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Achieving temporal synchronization may require that work groups develop shared cognitions about the time-related demands they face. We investigated the extent to which group members developed shared cognitions with respect to the three temporal perceptions: time orientation (present vs. future), time compression, and time management (scheduling and time management). We argue that group members are more likely to align their perceptions to temporal characteristics of the group or organizational context (e.g. time compression, scheduling, proper time allocation) rather than to each other’s individual time orientations. Survey data collected from 104 work groups are largely consistent with these expectations. The implications of shared cognitions on time for work group functioning and performance are discussed.

A long-standing question is how group perception, which is the perception of a whole group, becomes an exaggerated perception of the individuals who comprise the group. The question receives scant attention within computer-mediated communication (CMC), which is increasingly a communication mode for groups and a research tool to study groups. I address this gap by examining bias in group perception when rating copresence, which is the sense of being together, with the group.

I model bias as occurring when perceivers differentially weigh ratings of individual group members on a variable while rating the whole group on the same variable. I analyzed how the degree of bias in participants’ ratings of copresence with a status-differentiated group varied by the availability of visual cues during CMC in an experiment. I also examined how the group’s status hierarchy impacted bias.

Bias increase as the availability of visual cues decreased and ratings of middle status members were weighed more in group perception than ratings of other members.

Middle status was based on possessing inconsistent statuses. Inconsistency, and not status position, may have rendered these members more salient than others.

Interventions that target group perception may benefit from targeting the group’s middle status members. Researchers and practitioners can minimize bias in group perception through increasing the availability of visual cues in CMC.

The findings illustrate the underpinnings of copresence with an entire group. This is important because copresence shapes several group processes during CMC.

This study examines how perceptions of injustice, anger, and group identification motivate follower intentions to engage in collective action against leaders. The study revolved around the Malaysian prime minister’s actions and responses toward allegations of misuse of public funds. Responses from 112 Malaysians via a cross-sectional survey revealed that follower perceptions of leader injustice are significantly related to anger toward the leader, which in turn is related to intentions to engage in collective action. The relationship between perceptions of distributive injustice and anger is moderated by group identification, while group efficacy moderates the relationship between anger and collective action intentions.

The primary objectives of this study are to determine if consumer expectations and perceptions of airline service quality vary by nationality. The study also examines whether the relative importance attributed to service quality dimensions in domestic settings can be replicated internationally. An empirical examination of airline passengers is conducted for airlines competing on the transatlantic corridor using a survey instrument in three languages. The study is the first application of an existing model, SERVQUAL, to examine consumer expectations and perceptions in an international environment. It differs from earlier published SERVQUAL research in two significant respects; first, it applies the model internationally in a general classification of business, i.e. international airline service, rather than to individual domestic business enterprises. Second, it applies a portion of the SERVQUAL model to assess service quality by comparing the expectations and perceptions that European and US airline passengers have of both European and US airline groups.

The purpose of this paper is to examine how consumer ethnocentrism (CET) and cosmopolitanism (COS) may affect Asian consumers’ perceptions of out-group countries and their products, doing so by examining similar vs dissimilar countries across countries of origin. Given the strong inter-country rivalries that exist among Asian countries, the authors propose two alternative hypotheses, drawing from social identity theory and realistic group conflict theory.

To test the hypotheses, the authors examine consumer perceptions of both Western countries (dissimilar out-groups) and Asian countries (similar out-groups) within China (Study 1). In addition, the authors investigate how CET and COS affect consumer perceptions of Asian countries in Japan and in non-Asian dissimilar countries, and compare the effects between the two regions (Study 2).

The findings indicate that CET shows greater negative effects on perceptions of a country and its products, when the country is from a similar out-group than when it is from a dissimilar one. On the other hand, COS showed equally strong positive effects among consumers for both similar and dissimilar out-group countries.

The results suggest that Asian consumers feel a sense of intergroup rivalry with other Asian countries, and, as a result, exhibit a greater degree of ethnocentric biases toward these countries and their products than they do toward Western countries and products. Also, the results suggest that COS may transcend national differences and inter-country rivalries in consumer consumption tendencies.

The study examines inter-country similarities as a moderator of CET and COS effects, which has not been extensively researched in the past. In addition, the study discusses the concept of intergroup rivalry among neighboring countries and examines how it affects consumer perceptions of out-group countries and their products in Asia, where strong inter-country rivalries exist.

