Search results

The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.

This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching.

Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching.

This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.

The purpose of this paper is to develop a theoretical model that addresses how student citizenship behavior (CB) may be motivated by management of impression in a team-based project using peer evaluations.

This study applies impression management (IM) theory as the theoretical lens to explore the impact of IM tactics, in the forms of task-, self- and peer-focused tactics, on student CB in a team-based project using peer evaluations.

This paper posits that task-, self- and peer-focused IM tactics positively influence a student’s CB in a team-based project when peer evaluations are used. Furthermore, it is proposed that the relative weight of a peer evaluation strengthens the relationship between the three IM tactics and a student’s CB.

From a theoretical standpoint, this study extends IM–CB relationship from the employment setting to the academic setting. More importantly, this study offers crucial recommendations for instructors that may help improve the effectiveness of peer evaluations.

Organizational learning has long been recognized as an important determinant of organizational performance and sustainability. Existing research, however, has commonly viewed organizational learning as a single-level, top-down and organized organizational event initiated by the leader. This particular perspective may fall short of explaining the effect of employee spontaneous workplace behaviors on organizational learning. Thus, the purpose of this paper is to develop a multilevel theoretical model exploring how an employee’s upward helping and voice behavior foster organizational learning through developing leadership capital.

A conceptual analysis was conducted by incorporating relevant research.

This paper proposes the following. First, an employee’s upward helping increases a leader’s human capital and social capital. Second, the leader’s human capital and social capital enhance the employee’s psychological empowerment and knowledge leadership. Third, the employee’s psychological empowerment leads to employee voice behavior. Fourth, employee voice behavior strengthens knowledge leadership. Finally, knowledge leadership promotes organizational learning.

This paper provides a theoretical framework for future research attempting to understand organizational learning from a multilevel, bottom-up perspective. Practically, this paper offers several implications that help promote organizational learning through encouraging employee upward helping and voice behavior.

The purpose of this paper is to develop a theoretical model that describes when helping is considered helping from the recipient’s point of view.

The theoretical model was conceptually developed by drawing upon attribution theory, self-consistency theory and social cognitive theory, as well as relevant literature.

The authors propose that receiving help encompasses three sequential stages: the pre-help-receiving stage, the help-receiving stage and the post-help-receiving stage. Additionally, the authors theorize that the more other-oriented helping motives are attributed by the recipient, the more likely the recipient views the helper’s help as helping, that the more self-esteem preserving behaviors along with helping actions the recipient receives from the helper, the more likely the recipient views the helper’s help as helping and that the more gaps between actual and desired level of task performance are closed by the helper’s help, the more likely the recipient views the helper’s help as helping.

From a theoretical standpoint, this paper offers a process approach that may guide future research on help receiving in organizations.

Drawing upon conservation of resources (COR) and attribution theories, prior research in helping behavior has mainly focused on an independent view of the helper’s personal resources. This perspective, however, falls short of capturing the comparative nature of personal resources and attributions in a helping context. The purpose of this paper is, therefore, to develop a theoretical model that helps predict employees’ decisions to help or not to help.

A theoretical model was developed by integrating social comparison, COR and attribution theories.

The theoretical model proposes the following. First, when employees perceive that they have fewer personal resources than a coworker who needs help, they are less likely to help. Second, when employees perceive that they have more personal resources than a coworker who needs help, they make causal attributions as to why the coworker failed to deploy personal resources. Finally, when employees have more personal resources than a coworker who needs help, they are more likely to help if they make situational, unstable and uncontrollable attributions to the coworker’s failure to deploy personal resources.

This paper extends the literature by offering a theoretical model that emphasizes comparisons and attributions of personal resources in a helping context. Additionally, this paper offers several managerial implications that help managers manage helping behavior effectively.

The purpose of this article is to develop a cross-level, theoretical model describing the process by which interpersonal helping becomes conspicuous, as well as the process by which interpersonal helping subsequently prospers or becomes eradicated in the organization.

A theoretical analysis was performed by drawing upon various management-related theories.

We propose that organizational crises foster the emergence of interpersonal helping. Additionally, the positive relationship between organizational crises and interpersonal helping is stronger (or weaker) when individuals possess higher levels of other-oriented (or self-oriented) motives. Furthermore, we propose that a sympathetic climate at the unit level and employee job crafting at the individual level result in the prosperity of interpersonal helping, whereas interpersonal helping is eradicated by a sarcastic atmosphere at the unit level and citizenship pressure at the individual level.

Theoretically, we advance the literature by providing future research with a theoretical base for understanding interpersonal helping from a temporal and cross-level perspective. Practically, this article offers some managerial recommendations that help managers nurture interpersonal helping in organizations effectively.