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This study aims to explore how consumers judge corporate social responsibility (CSR) authenticity. Kelley’s covariation attribution theory (Kelley, 1973) was deployed to explain information consumers use that leads to either a substantive or symbolic attribution.

In total, 101 consumers were randomly assigned to one of three experimental conditions and responded to an online survey: an organization whose CSR practices were unique (low consensus), across their business (low distinctiveness) and over time (high consistency), practiced CSR like competitors (high consensus), in few areas if their business (high distinctiveness) and just initiated their CSR activities (low consistency) or no relevant CSR information (control). The dependent variables were consumer’s substantive attribution, symbolic attribution and the extent that consumers’ reported that consensus, distinctiveness and consistency were important in judging CSR authenticity in general. ANOVA and Scheffe post hoc tests were conducted as appropriate.

Consumers in the first experimental condition ascribed greater substantive attribution than consumers in the control group and marginality more than the second experimental condition. On the other hand, these same consumers also ascribed greater symbolic attribution than did the control group. After consumers were shown an organization whose CSR activities were unique, practiced across their business and for a long time reported that distinctiveness and consistency were more important in judging authenticity in general.

The survey respondents constituted a convenience sample; however, they were randomly assigned to conditions. This randomization enabled an experimental design capable of making causal statements. The Linkedin platform is mainly used by white-collar individuals and does not incorporate the entire spectrum of airline passengers from other industries, and therefore, may limit generalizability to other industrial sector populations. The sample age was somewhat young and may not be representative of older individuals and young teenagers. Like all online surveys, individuals without internet access did not have an opportunity to participate. Future research should deploy larger sample sizes and greater demographic diversity (e.g. age, country and income).

Executives must lead and engage stakeholders in their organizations’ CSR initiatives. Managers must implement efficiently, using CSR audits that assess the extent that unique initiatives are implemented throughout the business and over time. The findings also suggest that marketing should then effectively communicate CSR in consensus, distinctiveness and consistency terms.

Multiple stakeholders urge organizations to be socially responsible. Consumers incorporate social responsibility into buying and investment decisions, and therefore, expect to demand CSR transparency and authenticity. Unfortunately, little is known about how consumers assess CSR authenticity, which is the aim of this research.

This is among the first studies that generalize Kelley’s covariation attribution theory from the micro-level of individual perception and social psychology to the macro organizational level and the first to empirically test the theory at the macro organizational level. This study used an experimental design to test attribution theory as a theoretic explanation of how consumers judge CSR authenticity and the first study to explore whether exposure to CSR information influences the extent that such information is believed to be important in judging authenticity.

Despite the importance of principals' satisfaction with their school's performance (PSS), few empirical studies have addressed the components and predictors of principals' satisfaction with their school. The purpose of this study is to identify the most salient components of PSS among school satisfaction indices, districts' characteristics, and principals' demographics.

This study was a secondary data analysis of a survey of 431 principals in 29 school districts across the USA conducted by Harris Interactive, Inc. The researchers first identified reliable indices of PSS from the survey instrument responses. PSS was then regressed on districts' characteristics, demographic variables of the principals, and school satisfaction indices.

A total of 11 reliable PSS indices were identified. Negative student behavior, decision‐making involvement, and equipment and facilities indices significantly predicted PSS after district and demographic variables were controlled.

This study offers an explanation of the underlying dimensions of principals' satisfaction of their schools' performance. The findings suggest actions that principals should take in order to improve their school satisfaction and ultimately, school effectiveness.

The purpose of this paper is to identify factors of parent satisfaction, then identify predictors of overall school satisfaction among three groups of variables: district characteristics, parent demographics, and school satisfaction factors. Despite the importance of parents in the success of schoolchildren, few empirical studies address the complexities and factor structure of parent satisfaction with their children's school.

This paper reports findings from a survey of 30,279 parents from 121 schools in 27 school districts across the USA conducted by Harris Interactive, Inc. The researchers employed factor analysis to identify factors of parent satisfaction, and then regressed overall satisfaction on district characteristics, demographic variables, and satisfaction factors.

In this paper three parent satisfaction factors were found: the extent to which parents received adequate information from the school about their children, and the degree of involvement the school and teachers afforded them, the adequacy of school resources, and the extent to which school leadership (Board of Education and School Superintendent) was effective and managed the school budget well. These factors significantly predicted overall parent/school satisfaction even after district and demographics were controlled.

The study increases one's understanding of the underlying factors that explain parent satisfaction, and demographic, and district characteristics that predict parents' satisfaction. The findings suggest factors that school administrators manage these factors in order to improve parent satisfaction.

