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Little research has been done on how university information sources influence advice-seeking attitude, intention, and behavior between students with high and low susceptibility to online information. Our study addressed this gap by empirically demonstrating the role that students’ susceptibility to online information plays in terms of the effect of attitude, social norm and perceived behavioral control on their advice-seeking intention and behavior using the Theory of Planned Behavior (TPB). The purpose of this study is to examine differences in the susceptibility to online sources on students’ advice-seeking behavior when making an institution choice.

A cross-sectional survey was involved, and this empirical study was performed on the basis of a sample of 621 students from publicly-funded high schools in Hong Kong. Multigroup analysis (MGA) was conducted to (i.e. students with high susceptibility to online sources/ students with low susceptibility to online sources) to examine students’ behavioral intention regarding advice seeking about institution choice. 10;

The results of the study revealed that students with high susceptibility to online information were likely to be influenced by the social norm in applying the TPB model. Conversely, students with low susceptibility to online information had low intention to seek advice from others as they are independent and noninformation seekers. Implications for higher education institutions are discussed.

This study provides a modified version of the TPB model while also demonstrating how students with high/low susceptibility to online sources affect their behavioral intention to seek advice from others about making a university choice. Also, this study provides insights into institutions regarding the promotion of marketing information via online and offline sources.

The purpose of this paper is to examine small business owners’ informal advice-seeking from peers, with a focus on the opportunities afforded by the internet for owners to acquire assistance from other owner-managers outside their local community.

Over 600 owner-managers in a rural US state were surveyed about their advice-seeking during the previous year from peers in the same community, from non-local peers they had met in person, and from peers known only online. Mixed effects logistic regression analysis was used to test both main effects of business and owner characteristics on advice-seeking and interactions with type/location of peer advisors.

Most owners had received advice from peers, and one-third had received advice online from a peer whom they had never met in person. Business performance was not associated with overall use of peer advice, but did interact significantly with source; the use of online-only advisors was associated with business growth, suggesting the possible benefit of weak ties. Over two-thirds of respondents reported having used social media and/or online forums to access advice or support from other owners (both those met in person and those not), with women and younger owners more likely to rely on such tools.

This study shows that entrepreneurial research needs to consider peer advisors beyond local networks as potential resources for small business owners. While previous research has examined entrepreneurs’ use of social media for marketing, this study shows its utility for accessing advice.

This study investigates the reasons teachers seek instructional assistance from their colleagues. By examining both the reasons why teachers seek assistance and considering which reasons for seeking assistance predict shifts in teaching practice, this analysis provides new insights into how schools can leverage teachers' social networks for organizational change.

Drawing on interview and survey data from a sample of 52 schools across seven districts in the United States, we first qualitatively explore the reasons teachers seek instructional assistance, based on patterns in teachers' self-reported descriptions of their instructional advice-seeking. Then, we apply hierarchical linear models to predict which individual characteristics and organizational features influence the reasons' teachers seek assistance and which reasons for seeking assistance influence their subsequent shifts in teaching practice.

Teachers' positions in their social networks, their experience levels and their organizational contexts predict the reasons for which they seek instructional assistance. In addition, teachers seeking advice based on perceptions of their peers' experience or resource access predicts positive shifts in teaching practice; however, fewer than half of teachers' instructional-advice seeking ties reported in our sample were motivated by either of these two reasons.

The findings highlight the potential for school leaders and policymakers to improve teaching practice by making educators' experience and resources more accessible within schools and creating structures that enable collaboration.

This paper addresses a gap in social network literature by moving beyond a structuralist analysis of teachers' collegial networks to investigate teachers' motivations for pursuing advice-seeking ties.

Educational reform is a complex undertaking and the interactions between leaders as they go about a change are consequential for realizing desired outcomes. Advice relationships are one such interaction and can play a key role in driving knowledge transfer and development and as such are an important social capital asset supporting organizational change. Building on the growing scholarship around a social network approach to understanding educational leadership and systems change, the study draws from network concepts to examine advice relationships within a district-wide leadership team as the leaders engages a reform initiative, and what accounts for the development of these important relational ties.

Quantitative data were collected through an annual survey at six points over six years from the leadership team in one public school district in the Western United States, including perceptions of organizational learning, beliefs about reform, and reform-related advice relationships.

