Search results

The purpose of this paper is to understand how the individual difference of other orientation affects the rational calculation between team input and anticipated performance.

Data were collected from 222 junior and senior level undergraduate business students. Of those students, 176 chose to take a scheduled exam as a team endeavour. Individuals were the unit of analysis in order to determine the individuals' motivation for working in teams. Other orientation was measured using the Comparative Emphasis Scale (CES). Students were asked to report their anticipated exam grade and anticipated total team hours studied. Hierarchical regression analysis was used to determine the main effects and moderation.

Other orientation moderated the relationship between the decision to take an exam with a teammate and anticipated performance. Other orientation also moderated the relationship between the anticipated amount of effort studying and anticipated performance. In both situations, business students with higher levels of other orientation calculated the rational cost‐benefit relationship less than business students with lower levels of other orientation.

The findings will help educators and managers understand the process by which individuals prefer to work in teams and the perceptions of increased performance when working in a team.

The study extends the theoretical application of other orientation into the team performance context. The moderating effect of other orientation on the relationship between team input and performance has been studied for the first time and is documented in this paper.

Since Shapiro’s vexed question, “What the hell is market‐orientated?” several marketing scholars have revamped their concepts and found empirical evidence to demonstrate the superior performance of firms closest to their new prescriptions. This paper questions the ontology of market orientation and the evidence used to support it. It also challenges supporters of market orientation to show why it would be in the social interests to adopt it, even if their arugments concerning its efficacy were to be accepted.

Research has found that the effects of directly experiencing mistreatment at work are consistently negative; however, results from studies examining employees' reactions to witnessing mistreatment are less consistent. This study focuses on nurses witnessing patient mistreatment in order to examine how third parties respond when witnessing patients mistreating co-workers. We argue that nurses high on other-orientation are less likely to experience emotion exhaustion in the face of witnessing patient mistreatment, whereas nurses high on self-concern are more likely to experience emotional exhaustion. We further argue that the indirect effect of witnessing patient mistreatment on job performance through emotional exhaustion is moderated by other-orientation and self-concern.

We used data collected at two time points, with six months apart, from 287 nurses working in a hospital. The study tests the hypotheses by using multiple regression analyses.

Emotional exhaustion mediated the relationships between witnessing patient mistreatment and two forms of job performance: patient care behaviors and counterproductive work behaviors. Furthermore, other-orientation moderated these indirect relationships such that the indirect relationships were weaker when other-orientation was high (vs. low). Self-concern did not moderate these relationships.

Service and care-oriented businesses may protect their employees from the risk of burnout by promoting prosocial orientation among their patient and customer-facing employees.

This study contributes to the literature by demonstrating the detrimental effects of witnessing patient mistreatment on nurses' performance. It also extends the current understanding of why and when witnessing patient mistreatment is related to performance by demonstrating the joint effects of witnessing patient mistreatment and an individual difference construct, other-orientation on employees' performance.

“Academic values” is one of the most popular terms used in the higher education literature. But how do we study academic values? Besides autonomy, freedom, and collegiality, the “values” in “academic values” often remains implicit, leaving a conceptual gap in the literature. Moreover, autonomy, freedom, and collegiality may reflect the shared normative expectations as part of the value system of a profession, rather than the value orientation at the individual level. To examine the latter, this chapter proposes a conceptual framework adapted from the studies of work values in applied psychology. As a heuristic device, the academic work value framework consists of six ideal-typical value orientations belonging to three dimensions: work autonomy, social orientation, and value of knowledge. The framework's relevance and usefulness are evaluated by revisiting relevant literature on academic orientations. The result shows a spectrum of value positions in academic work, from the “old school” values to the “entrepreneurial” ones to the hybrid orientations. Overall, this framework provides a potential approach to operationalize the concept of academic values for empirical research. At the same time, as a heuristic device, it is open for reflection, critique, and further development.

This paper aims to extend the understanding of the ways in which social entrepreneurs give sense to and legitimize their work by introducing a rhetoric-orientation view of social entrepreneurship (SE).

This study uses computer-aided text analysis and computational linguistics to study 191 interviews of social and business entrepreneurs. It offers validation and exploration of new concepts pertaining to the rhetoric orientations of SE.

This study confirms prior untested assumptions that the rhetoric of social entrepreneurs is more other, stakeholder engagement and justification-oriented and less self-oriented than the rhetoric of business entrepreneurs. It also confirms that the rhetoric of both types of entrepreneurs is equally economically oriented.

This research makes new contribution to the SE literature by introducing three new orientations, namely, solution, impact and geographical, which reflect distinctive rhetorical themes used by social entrepreneurs, and by revealing that social entrepreneurs use terms associated with other, stakeholder engagement, justification, economic, solution, impact and geographical orientations differently than business entrepreneurs.

The purpose of this paper is to critically examine, theoretically and empirically, the two time orientation dimensions – long‐term orientation (LTO) and future orientation (FO) – in the national culture models of Hofstede and GLOBE, respectively.

Following Kluckhohn and Strodtbeck's past‐present‐future theoretical lens, the Hofstede LTO and GLOBE FO measures are analysed to understand the conceptual domain covered by these two dimensions. Next, the authors empirically examine the relationship of Hofstede LTO and GLOBE FO with secondary data from Hofstede, GLOBE, and the World Values Survey.