Parent satisfaction with their children's school is an important issue in today's competitive educational environment characterized by school choice and government standards; however, few empirical studies address school satisfaction similarities and differences among parents from different ethnic groups. The purpose of this paper is to determine empirically similarities as well as differences in the factors important to parents from different ethnic backgrounds.

This article presents a conceptual model of parent satisfaction with schools that was derived from the literature as well as researchers at the Harris Interactive Poll Organization. The article reports the findings from a survey of 27,605 African‐American, Asian, Caucasian, and Hispanic parents from 121 schools in 27 school districts across the US. Regression analyses identified factors that contribute to overall school satisfaction among the ethnic groups.

Ethnic parental groups share attributes with respect to school satisfaction; however, the importance groups place on such school characteristics as parental involvement, school administration, and technology varies. Across ethnic groups, parents' school satisfaction was influenced most by their rating of school safety, followed by the school budget and teacher effectiveness. Factors more proximal to children's school experience (e.g. safety, teachers, and facilities) had greater influence on parents' school satisfaction than factors of lesser proximity (e.g. district administration).

The study furthers our understanding of parent's school satisfaction with their children's schools, especially with respect to ethnicity. The study findings have practical implications for school administrators who must first understand parents' school satisfaction across and among ethnic groups, set priorities, and take action to increase parent school satisfaction.

Addressing occupational stress and fostering employee wellness helps meet a host of organizational stakeholder expectations including high quality of work life (employees), reasonable return on investment (investors), increased productivity (management), and competitiveness (owners). Despite being dynamic in nature, stress and wellness are often studied using a static perspective. One reason for the scarcity of dynamic empirical research is the limited knowledge and use of the tools available to assess change over time. To address this limitation, four tools used to assess change and dynamics of occupational stress and well-being are described: growth models, latent change score models, spectral analysis, and computational modeling. First, we begin by discussing growth curve models and then transition to latent change score models. We then expand into spectral analysis, a tool used to determine cycles of ups and downs that repeat regularly. Last, computational modeling is discussed, where computers and simulations are used to understand a dynamic process. For each tool, we give examples of how they have been used, make recommendations for future use, and provide readers with suggestions and references for how to complete analyses in software and programs, most of which are freely available (i.e., R, Vensim).

Purpose – In this chapter, we propose a process model of emergent multiculturally shared mental models (MSMM) in multiparty negotiation.

Methodology – Building on existing models of collective cognition, we incorporate our research on culture, negotiation, and shared mental models to propose a three-stage model that addresses the unique challenges of a multiparty and multicultural context at each stage.

Implications – The challenges of multiparty negotiation (e.g., increased information load, managing coalitions, etc.) are exacerbated in a multicultural context because negotiators each bring unique approaches and expectations that are grounded in their national cultural values and norms. Our model addresses these complexities and illustrates moderators that can facilitate or hinder the development of a shared understanding in multicultural multiparty negotiation.

Originality – Multicultural multiparty negotiations are common in international business mergers, international peace keeping efforts, and international political, economic, and environmental treaties. This chapter is the first to consider the process of shared cognition in the context of multicultural multiparty negotiations.

Purpose – Past research on emotions in negotiation has focused primarily on the impact of the emotional state of one negotiator in a negotiation. We focus instead on the group emotional tone of the negotiation, defined as the joint emotional experience of all negotiators in the negotiation. Past research also has focused only on one dimension of emotions in negotiation: valence. We focus instead on two additional dimensions of emotions: uncertainty and action tendencies. Examining emotions at the group level, and taking a multidimensional perspective on emotions in negotiation, provides a more nuanced examination of the effects of emotions in negotiation, and also highlights the possibility of emotional ambivalence (and its effects) both within and across negotiators within a negotiation.

Approach – We examine emotions at the group level, and take a multidimensional approach to understanding the impact of group-level emotions within the context of a negotiation.

Findings – We propose that groups characterized by certain versus uncertain emotional tone will have different perceptions of risk in the environment, which can prompt different behavioral outcomes that affect group negotiation processes and outcomes. Furthermore, we propose that groups characterized by different action tendencies will display differences in willingness to engage others during negotiation, which can significantly influence group negotiation processes and outcomes. Evaluating these additional dimensions should provide a more comprehensive perspective on the effects of group-level emotions on negotiation processes and outcomes.

Value – This review is intended to illuminate the powerful role that negotiation-level emotional tone might play in group negotiation behaviors and outcomes. Part of the importance of understanding the impact of group emotional tone is for group leaders to anticipate – and possibly proactively manage – its impact. This can provide managers a reference point to better understand – and effectively manage – negotiations among group members.