Search results

The primary purpose of this study is not only to examine the connections between self-determined motivation, attitudes toward change and participation in change, but also to explore the moderating impact of perceived organizational support on organizational change, and the mediating role of attitudes toward change in the link between perceived competence and participation in change.

The data were collected from one semiconductor manufacturing company (study 1) and one logistics service company (study 2). Employees who experienced organizational change before were invited to finish the survey. The partial least squares-structural equation modelling (PLS-SEM) technique and SPSS PROCESS (model 14) were utilized to analyze the data.

The study findings indicated that the perceived autonomy and relatedness were positively connected with perceived competence, which in turn would lead to better attitude toward change. Additionally, it was found that the perceived competence and attitude toward change would positively predict participation in change. More importantly, perceived organizational support would reinforce the positive relationship between attitude toward change and participation in change.

Although there are many organizational change reports, relatively little attention has been paid not only to the mediating role of attitudes toward change in the implication of organizational change but also to the moderating impact of perceived organizational support on the final success of organizational change.

: 本研究的主要目的, 除了探討自決動機和對變革的態度兩者與參與變革的關係;也探究組織支持感對組織變革所起的緩和作用, 以及對變革的態度在感知的才能和參與變革兩者的關聯上所起的調節作用。

: 有關的數據取自一間半導體製造商 (研究一) 和一間物流服務公司 (研究二) 。 曾體驗過組織變革的僱員被邀參與一項調查, 研究人員採用結構方程模式: 偏最小平方法 PLS-SEM、以及SPSS PROCESS (模型14), 來分析調查得來的數據。

: 研究結果顯示、感知的自主和關聯性兩者與感知的才能有正關聯的關係, 而這反過來則會引來對變革有較良好的態度。研究結果亦顯示、感知的才能和對變革的態度兩者均能積極預測變革的參與;更重要的是、組織支持感會強化對變革的態度與參與變革之間的正關聯。

: 雖然有關組織變革的研究報告唯數不少, 惟於組織變革上的啟示而言, 探討對變革的態度所起的調節作用的研究實唯數不多, 而且、探討組織支持感對組織變革能否最終成功所起的緩和作用的研究似頗稀少。

The purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.

This paper is the outcome of a review of the literature on learning theory and management education.

This paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.

This paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

Learning about sustainable development in dedicated curricula can be beneficial for students’ personal and professional development and societies alike. However, for various reasons the implementation of sustainable development modules in existing curricula can be difficult in many fields of study. This paper aims to propose an alternative route to give students the chance to learn about sustainable development without the need to change the structure of their study program.

The current paper elaborates on the idea that many fields of study have mandatory courses on empirical research methods and these courses can function as a platform to teach applied empirical research methods in combination with education on sustainable development. A three-phase model is proposed to implement sustainable development topics in existing curricula, taking students’ current methodological competency level into account.

The proposed model provides a chance to combine education on sustainability with thorough training in scientific research methods. Example projects and evaluation results from an existing social science curriculum and its integration into a real-world laboratory on sustainable energy use illustrate the different phases and their goals.

The model offers the opportunity to implement education on sustainability into existing curricula without the need for difficult structural changes. It extends students’ learning on sustainability without impairing their learning of research methods. A discussion of the model’s limitations and boundary conditions helps to understand its potential use cases and challenges.

Applying the institutional logics perspective to applicant attraction, this study investigates the level of uniformity among preferences for consulting job attributes associated with the institutional logics of the corporation, the profession and the family, and tests for the influence of anticipatory socialization differences.

The study uses a discrete choice experiment with 232 business students. A hierarchical Bayes approach to conjoint analysis uncovers part-worth heterogeneity and allows for subsequent cluster and regression analysis of the choice data.

The findings identify a dominant job-oriented preference type and a minor career-oriented preference type. Anticipatory socialization through personal prior work experience and the occupation of friends decreases adherence to the logic of profession and increases the relevance of the family logic. The parents' occupation has only a minimal influence on preferences.

The study provides attribute-based recommendations on how professional service firms can effectively address the complex expectations of potential applicants in their job ads for an entry position and underlines the role of intra-generational reference groups as important anticipatory socializers.

By testing individual socialization effects at the pre-hire stage and beyond the organizational level, the study fills a void in both the recruitment and the institutional literature.

No systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly associated well-being as the result of autonomous motivation and basic psychological needs satisfaction, while frustration results in ill-being. The purpose of this study is to integrate the variables identified in empirical studies associated with the occurrence of the phenomena, individual/organizational features and consequences associated with workers' well-being/ill-being.

This systematic review includes 44 empirical studies published up to February 2021. Findings are summarized based on quantitative analysis of the evidence.

Results reinforce the role of self-determined motivation and needs satisfaction in promoting well-being, while amotivation and needs frustration led to ill-being. Besides, they indicate that ill-being can both lead to negative consequences and diminish positive work outcomes. Findings also revealed that: integrated motivation does not seem to be empirically distinct from intrinsic and identified motivation in promoting well-being; introjected motivated behaviors may be less harmful to psychological health than externally oriented ones; the relationship between external motivation and well-being/ill-being requires prospective investigations; and amotivation seems to have a detrimental effect in workers' psychological health.

Results provide practical information for HRM practitioners to design work environments and practices that promote employees' psychological health.

An unprecedented framework that aggregates empirical findings regarding the antecedents, predictors and consequences of ill-being/well-being in working contexts is presented.

The ideal-typical entrepreneur presents him/herself in the neoliberal iconography as an autonomous and pro-active individual who is highly engaged with his/her vocation. Nevertheless, empirical research on the actual work engagement of the self-employed is scarce. In addition, phenomena like “necessity self-employment” and “economically dependent self-employment” raise concerns about the potential eudaimonic well-being outcomes of these self-employed. In this study, it was therefore investigated to what extent necessity self-employment and economically dependent self-employment are associated to work engagement and whether this relation is mediated by intrinsic job resources.

The authors used data from the 2015 European Working Conditions Survey (EWCS) involving 5,463 solo self-employed participants. For analyzing the data, structural equation modeling (SEM) with the Lavaan package was used.

Both necessity self-employment and economically dependent self-employment were linked to poor work engagement, however, intrinsic job resources mediated both effects.

While previous studies have shown differences in hedonic well-being between opportunity/necessity entrepreneurs, and economically (in)dependent entrepreneurs, this study considers their distinct profiles regarding eudaimonic well-being. Eudaimonic well-being was deemed particularly relevant because of its implications for other outcomes such as life satisfaction, psychological well-being, ill-health, business performance and persistence in self-employment.

The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action

The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice.

Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate.

This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.