This paper shows that Hofstede LTO and GLOBE FO dimensions capture different aspects of time orientation of societies. In particular, Hofstede LTO focuses on past (tradition) versus future (thrift) aspect of societies, GLOBE FO practices capture the present versus future (planning) practices of societies, and GLOBE FO values reflect societal aspirations and preferences for planning.

A specific implication of these findings is that the three dimensions of time orientation are not interchangeable since they represent different characteristics of societies. A wider implication for researchers is to ensure high level of precision in and congruence among construct labels, definitions and measures to avoid confusion and misapplication of cross‐cultural concepts.

In an increasingly globalized world, a clear understanding of societal time orientation will help managers deal more effectively with their counterparts in other countries.

The key contribution of this paper is in identifying and clarifying, both theoretically and empirically, the anomalies in the labels, definitions and measurement of Hofstede long‐term orientation and GLOBE future orientation national culture dimensions. It also shows a useful way forward for researchers on how to use these national culture dimensions to explain other phenomena of interest to cross‐cultural scholars.

The purpose of this paper was to examine the robustness of the findings on educational advantage among sexual minority men.

Using nationally representative data (AddHealth) and controlling for other predictors of academic attainment, we examine the educational attainment of sexual minority males by using hierarchical regression and logistical regression for two measures of sexual identity.

We find robust differences in educational attainment across analyses and sexual orientation constructs. Our results show sexual minority identity predicts up to a year more of education for male respondents and consistently reporting male homosexuals have an even greater advantage, more than one and a half years, compared to inconsistent responders.

Our results extend previous research on educational outcomes for nonheterosexual adolescents, suggesting there are sustained differences in long-term educational outcomes for nonheterosexual adults and supporting earlier analyses of the AddHealth survey data. This study contributes to the existing literature by examining educational attainment as measured by continuous years and cut-points, using two measures of sexual orientation, providing estimates for all Wave 4 sexual minority identities (i.e., not collapsing any sexual minority category), and controlling for adolescent school geography and type. Moreover, we find early identification of sexual orientation and stability of sexual orientation may be an important source of variation in identifying LGBTQ adolescents who are at greater academic risk or who may benefit from increased social support.

Scholars and practitioners alike are paying attention to entrepreneurial orientation (EO) as an antecedent of the financial performance of SMEs. Other factors foster and improve SMEs' financial performance. This paper aims to shed the light on other two different strategic orientations that may help enhance SMEs' financial performance in addition to EO, namely; market orientation (MO) and brand orientation (BO).

The three different important strategic orientations are explored through two different studies. The first study was conducted to determine the different effects of the three orientations on SMEs' financial performance. Data were collected using a questionnaire among a convenient sample (131) of business owners/managers, and next PLS-SEM was used for data analysis. The financial performance of firms in the second study is hypothesized to be an outcome of a combination of different strategic orientations; therefore, the fsQCA method is applied to explore the causal recipes of those orientations.

The paper concluded that the three different strategic orientations are collectively, of paramount importance to strategic managers of SMEs.

The brand, market and EOs have been discussed discretely in previous studies and this study attempted to provide managers/owners of SMEs with a holistic view of the three different orientations and the amalgamation among them to be beneficial for better financial performance.

One of the strongest convictions in marketing is that market orientation contributes to firms' performance substantially more than alternative strategic orientations such as innovation and entrepreneurial orientations. Still, some studies show that alternative orientations can also substantially affect the performance of firms, and furthermore, that firms that combine market orientation with alternative orientations are likely to perform even better than firms adopting only market orientation. Also, the nature of the relationship between market orientation and other strategic orientations is not clear. The purpose of this paper is to deal with these discrepancies in the marketing literature. It highlights the importance of the study of the relationship between market orientation and alternative strategic orientations, examines the effect of market orientation on different orientations, and identifies the orientations that are more likely to be combined with market orientation.

The study employs a meta‐analysis procedure to synthesize empirical results on the relationship between market orientation and innovation, learning, entrepreneurial, and employee orientations.

Findings suggest that market orientation is strongly correlated with learning, entrepreneurial, and employee orientations, and that it has a moderate positive relationship with innovation orientation.

Research on market orientation should shift its focus, moving from the study of the direct effect of market orientation on business performance to the study of the various combinations of strategic orientations that firms can pursue in different situations, studying how the more successful market‐oriented firms balance between market orientation and other strategic orientations.

This is the first meta‐analysis to examine the relationships between market orientation and alternative strategic orientations.

The purpose of this study was to investigate the effect of three work‐value orientations — cosmopolitan, local and bureaucratic, on teachers' activities in the high‐school system. The research supported the notion that the bureaucratic orientation is not in conflict with the two other orientations and hence its effect on teachers' activities is not opposite to that of the local cosmopolitan orientation. Two hundred and sixty‐two high‐school teachers participated in the study. They answered mailed questionnaires which sought biographical data, measures of the three work value orientations and measures of five groups of school activities. Results indicated that teachers' activities are affected by their work‐value orientations. The bureaucratic orientation was not found to be in conflict with the two other orientations, but rather complementary to the local one in its effect on teachers' activity. The teachers who rated high in all three orientations were also the most involved in all five groups of school activities.