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The purpose of this paper is to understand the phenomena of an employee “being valued” in the context of a manufacturing SME.

A qualitative study using rich data from in-depth interviews following a classical (Glaserian) grounded theory.

A three dimensional concept of authentic pride enablement, altruistically-orientated shared-purpose and servant leadership explained the reasons people felt valued.

The limitations were that this study was in one context

The implications are that if organisations consider a servant leadership approach, enabling of authentic pride and fostering of altruistically-orientated shared-purpose, this may help employees feel valued.

This has implications for how organisations can show their employees that they are valued.

“Being valued” is a concept/construct that is widely quoted as a driver for employee engagement and yet rarely unpacked.

The British North American colonies were the first western economies to rely on legislature-issued paper monies as an important internal media of exchange. This system arose piecemeal. In the absence of banks and treasuries that exchanged paper monies at face value for specie monies on demand, colonial governments experimented with other ways to anchor their paper monies to real values in the economy. These mechanisms included tax-redemption, land-backed loans, sinking funds, interest-bearing notes, and legal tender laws. I assess and explain the structure and performance of these mechanisms. This was monetary experimentation on a grand scale.

Examines what makes employees feel valued by their employer, through a survey of training consultants operating at Brathay, an educational charitable trust, associate training consultants working with Brathay to support both its youth and corporate work, and training consultants operating in a commercial organization. Clusters responses under the headings of fairness, environment and inclusion. Suggests differences that may exist between the different types of employees sampled, and their needs/expectations in terms of feeling valued by their employer.

Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse this emphasis and examines the impacts on students of giving feedback to staff as an ongoing dialogue in the delivery of a teaching unit.

This novel study uses surveys and focus groups for an in-depth case study of the impact of students giving feedback to staff. It examines different aspects of students’ experiences related to their sense of being supported and valued, together with issues of relevance, timeliness and the actionability of feedback.

Results show that the regular giving of feedback by students and their subsequent academic actions can help increase students’ sense of being supported and valued. The strongest correlations occurred between the responses of those who felt valued and supported and their perception that their own feedback was acted upon during the semester. There is also some evidence suggesting that students felt valued when observing that other students’ feedback was acted upon either immediately or in the future.

The single case study approach to this research means that only one cohort of students was tested. Research on further cohorts would help to validate the findings.

This study could have implications for teaching quality and practice in better directing, communicating, engaging and following up on student feedback.

Whilst the benefit to the staff of student feedback is well documented, there is little evidence documenting benefits to students. This study addresses this gap in existing research.

The Spread of Status Value theory describes how new diffuse status characteristics can arise out of the association of initially non-valued characteristics to existing status characteristics that are already well-established in a society. Our objective is to extend this theory so that it describes how still other status elements, which have become of interest to researchers such as “status objects” (Thye, 2000) and “valued roles” (Fişek, Berger, & Norman, 1995), can also be socially created.

Our approach involves reviewing research that is relevant to the Spread of Status Value theory, and in introducing concepts and assumptions that are applicable to status objects and valued roles.

Our major results are an elaborated theory that describes the construction of status objects and valued roles, a graphic representation of one set of conditions in which this creation process is predicted to occur, and a design for a further empirical test of the Spread of Status Value theory. This extension has social implications. It opens up the possibility of creating social interventions that involve status objects and valued roles to ameliorate dysfunctional social situations.

Our elaborated theory enables us to understand for the first time how different types of status valued elements can, under appropriate conditions, be socially created or socially modified as a result of the operation of what are fundamentally similar processes.

The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.

Twenty-one South American Elementary Level teachers were interviewed for this qualitative study.

The paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.

This paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.

Authenticity has been studied from a variety of disciplinary perspectives, leading to a rich but confused literature. This study, a review, aims to compare the psychology and sociology/tourism definitions of authenticity to clarify the concept. From a psychological perspective, authenticity is a mental appraisal of an object or experience as valued leading to feelings and summative judgements (such as satisfaction or perceived value). In objective authenticity, a person values the object due to belief in an expert’s opinion, constructive authenticity relies on socially constructed values, while existential authenticity is based on one’s self-identity. The resultant achievement of a valued goal, such as seeing a valued object, leads to feelings of pleasure. Sociological definitions are similar but based on different theoretical antecedent causes of constructed and existential authenticity. The paper further discusses the use of theory in tourism and the project to develop tourism as a discipline. This project is considered unlikely to be successful and in turn, as argued, it is more useful to apply theory from other disciplines in a multidisciplinary manner. The results emphasise that it is necessary for tourism researchers to understand the origins and development of the concepts they use and their various definitions.

Recent studies on the securities market’s differential pricing of earnings components have shown that cash flow from operations is more highly valued than total accruals and that moderate cash flow from operations has higher valuation than extreme total accruals. An interesting question that follows is whether these findings hold regarding the differential valuations of cash flow and current accruals. This study aims to extend prior research by addressing this issue in two ways. First, the authors examine the incremental information content of cash flow from operations beyond working capital from operations. Second, the authors assess the effect of extreme working capital from operations on the incremental information content of cash flow from operations. This study aims to extend prior research by addressing this issue in two ways.

This study adopts market-based accounting research to test its hypotheses and to achieve its objectives. Specifically, this study uses statistical associations between accounting data and stock returns to examine the incremental information content (value relevance) of cash flow and working capital from operations and the effect of extreme working capital from operations on the incremental information content of cash flow.

The results show that cash flow from operations is not more highly valued than current accruals (both being valued equivalently). However, moderate cash flow from operations has higher valuation than extreme current accruals (each is valued differently). Overall, these research findings indicate that cash flow becomes more important for valuation as accruals get “extreme”.

As accruals are unlikely to persist to be permanent across the years, these results can be interpreted as indicating that cash flow and accruals information are used jointly by investors, with one being more important than the other depending on the relative “extremeness” of each. Therefore, both are of value to the investor and both should be reported.

The paper contributes to the UK research on determining the preferred level of disaggregation of earnings components, i.e. operating cash flow, current accruals and non-current accruals. This would help investors to improve their investment and credit decisions.

The purpose of this article is to establish empirically what may motivate the manager to learn, that is, keep him interested in a course for which he has been sponsored by himself or another. The importance of this sort of study lies in the fact that its results can have implications for the design and development of courses. In other words, the trainer or educator should continually be reminded of the needs of the manager in a learning situation.

Educational researchers have long been concerned with role stress among teachers. In education, research on the consequences of such role stress for teachers has largely concerned outcomes valued by individuals such as job satisfaction and reduced stress. Less research has focused on examining the effects of role stress on outcomes valued by the organization, such as employee commitment and employee retention. In examining the role stress‐outcome relationship, research suggests the importance of taking into consideration the work orientations of individuals as possible moderators of the role stress‐outcome relationship. Using a sample of elementary and secondary teachers, this study empirically examined, first whether three role stresses – role ambiguity, role conflict, and role overload – are related to two individually and two organizationally valued states and second, whether teachers’ higher‐order need strength moderates these role stress‐outcome relationships. The study found that role stresses relate to individually‐ and organizationally‐valued outcomes among both elementary and secondary teachers.