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1 – 10 of 837Laura Smeets, Wim Gijselaers, Roger Meuwissen and Therese Grohnert
Learning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning…
Abstract
Purpose
Learning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning from error climate can contribute to social learning from errors through affective and cognitive error responses by individual professionals.
Design/methodology/approach
A total of 139 early-career auditors completed an online questionnaire consisting of validated survey scales, allowing for serial mediation analysis to compare direct and indirect effects.
Findings
Learning from error climate was directly and positively related to engagement in social learning activities after committing an error. Furthermore, the authors found a double mediation by error strain (an affective error response) and reflecting on errors (a cognitive error response) on this relationship.
Practical implications
Organizations can actively encourage professionals to learn from their errors by creating a supportive learning from error climate and holding professionals accountable for their errors.
Originality/value
The present study enriches the authors’ understanding of the mechanisms through which learning from error climate influences engagement in social learning activities. It extends prior research on learning from errors by investigating the sequential effects of engagement in error-related learning activities performed individually and in social interaction.
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Davide Pietroni, Sibylla Hughes Verdi, Felice Giuliani, Angelo Rosa, Fabio Del Missier and Riccardo Palumbo
The purpose of this study is to investigate how the emotion expressed by a fictitious proposer influences the responder’s decision to accept or reject a severely unfair deal…
Abstract
Purpose
The purpose of this study is to investigate how the emotion expressed by a fictitious proposer influences the responder’s decision to accept or reject a severely unfair deal, represented by the splitting of a predetermined sum of money between the two players during an ultimatum game (UG). Rejection leads both parts to dissipate that sum. Critically the authors consider the situation in which both players have the best alternative to negotiation agreement (BATNA), which simulates a backup plan to rely on in case of no agreement.
Design/methodology/approach
The participants played a UG and, to foster the ecological validity of the paradigm, the parts could both rely on a more or less generous BATNA. The critical manipulation was the emotion expressed by the proposer while their BATNA was either hidden (Exp. 1) or communicated (Exp. 2).
Findings
The proposer’s emotions influenced participants’ own emotions, affected their social evaluations about the proposer, the desire for future interactions with the proposer and were used to infer the proposer’s BATNA when it was unknown. In this latter case, proposers’ emotions and in particular his/her happiness, decreased dramatically the participants’ tendency to reject even severely unfair offers.
Originality/value
Past research on UG has been predominantly aimed to investigate the effect of responders’ emotions or the effects of responders’ emotions on the proposer, devoting little attention to how the critical responder’s acceptance/rejection decision might be affected by the proposer’s emotion. Especially in the ecological situation where the parts have a BATNA in case of non-agreement.
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Science policy and practice for open access (OA) books is a rapidly evolving area in the scholarly domain. However, there is much that remains unknown, including how many OA books…
Abstract
Purpose
Science policy and practice for open access (OA) books is a rapidly evolving area in the scholarly domain. However, there is much that remains unknown, including how many OA books there are and to what degree they are included in preservation coverage. The purpose of this study is to contribute towards filling this knowledge gap in order to advance both research and practice in the domain of OA books.
Design/methodology/approach
This study utilized open bibliometric data sources to aggregate a harmonized dataset of metadata records for OA books (data sources: the Directory of Open Access Books, OpenAIRE, OpenAlex, Scielo Books, The Lens, and WorldCat). This dataset was then cross-matched based on unique identifiers and book titles to openly available content listings of trusted preservation services (data sources: Cariniana Network, CLOCKSS, Global LOCKSS Network, and Portico). The web domains of the OA books were determined by querying the web addresses or digital object identifiers provided in the metadata of the bibliometric database entries.
Findings
In total, 396,995 unique records were identified from the OA book bibliometric sources, of which 19% were found to be included in at least one of the preservation services. The results suggest reason for concern for the long tail of OA books distributed at thousands of different web domains as these include volatile cloud storage or sometimes no longer contained the files at all.
Research limitations/implications
Data quality issues, varying definitions of OA across services and inconsistent implementation of unique identifiers were discovered as key challenges. The study includes recommendations for publishers, libraries, data providers and preservation services for improving monitoring and practices for OA book preservation.
Originality/value
This study provides methodological and empirical findings for advancing the practices of OA book publishing, preservation and research.
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Sergio Rivaroli, Jörg Lindenmeier and Roberta Spadoni
This study aimed to investigate the gendered nature of craft beer (CB) consumption in Italy and Germany.
Abstract
Purpose
This study aimed to investigate the gendered nature of craft beer (CB) consumption in Italy and Germany.
Design/methodology/approach
Data were collected through online surveys in Italy (N = 210) and Germany (N = 211). Based on an enhanced version of the theory of planned behaviour, mean value difference tests and moderated regression analyses with gender as a moderator were performed to test gender effects on CB consumption behaviour.
Findings
The study results provide evidence that the gap in CB consumption behaviour is not very pronounced. In the German sample, gender did not moderate the effects of the model components on behavioural intent. However, the study found significant mean differences in all model variables. In the Italian sample, gender moderated the effects of several components of the theory of planned behaviour on behavioural intention. Hence, CB consumption appears to represent an opportunity for Italian women to negotiate their womanhood in a historically masculine-dominated space.
Research limitations/implications
The limitations of these data are the focus on two specific countries, the use of small-sized samples and the prediction of behavioural intentions instead of actual behaviour.
Practical implications
The study may help marketing managers develop appropriate marketing strategies based on a better understanding of gender-specific needs in CB consumption.
Originality/value
This investigation provides the first comparative analysis of gender-specific behavioural patterns in CB consumption in two European countries characterised by notably different beer cultures.
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Adrijana Visnjic Jevtic and Edita Rogulj
The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine…
Abstract
Purpose
The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.
Design/methodology/approach
Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.
Findings
The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.
Originality/value
An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.
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