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This study investigated the influence of students' conceptions of feedback (ScoF) dimensions on academic self-efficacy (SE) and self-regulation (SRG).

The study employed the partial least squares structural equation modeling (PLS-SEM) approach on a sample data of 528 students from ten different universities of Karachi city.

Results indicate that active use of feedback (AUF) and enjoyment (ENJ) has a positive and significant impact on SE, while ignorance showed an adverse and significant effect on SE. Additionally, SE showed its positive and significant influence on self-regulation. However, meet expectation (MEXPT), peers’ help (PHP) and tutor comment (TC) showed a positive but insignificant impact on SE.

The study provides useful insights for academicians and policymakers to develop a comprehensive strategy for university students to improve their academic SE and self-regulation.

Feedback is a central element of the learning experience yet, until recently, few studies have focused directly on what students think about feedback. This paper seeks to address this issue.

Data collected as part of a larger study investigating reasons for consistently low ratings of feedback across the higher education sector are reported. The larger study includes Rowe and Wood's Student Feedback Questionnaire (SFQ), which gathers quantitative data on student perceptions and preferences for feedback, but also includes two open‐ended questions inviting students to give written comments on why they believe feedback is important, and how the feedback they are getting could be improved.

Focusing on responses to the first open‐ended question and viewing comments in the context of the larger study and its findings, an analysis is offered of the students' responses, extracting seven different student conceptions of the function of feedback.

Feedback serves a wide variety of functions in the lives of students, not limited to the implication of feedback for learning. Students are most likely to succeed in an environment where their broader social needs are met.

The findings reported in this paper contribute to an area of educational research previously neglected, drawing attention to: the importance which students attach to feedback as a teacher's personal response to them as individuals; and the need to take into account students' perceptions – both positive and negative – of the emotional aspects of feedback.

This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers.

Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables.

The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation.

The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed.

This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.

The purpose of this paper is to increase the understanding regarding how managers attempt to make purposeful use of innovation management self-assessments (IMSA) and performance information (PI).

An interpretative perspective on purposeful use is used as an analytical framework, and the paper is based on empirical material from two research projects exploring the use of IMSA and PI in three case companies. Based on the empirical data, consisting of interviews and observations of workshops and project meetings, qualitative content analysis has been conducted.

The findings of this paper indicate that how managers achieve a purposeful use of PI is related to their approach toward how to use the specific PI at hand, and two basic approaches are analytically separated: a rule-based approach and a reflective approach. Consequently, whether or not the right thing is being measured also becomes a question of how the PI is actually being interpreted and used. Thus, the extensive focus on what to measure and how to measure it becomes edgeless unless equal attention is given to how managers are able to use the PI to make knowledgeable decisions regarding what actions to take to achieve the desired changes.

Given the results, it comes with a managerial responsibility to make sure that all managers who are supposed to be engaged in using the PI are given roles in the self-assessments that are aligned with the level of knowledge they possess, or can access.

How managers purposefully use PI is a key to understand the potential impact of self-assessments.

The purpose of this study is to examine antecedents of the under researched area of customer feedback in a retail context with feedback defined as positive and negative comments as well as suggestions for product/service improvements. A market-oriented firm listens to customers and puts their feedback into practice. Research on customer engagement, which includes customer feedback, has recently surged. The preponderance of feedback research to date has been focused on customer complaint behavior which is negatively valenced. Much less attention has been paid to customer feedback (including sharing positive information, thoughts and suggestions for new ideas, in addition to negative information) even though it has great value for companies. This research addresses this gap by integrating literature on customer orientation and engagement and relationship marketing antecedents (social benefits) and outcomes (commitment) to better understand what retailers can do to encourage customer feedback through relationships with frontline employees.

This study employs a cross-sectional, single retailer approach surveying 864 customers who have varying relationships to a coffee house.

Conditional process analysis was used to test the hypothesized mediating and moderating relationships. Results were consistent with predictions, showing that retail employee customer-oriented behavior is mediated by customer social benefit perceptions to influence feedback. Further, social benefit perceptions will interact with the level of customer continuance commitment to impact feedback. Specifically, the impact of social benefits will be stronger when commitment to the retailer is higher.

This research has academic and practical implications by increasing our understanding of an underrepresented and valuable aspect of engagement – customer feedback. Specifically, it addresses a key marketing research priority set forth in a 2010 JSR special issue, calling for more work contributing to this topic. Also, this research implies managers have the ability to influence the amount of feedback that they receive by encouraging certain employee behaviors.

