Search results

Using the substitute for leadership framework, the purpose of this paper is to verify whether employees’ perceived value congruence with their organization can act as a moderator of the relationship between transformational leadership and empowered behaviors. A triple moderation hypothesis, wherein value congruence could both enhance or substitute leadership practices depending on employee tenure, is tested.

Self-reported data were collected from 1,934 employees of a large public organization.

Hierarchical regressions show that value congruence enhances transformational leadership’s effectiveness in new employees, but plays either a substitute role or no role at all in more tenured employees.

Findings suggest that the substitutes for leadership framework are useful in understanding both the enhancing and substitute role of value congruence with regards to transformational leadership. This study also underlines this framework’s complexity and the need for additional research that goes beyond bivariate models to further our understanding of transformational leadership moderators.

The knowledge of when leadership practices are enhanced or substituted could help leaders focus their efforts to maximize empowered behaviors.

This study verifies the theorized moderating role of value congruence in transformational leadership, which has been largely ignored in research. Additionally this study shows that this role can fluctuate according to tenure.

The purpose of this paper is to empirically verify a theoretical model of candidates' feedback integration in the context of individual psychological assessment (IPA).

Structural equation modeling analyses were conducted in a two-wave longitudinal study. A total of 97 candidates completed questionnaires immediately after their feedback session as well as three months later.

Results indicate that candidates' motivational intention to act on IPA feedback is a pivotal variable linking feedback perceptions and post-feedback behaviors. Source credibility, assessment face validity, as well as perception that the feedback helped increase candidate's awareness were related to motivational intention. Conversely, feedback acceptance was not related to candidates' motivation to act on feedback and post-feedback behaviors.

Because the authors relied on self-report questionnaires, future studies would benefit from including externally assessed behavioral outcomes. Future research efforts should continue distinguishing candidates' acceptance and awareness based on their distinctive contributions in the feedback integration process.

The results indicate that motivation created during the feedback session is a stronger predictor of day-to-day behavioral changes than it is of involvement in specific developmental activities.

This research fills a gap in IPA literature by highlighting some IPA benefits and the processes involved in increasing feedback value for the participant.

This chapter focuses on the COVID-19 pandemic’s impact on the recognition through discourses of essentiality, of low-status workers and more specifically of care aides as an occupational group that performs society’s ‘dirty work’. The pandemic appears as a privileged moment to challenge the normative hegemony of how work is valued within society. However, public recognition through political discourse is a necessary but insufficient element in producing social change. Based on the theory of performativity, this chapter empirically probes conditions and mechanisms that enable a transition from discourse of essentiality to substantive recognition of the work performed by care aides in healthcare organizations. The authors rely on three main sources of data: scientific-scholarly works, documents from government, various associations and unions, and popular media reports published between February 2020 and 1 July 2022. While discourse of essentiality at the highest level of politics is associated with rapid policy response to value the work of care aides, it is embedded in a system structure and culture that restrains the establishment of substantive policy that recognizes the nature, complexity, and societal importance of care aide work. The chapter contributes to the literature on performativity by demonstrating the importance of the institutionalization of competing logics in contemporary health and social care systems and how it limits the effectiveness of discourse in promulgating new values and norms and engineering social change.

This study aims to better understand how academics-in-the-making construe doctoral performance and the impacts of this construal on their positioning in relation to doctoral performance expectations.

This study is based on 25 semi-structured interviews with PhD students from Canadian, Dutch, Scottish and Australian business schools.

Based on Decoteau’s (2016) concept of reflexive habitus, this study highlights how doctoral students’ construal is influenced by their previous experiences and by expectations from other adjacent fields in which they simultaneously gravitate. This leads them to adopt a position oscillating between resistance and compliance in relation to their understanding of doctoral performance expectations promoted in the academic field.

The concept of reflexivity, as understood by Decoteau (2016), is found to be pivotal when an individual integrates into a new field.

This study encourages business schools to review expectations regarding doctoral performance. These expectations should be clear, but they should also leave room for PhD students to preserve their academic aspirations.

It is beneficial to empirically clarify the influence of performance expectations in academia on the reflexivity of PhD students, as the majority of studies exploring this topic mainly leverage auto-ethnographic data.

In a context that is directly linked to the interest movement that was borrowed by institutions of higher education, authors such as Michel Freitag (1995, 2002, 2008, 2011), Bill Readings (1997) or Michel Seymour (2013) focused on the misappropriation of the foundations of education, in favor of the economic needs of the new corporatist society.

