Search results

Emotions play a significant role in the workplace, and considerable attention has been given to the study of employee emotions. Customers also play a central function in organizations, but much less is known about customer emotions. This chapter reviews the growing literature on customer emotions in employee–customer interfaces with a focus on service failure and recovery encounters, where emotions are heightened. It highlights emerging themes and key findings, addresses the measurement, modeling, and management of customer emotions, and identifies future research streams. Attention is given to emotional contagion, relationships between affective and cognitive processes, customer anger, customer rage, and individual differences.

Missing in most of the research on selling has been an examination of the process from the point of view of the customer. When satisfaction in selling has been considered, researchers have focused on the satisfaction of the salesperson with his job and/or the impact of this job satisfaction on performance (e.g. Bluen, Barling & Burns, 1990; Churchill, Ford & Walker, 1979; Pruden & Peterson, 1971). To concentrate on salesperson performance while neglecting customers is to ignore the most important half of the relationship between buyers and sellers and entirely disregards the marketing concept and the streams of research in customer satisfaction. This research takes a different approach and examines customers’ satisfaction with salespeople.

Céleste M. Brotheridge is a professor of organizational behaviour with the Départment d'organisation et ressources humaines in the École des sciences de la gestion at the Université du Québec à Montréal. She completed her PhD in organizational behavior and research methods at the University of Manitoba. Dr. Brotheridge publishes and conducts research primarily in the areas of burnout, emotions, and bullying in the workplace. She is the chair of the Organizational Behaviour Division of the Administrative Sciences Association of Canada and a member of the editorial boards of the International Journal of Stress Management and the Journal of Managerial Psychology.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

In this paper, a theoretical and applied understanding is brought to the study of acute myocardial infarction [AMI] care‐seeking behavior. The time between the onset of an AMI and the initiation of definitive medical care is presently the single most important factor impeding reduced mortality and improved morbidity from thrombolytic therapy. It is suggested that the acknowledged, yet relatively neglected, area of emotional response is a key element in understanding why individuals may delay seeking definitive health care services following the onset of AMI symptoms. Emotionally significant dimensions of the care‐seeking process and a model for intervention to reduce morbidity and mortality are presented.

Technology proliferation is on a movement to outpace an 18^th-century computing industry paradigm known as “Moore’s law.” This law establishes the rate of technological advancements. The premise of this edict is evident in our coupled workplace with the integration of an emerging technology known as Ambient Intelligence (Aml).

The modernization of the traditional office is designed to be collaborative and environment-friendly. Modernization is primarily due to ambient intelligence. “Opportunities for process and business improvements will derive from a “real-world Web” of smart objects and ambient intelligence, and from consumer-oriented trends such as Web business platforms, aesthetic design, and mobile robots as they move into the business world” (Fenn and Smith, 2005, para. 1). It is safe to reason that ambient intelligence is on a trendy trajectory in many business-oriented workplaces, worksites and workspaces. The business culture is inconspicuously changing before our eyes. Architects and designers are seamlessly incorporating this trend into their respective end-to-end processes of constructing new or retrofitting existing office spaces.

Its unnoticeably embedded adoption is in conference rooms, doorways, elevators, escalators, lighting, meeting rooms, phone displays, and walkways. As ambient technology naturally collides with the functional way an office professional interactively operates through a usual workday, its adaptation becomes seemingly smart and swift. The interesting facet of this technology is that one would not know it unless it was pointed out.

Although there are equipment and devices that offer a singular approach of being convenient and hands-free, there exist common misconceptions and unassuming annoyances that are in place as inherent issues. Once the work environment impedes productivity or natural flow of movement, we realize something is different. These differences align to the surrounding tangible and intangible cues. The information presented in this chapter will disclose the underlying issues at a practical level.

The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.

This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.

The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.

This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.

One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.