The psychological literature on subjective probability estimation is reviewed to determine the feasibility of designing probabilistic information retrieval systems using such estimates. Their use has been considered by some writers, but psychological issues have not been addressed. Research pertinent to probabilistic information retrieval is examined and implications for probabilistic information retrieval are drawn. It is shown that accurate human probability estimation is possible, both in the laboratory and in real world tasks, e.g., in meteorological forecasting; but that it is also a task subject to systematic bias, or inaccuracy. Proposed techniques for debiasing are considered. The highly task‐dependent nature of such estimates is also discussed; two implications are that results from laboratory studies may have limited relevance to real world tasks and that empirical studies specific to the context of information retrieval need to be made. Human probability estimation appears to be a difficult task, but one which can be done well with proper training and use of debiasing techniques. It is premature to say how useful such estimates would be in probabilistic information retrieval, but their use should not yet be ruled out.

The purpose of this paper is to establish an understanding of what projectification means, how projectification is driven forward, as well as what the consequences of projectification are in an European Union (EU) context, and in the public sector in general.

The research methods consist of a literature review as well as a meta-analysis of key EU policy documents related to the functioning of regional development and projects. The paper shows that structural developments brought forth by a projectification in a public sector context have significant consequences.

Without contextually sensitive interlinking mechanisms between temporary and permanent structures projects risk losing their flexible and innovative qualities, and may fragment the ability of permanent organisations for maintaining coordination and continuity. The findings suggests that the proximity of permanent organisations, the discretion of entrepreneurship, the political priority of the task, the inclusion of competencies and interests, and the quality of transfer mechanisms are essential variables in explaining the outcome of temporary organisations in a politico-administrative context.

The paper contributes to the literature on projects in a public sector context and suggests that comparative research on the drivers and consequences of public sector projectification in supranational as well as national contexts is needed.

The increasing requirements for applied project management skills and methods as criteria for project selection in the public sector highlight the importance of a broader theoretical and practical understanding of projectification.

The paper adds a new dimension to the projectification debate by presenting a descriptive and conceptual discussion about the consequences of public sector projectification in an EU context. It complements an existing theory of the temporary organisation and takes the first steps towards a theory applicable to projectification in a public context.

The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).

The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.

This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.

Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.

Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.

Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

This paper aims to identify and to characterize the current evolution of “sustainable mobility” solutions. After considering this trend as an expression of eco-innovation, the authors look at the impacts of the emerging business models for the introduction of these eco-innovations, on the wider “eco-system” of mobility.

This paper uses both an abductive as well as a inductive approach of responsible innovation. To assume contextualization of responsible innovation, the authors choose eco-innovation in the mobility sector that impacts as much on business models as on industrial organizations and as a global value chain.

Eco-mobility is defined as a disruptive innovation that must be understood as a responsible innovation. The importance of social and institutional dimensions defining acceptance and uptake of the innovation is integrated in innovation characterization. Modifying the perception of eco-innovation, the e-mobility business model has to be reinvented. Doing this, impacts on global value chain of the mobility sector organization have to be analysed.

If the academic literature proposes a satisfactory analysis of the determinants of eco-innovation, the presentation of the “smart mobility” ecosystem as an open and shared innovation remains limited, compared with the question of value creation. The business models which are at present under development will deepen these questions.

This paper discusses inputs for decision-makers in climate change policy and insights for reorganization of the global value chain in the car manufacturing sector.

This paper presents solutions to reduce the negative externalities (social and environmental) of the car manufacturing sector with good possibilities of mobility, inputs to accelerate new markets and new jobs in mobility sector and adequation of mobility services to social demand.

Mixed analyses of sustainable development economics, innovation economics and organization management, and elements to build new business models in eco-mobility as a first step for the question of the adequate business models for “Smart Cities” – an application sector of functionality or service economy – have been presented.

Distributed performance arrangements are increasingly used by organizations to structure dyadic and team interactions. Unfortunately, distributed teams are no panacea. This chapter reviews some of the advantages and disadvantages associated with the geographical and temporal distribution of team members. An extended discussion of the implications of distributed team performance for individual, team, and organizational decision making is provided, with particular attention paid to selected cultural factors. Best practices and key points are advanced for those stakeholders charged with offsetting the performance decrements in decision making that can result from distribution and culture.