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Purpose: Status characteristics theory assumes that the effects of status on performance expectations will be the same for both high and low status actors. However, this may not be true in all situations. Prior work suggests that in some situations, high status actors may ignore new information that should lower their position within a group's power and prestige order (Kalkhoff, Younts, & Troyer, 2011), making them resistant to status loss.

Methods: In a laboratory experiment, I introduced new status information to participants that contradicted their prior status position within a sequence of groups working on the same task.

Findings: Results show new status information that contradicts prior status orders is less influential on the expectations of initially high status actors, supporting the result initially reported by Kalkhoff et al. (2011). Additionally, I show this effect exists for two task-oriented behaviors, resistance to influence and response latency.

Contribution: This experiment suggests a “sticky expectations” effect exists when new status information is introduced to groups with established performance expectations. It also extends earlier research by showing the effect exists for multiple task-oriented behaviors and is not limited to situations involving the transfer of second-order expectations.

Research Implications: This research suggests that high status actors are more resistant to status loss than previously believed. I consider two possible mechanisms for this effect: self-enhancement bias as initially proposed by Kalkhoff et al. (2011) and an effect on collective orientation caused by performance expectations.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

The examination researches the impacts of cultural identity on entrepreneurial performance in the southern Nigeria. The examination connected a cross-sectional overview approach in choosing the small- and medium-scale enterprises (SMEs) in south-south district who reacted to an organized poll. The Spearman’s rank correlation coefficient and structural equation modeling (PLS-SEM 3.2) were utilized in analyzing. The examinations show that there is an association between family structure, communal spirit and entrepreneurial performance. Nevertheless, there is a weak connection among individualism orientation, profitability and survival. The examination reasoned that SMEs could raise performance by embracing significant antecedents of cultural identity from successful cultural groups.

This chapter explores the perceptions that custodians of African cultures such as parents, grand-parents, village chiefs, and other community leaders hold regarding what higher education institutions ought to achieve for their children, and the extent to which these final ends are being, or can be, achieved through teaching and learning in cyberspace. Using the African context of Botswana as a reference point, the chapter situates learning and teaching practices online in the context of culture. After exploring the literature on cultural worldviews, African expectations of higher education, and online pedagogy and technology, the chapter documents the understandings and perceptions of the final ends that higher education institutions ought to pursue held by 39 village chiefs, community leaders, and parents from different cultural groups and communities. Evidence from phenomenological interviews revealed that Africans held that Afro-communal purposes for higher education in which promoting virtue, supporting culture, facilitating cooperation, and contributing to socio-economic development were seen as the paramount final ends for higher education institutions. The findings support Metz’s (2019) theoretical model of the ends of African higher education institutions. The chapter argues that, for online pedagogy in African universities and colleges to be successful, it should be grounded in collectivism where emphasis is given to the use of synchronous communication systems for the delivery of learning experiences, pedagogical practices are framed within community of practice, students are exposed to education for morality to foster a deeper sense of being real humans, and a socio-economic development agenda is emphasised.

Purpose – The purpose of this chapter is to explore the orientations of consumer and company participants who participate in online crowd-sourced communities.

Methodology/Approach – Using a netnographic approach, we analysed the Nokia Design by Community (NDbC) crowd-sourced information contest, which was organised by Nokia in order to co-create a vision of the community's ‘dream’ Nokia device.

Findings – The findings reveal that community members' social orientations were dramatically different from the host organisation's narrow commercial focus, which led to unresolved tensions and as we posit, the ultimate failure of the initiative.

Research implications – The contemporary discourse on collaborative value co-creation potentially overemphasises the commercial objectives of organisations by failing to acknowledge the need for organisations to address the complex communal objectives and motivations of members of crowd-sourced communities.

Practical implications – Organisations need to acknowledge and address the complex and dynamic communal and commercial tensions that inherently emerge in online crowd-sourced communities. They need to adopt a tribal marketing approach and respectfully engage with community members if the diverse objectives of community members and the host organisations are to be satisfactorily met.

Originality/Value – Organisations and researchers need to recognise and acknowledge that crowdsourcing both begets communal conflict and fosters collaborative behaviour due to contested commercial and social orientations. While mindful of their commercial objectives, organisations will succeed in implementing online crowd-sourcing initiatives if they make a sincere effort to understand and respect the diversity, culture and social norms of the particular crowd-sourced online community concerned.

In this chapter, governance in organizations is seen primarily as the governance of motivation of employees. It is argued that motivation is steered by cognitive frames (goal driven definitions of the situation), so that governance in organizations should focus mainly on the establishment and maintenance of frames. The chapter discusses how this may be done and how this cognitive approach to governance can be seen as an integration of transaction cost economics and the organizational behavior approach.

This literature review is on advanced computer analytics, which is a major trend in the field of Human Resource Management (HRM). The authors focus specifically on computer-assisted text analysis (CATA) because text data are a prevalent yet vastly underutilized data source in organizations. The authors gathered 341 articles that use, review, or promote CATA in the management literature. This review complements existing reviews in several ways including an emphasis on CATA in the management literature, a description of the types of software and their advantages, and a unique emphasis on findings in employment. This examination of CATA relative to employment is based on 66 studies (of the 341) that bear on measuring constructs potentially relevant to hiring decisions. The authors also briefly consider the broader machine learning literature using CATA outside management (e.g., data science) to derive relevant insights for management scholars. Finally, the authors discuss the main challenges when using CATA for employment, and provide recommendations on how to manage such challenges. In all, the authors hope to demystify and encourage the use of CATA in HRM scholarship.