The social relations model (SRM; Kenny, 1994) explicitly proposes that leadership simultaneously operates at three levels of analysis: group, dyad, and individual (perceiver and target). With this model, researchers can empirically determine the amount of variance at each level as well as those factors that explain variance at these different levels. This chapter shows how the SRM can be used to address many theoretically important questions in the study of leadership and can be used to advance both the theory of and research in leadership. First, based on analysis of leadership ratings from seven studies, we find that there is substantial agreement (i.e., target variance) about who in the group is the leader and little or no reciprocity in the perceptions of leadership. We then consider correlations of leadership perceptions. In one analysis, we examine the correlations between task-oriented and socioemotional leadership. In another analysis, we examine the effect of gender and gender composition on the perception of leadership. We also explore how self-ratings of leadership differ from member perceptions of leadership. Finally, we discuss how the model can be estimated using conventional software.

The purpose of the study is to determine how students perceive groupwork and identify patterns of less successful groups in online challenge-based learning.

This study involved 29 university students working in nine teams in an online challenge-based course. The authors applied Volet's (2001) Student Appraisal of Group Assignments (SAGA) instrument to measure students' perceptions on six constructs: Cognitive Benefits, Motivation Influence, Affect, Interpersonal, Management, and Group Assessment. Questionnaires were administered at different time points (before, during, and after the project). Focus groups were conducted to gain insights into students' experiences.

Findings suggest that students reporting decreasing or stalling perception scores on the Motivation Influence, Interpersonal constructs would likely not be in high-performing groups. Additionally, challenge-based learning is less suitable for time-compressed courses.

The study expands the understanding of students' perceptions of online challenge-based learning, at different performance levels, and difficulties in these projects. Practical implications of this study are support for teachers in identifying struggling teams, and designing and facilitating challenge-based courses.

The purpose of this paper is to extend the social loafing literature by investigating the role of group development process on perceptions of social loafing within groups. Building on extant literature, it is contended that group members’ association with the group development stages can help in predicting their perceptions of social loafing.

Using a cross-sectional survey data were collected from 164 individuals nested in 39 groups. Mixed-effect modeling in R was unitized to test the proposed hypotheses.

Results of mixed-effect modeling in R show that group development stage of inclusion and dependency (stage 1) has no significant effect on perceptions of social loafing. Whereas, group development stage of counterdependency and fight (stage 2) has positive, and trust and structure (stage 3) and work (stage 4) has negative effect on perception of social loafing by group members.

This study investigates unique relationships between group members’ association with different stages of group development and their perceptions of social loafing. Additionally, a newer, shorter and cost-effective scale to measure four stages of group development is developed.

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher education, and qualified teachers. In terms of these three groups of people, the topics of exploration focused on the perception of suitable teachers, perception of evaluation standard during the process of teacher examination and the relationship among teacher examination systems. The research was managed by two phases: the first phase referred to literature reorganization, expert interview, the qualities and conditions of suitable teachers, important evaluation standard during the process of teacher examination and teacher examination system used; the second phase included questionnaire survey, employ school acquisition, the perception of centers of teacher education and qualified teachers toward the suitability condition and examination evaluation standard in the first phase and teacher examination system used. This research found out that as to the perception of suitable teachers, through data collection, there were six factors reorganized. The levels of their importance were as follows: education devotion, teaching capacity, class management, capacity to guide special students, capacity to communicate with the parents and the will to undertake administrative works. Noticeably, employee unit and centers of teacher education apparently valued class management more, compared with trained teachers; as to evaluation standard of examination, the analytical result found out that the perception of three groups were different in terms of the views toward educational works, written examination data, candidate’s age, club experience at school and capacity to use multimedia support teaching materials. This research further proposed six suggestions for centers of teacher education and trained teachers: (1) employ schools considerably valued educational devotion; (2) trained teachers tended to neglect the importance of class management; (3) employee unit considerably cared about the new teachers’ competence to use multimedia support teaching materials; however, trained teachers did not have the same view; (4) employee unit considerably cared about new teachers’ views toward educational works as well as the candidates’ ages; (5) generally speaking, trained teachers neglected the importance of club experience at school; (6) the data revealed that written examination data was not relatively important in terms of teacher examination