Through his work on the idea of recognition, Axel Honneth (1996, 2007a, 2007b, 2010, 2014) has managed to draw an interesting critique of contemporary Western society and the “use” it makes of individuals. With the publication of Disrespect: The Normative Foundation of Critical Theory (Honneth, 2007b) and Reification: A Recognition Theoretical View (Honneth, 2007a), Honneth sets the tone for the demanding character of his critique, which calls for a reconsideration of the intrinsic value of subjects, with regard to their own needs, their freedom and their identity.

Considering that higher education institutions tend to focus more and more on private interests, for example, by considerably diminishing professors’ academic freedom over the years, it seems imperative to question these power relations between them and civil society (which, of course, is not homogeneous). This will be the subject of our chapter, which will be based on works from both philosophy and sociology.

This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

This paper aims to propose a method to evaluate the information obtained on harmonics calculations and to estimate the precision of results using finite element method for an innovative motor topology in which some well-known meshing rules are difficult to apply.

The same magnetostatic problem is solved with several mesh sizes using both scalar and vector potentials magnetics formulations on a complex topology, an axial claw pole motor (ACPM). The proposed method lies in a comparison between the two weak formulations to determine what information is obtained on harmonics calculations and to estimate its precision. Moreover, an original mesh method is applied in the air gap to improve the numerical results.

The precision on harmonics calculations using finite element method on an ACPM is estimated. For the proposed motor and mesh, only the mean value (even with large mesh) and the first harmonic (with fine mesh) of torque are calculated with a good accuracy. This results confirm that the non-respect of the meshing rules have a strong impact on the results and that scalar and vector potentials magnetics formulations do not give exactly the same results. Before using torque harmonics values in vibration calculations, a finite element model has to be validated by using both fomulations.

This method is time-consuming and only applied on an ACPM in this work.

The axial claw pole motor, for which the classic meshing rules cannot be applied, is a complex topology very under-studied. To improve the calculation of space harmonics, the authors proposed to split the airgap into four parts. Then in the two central parts, the meshing step of the structured mesh is equal to the rotating step.

Expanding on an invited talk at the 1st Paper Development Workshop of the Qualitative Management Accounting Research Group, the purpose of this study is to offer some suggestions for developing qualitative accounting papers. Emphasis is put on the potential of qualitative research to situate evocative accounts of the organisational functionings of accounting in their wider social contexts.

To think about paper development as an exercise in communicating worthwhile findings to the readership by interweaving the researcher’s impressions of the field, recorded field material and different social theories to create qualitative accounting scholarship.

Qualitative accounting papers can, through the use of different theories, show the embedding of the organisational in the social. Development of qualitative accounting papers is an achievement that emerges in the process of writing.

Outlines five summary recommendations for paper development.

Reflects on paper development designed to create qualitative accounting research.

Implementation of research evaluation policies based on neoliberal orientations of performativity has transformed higher education institutions globally, reshaping academic work and the academic profession. Most lately, the mantra of “publish or no degree” has become the norm in many contexts. There has been little empirical research into the unintended consequences of this neoliberal academic performativity for inexperienced researchers. This article focuses on the role institutional research evaluation policies play on doctoral students and early-career doctoral graduates’ publication practices and on their decision to sometimes publish in journals with ethically “questionable” publishing standards in particular through the concept of figured worlds.

The study was conducted in a higher education setting employing a variety of research incentive schemes to boost research productivity where “publish or no degree” policy is the norm. It employs qualitative approach and involves in-depth interviews with nine doctoral students and seven early career academics who have been working part-time or full-time for five years following PhD completion.

Findings demonstrate publishing in journals with ethically “questionable” publishing standards is not always simply the result of naivety or inexperience. Some authors choose these journals in order to retain a sense of self-efficacy in the face of rejection by more highly ranked journals. Under institutional pressure to publish, they are socialized into this “shadow academia” through (existing) academic networks, conferences and journal special issues.

It is often assumed that scholars are trapped into “questionable” journals through the use of unsolicited emails. This paper challenges this assumption by demonstrating the crucial role research evaluation policies based on neoliberal orientations of performativity and contextual dynamics play on the publication practices of doctoral students and early-career doctoral graduates on their decision to submit to journals with “questionable” publication practices. It introduces the concept of unethical publication brokering, an informal network of ties promising fast and easy publication in outlets that “count”.