Using multilevel mixed modeling, findings reveal downward trends in leaders' advice-seeking and -receiving ties over time and that seeking and receiving advice is positively related to organizational learning, beliefs about reform impact, or beliefs about their efficacy in implementing the reform. However, views about reform-related resources are negatively associated with seeking and receiving advice ties over time.

This study contributes to the literature on the social side of change specifically related to leadership, reform, organizational learning, and leader beliefs about reform implementation. Further, the work offers practical implications for potential social infrastructure design for joint work.

Drawing on benign violation theory (BVT), this paper aimed to investigate the underlining mechanism and boundary condition of the relationship between follower perception of leader failed humor and follower advice seeking.

A three-wave survey with 256 leader-follower dyads and an online experiment with 117 participants were conducted to test the hypotheses.

The results showed that leader failed humor decreased follower liking toward leader and subsequently reduced follower advice seeking. Moreover, this negative relationship was exacerbated when leader and follower had infrequent interaction.

Existing research has encouraged leaders to use humor to build and maintain successful interpersonal relationships. However, the situation that a leader may fail when attempting to present humor is neglected. This study advances the concept of leader failed humor and explores its subsequent consequences.

The purpose of this paper is to examine the impact of organizational culture on strategic planning and the role of leadership effectiveness in the association between organizational culture and strategic planning in Indian nonprofit organizations (NPOs).

Data were collected from 441 respondents using a structured questionnaire. Common method bias was addressed through the use of multiple surveys. Structural equation modeling was used to process the data.

Advice-seeking interactions, collaborative culture and an error management culture positively impacted the creation and conceptualization of strategic plans in Indian NPOs. An error aversion culture did not significantly impact the creation and conceptualization of strategic plans. Leadership effectiveness moderated the relationship between “advice-seeking interactions” and the “creation and conceptualization” of the strategic plan, a “collaborative culture” and the “creation and conceptualization” of the strategic plan and an “error management culture” and the “creation and conceptualization” of the strategic plan.

Strategic management literature on the determinants of the creation and conceptualization of strategic plans is scant. Further, it does not include the influence of cultural constructs such as advice-seeking interaction (ASI), collaborative culture (CC), error management culture (EMC), error aversion culture (EAC) on the creation and conceptualization of strategic plans. This study extends the debate on the culture–strategy nexus to help practitioners understand the importance of organizational culture (advice-seeking interaction, collaborative culture, error management culture, error aversion culture) in creating strategic plans.

The purpose of this paper is to explore the process of seeking advice in family firms.

Exploratory multiple case study design was employed to examine how family firm owners use various sources of advice. The analysis is based on data collected from semi-structured interviews with six Czech family business owners.

The case study analysis shows that family business owners first seek advice among those family members who work in the family firm. Subsequently, they approach internal or external sources with whom they have a specific relationship (management and key employees, peers and professional associations). Only when these sources do not provide adequate results, external advisors are approached. However, if the advice required a specific knowledge or certification, external advisors may be approached in the first place.

Based on the qualitative data analysis, we developed a model of the advice-seeking process. Since the theoretical “how” of the advising process in family firms is still underresearched, this study presents theoretical extensions as well as practical implications.

Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.

A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.

It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.

This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

This study aims to investigate the dynamics of knowledge sharing in health care, exploring some of the factors that are more likely to influence the evolution of idea sharing and advice seeking in health care.

The authors engaged 50 pediatricians representing many subspecialties at a mid-size US children’s hospital using a social network survey to map and measure advice seeking and idea sharing networks. Through the application of Stochastic Actor-Oriented Models, the authors compared the structure of the two networks prior to a leadership program and eight weeks post conclusion.

The models indicate that health-care professionals carefully and intentionally choose with whom they share ideas and from whom to seek advice. The process is fluid, non-hierarchical and open to changing partners. Significant transitivity effects indicate that the processes of knowledge sharing can be supported by mediation and brokerage.

Hospital administrators can use this method to assess knowledge-sharing dynamics, design and evaluate professional development initiatives and promote new organizational structures that break down communication silos. This work contributes to the literature on knowledge sharing in health care by adopting a social network approach, going beyond the dyadic level and assessing the indirect influence of peers’ relationships on individual networks.