Search results

This study aims to understand what primary relationship problem mechanisms can exist in the franchise channel and how exchange partners respond to them. This study demonstrates how the franchisor’s relationship problem mechanisms (threat, contract enforcement) affect the franchisee’s negative active responses (venting, threatened withdrawal).

This study tested hypotheses through multiple regression analysis using data from 200 franchisees in Korea-based food franchise systems.

The results indicated that threat increases venting and threatened withdrawal, while contract enforcement only increases venting. Venting increases threatened withdrawal. In addition, the results indicated that the franchisor’s behavior monitoring positively moderates the relationship between relationship problem mechanisms and negative active responses.

This study helps strategically manage responses to relationship problems by categorizing ‘relationship problem mechanisms’ into intentional relationship problem mechanisms based on communication (threat) and unintentional relationship problem mechanisms based on action (contract enforcement). This study finds that both relationship problem mechanisms, intentional or unintentional, eventually cause threatened withdrawal directly or indirectly. Even if the threat is merely communication, not action, it is more likely to cause relationship dissolution than contract enforcement by directly triggering any negative active response. This study also finds that behavior monitoring can affect exchange partners through interaction with other management mechanisms rather than directly affecting them.

Grounded on the conservation of resources (COR) theory, this study examines the relationship between tyrannical leadership and knowledge hiding. Additionally, this study aims to investigate the mediating role of psychological distress and the moderating role of psychological safety.

Data was gathered from 435 employees in the corporate sector in China. The study used the partial least squares structural equation modelling approach to assess the proposed connections and analysed the data collected with the help of SmartPLS 4 software.

In the study, it was found that there is a positive relationship between tyrannical leadership and knowledge hiding, and this association is mediated by psychological distress. Additionally, the results asserted that the positive effect of tyrannical leadership on knowledge hiding through psychological distress is less pronounced when there is a greater degree of psychological safety.

Leaders should avoid being tyrannical and adopt a supportive leadership style. They should be aware of the effects of their behaviour on employee well-being, provide resources to help employees cope with distress and foster a culture of psychological safety. This approach promotes knowledge sharing, innovation and employee well-being within the organisation.

This study contributes to the existing literature by investigating a new factor that influences knowledge hiding: tyrannical leadership. Furthermore, it explains that employees who experience tyrannical leadership are more prone to psychological distress, such as anxiety and fear, and are likelier to engage in knowledge-hiding behaviours. Finally, the study identifies psychological safety as a factor that can mitigate the negative effects of tyrannical leadership on knowledge hiding.

In this fast-changing world, digitization has become crucial to organizations, allowing decision-makers to alter corporate processes. Companies with a higher corporate social responsibility (CSR) level not only help encourage employees to focus on their goals, but they also show that they take their social responsibility seriously, which is increasingly important in today’s digital economy. So, this study aims to examine the relationship between digital transformation and CSR disclosure of Chinese A-share companies. Furthermore, this research investigates the moderating impact of governance heterogeneity, including CEO power and corporate internal control (INT) mechanisms.

This study used fixed effect estimation with robust standard errors to examine the relationship between digital transformation and CSR disclosure and the moderating effect of governance heterogeneity among Chinese A-share companies from 2010 to 2020. The whole sample consists of 17,266 firms, including 5,038 state-owned enterprise (SOE) company records and 12,228 non-SOE records. The whole sample data is collected from the China Stock Market and Accounting Research, the Chinese Research Data Services and the WIND databases.

The regression results lead us to three conclusions after classifying the sample into non-SOE and SOE groups. First, Chinese A-share businesses with greater levels of digitalization have lower CSR disclosures. Both SOE and non-SOE are consistent with these findings. Second, increasing CEO authority creates a more centralized company decision-making structure (Breuer et al., 2022; Freire, 2019), which improves the negative association between digitalization and CSR disclosure. These conclusions, however, also apply to non-SOE. Finally, INT reinforces the association between corporate digitization and CSR disclosure, which is especially obvious in SOEs. These findings are robust to alternative HEXUN CSR disclosure index. Heterogeneity analysis shows that the negative relationship between corporate digitalization and CSR disclosures is more pronounced in bigger, highly levered and highly financialized firms.

Digitalization and CSR disclosure are well studied, but few have examined their interactions from a governance heterogeneity perspective in China. Practitioners and policymakers may use these insights to help business owners implement suitable digital policies for firm development from diverse business perspectives.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.