and two dimensions of a firm’s innovative capability (exploratory [EXPLOR] and exploitative innovation [EXPLOIT]).

Using a survey, a conceptual model was developed and empirically tested. All participants were employed in consultancy firms representing the population of PSFs.

The findings reveal that RLT, LS and employee CE are particularly suitable in forming norm-based behavioral activities of MO for PSFs. Moreover, the findings reveal that the two dimensions of a firm’s innovative capability (EXPLOR and EXPLOIT) provide strong performance outcomes for norm-based behavioral activities of MO. Moreover, the results also reveal that norm-based behavioral activities of MO for PSFs influenced both EC and SQP.

Using social capital theory, the study contributes to identifying both forming variables and performance outcomes centered on norm-based behavioral activities of MO for PSFs.

This paper aims to examine the factors related to organizational attractiveness (OA), a concept originating in the strategy of employer branding. Previous research on OA has predominantly adopted the perspective of external applicants. In contrast, the present study takes the perspective of internal and current employees, extending further the scope of studies on OA.

Quantitative data were collected from a survey consisting of a sample of 164 nurses, all employees of public hospitals. Confirmatory factor analysis and structural equation modeling were used to analyze the data. Furthermore, the indirect effects were tested by mediator analysis.

Interdepartmental collaboration climate, management support and service quality of care were shown to have a positive effect on OA, with the three factors explaining 45% (R² = 0.45) of OA. The relationship between management support and OA was found to be mediated through the interdepartmental collaboration climate, and that between the interdepartmental collaboration climate and OA was found to be mediated through the service quality of care.

This study contributes to an understanding of OA from a current employee perspective. Specifically, it reveals how the three factors of interdepartmental collaboration climate, management support and service quality of care influence and shape the perception of current employees (nurses) toward the attractiveness of their organization.

The aim of this study is to examine the role of organizational climate in employees’ creative performance using the public sector as an empirical context. The employees’ creative performance is divided into two entities and studied as two separate effect variables: individual creativity and individual innovative behavior.

A conceptual model is developed and tested in a survey in which employees of a public sector organization participated.

The findings indicate that organizational climate has an important role in employees’ creative performance. The organizational climate showed a positive and significant link to the two creative performance variables included in this study. Moreover, the study revealed that individual creativity mediates the relationship between organizational climate and individual innovative behavior.

This paper is limited to examining the role of organizational climate on two creative performance variables related to individual employees in the public sector. To trigger individual creativity and individual innovative behavior in the public sector, there is a need for managers to build, develop and maintain an organizational climate that supports both employees’ creativity and enthusiasm in implementing those novel and useful ideas.

To the best of the authors’ knowledge, this study is among the first in the public sector to demonstrate the importance of organizational climate for employees’ individual creative performance. The findings of this study adds to our current knowledge and understanding of the value of organizational climate, and its influence on individual creative performance in the public sector.