Search results

The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education.

A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER.

The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey.

Since IER responses are often ignored by researchers and practitioners in industrial and organizational psychology (Liu et al., 2013), the results of this study strongly suggest that higher education administrations should give the necessary attention to IER responses, as SET results are used in making critical decisions

The results of the current study recommend universities to carefully design online SET surveys, and provide the students with clear instructions in order to minimize students’ engagement in IER. Moreover, since SET results are used in making critical decisions, higher education administrations should give the necessary attention to IER by examining the IERs rate in their data sets and its consequences on the data quality.

Reviewing the related literature shows that this is the first study that investigates the effect of IER on construct validity of SET in higher education using an IRT-based detection method.

The purpose of this paper is to explore the consequences of experienced workplace incivility when female employees perceive that they are different from their workgroup. The authors examine how women’s perceptions of demographic dissimilarity from their workgroup moderate the relationships between incivility and psychological wellbeing, and between incivility and turnover intentions.

A total of 125 female employees of a post-secondary institution participated in this study. Participants were recruited through an electronic mailing list over the course of one month and completed an online survey.

Experienced workplace incivility among females is related to poorer psychological wellbeing and higher turnover intentions. Controlling for actual age and gender dissimilarity at the department level, perceived gender dissimilarity from one’s workgroup moderated the workplace incivility-turnover intentions relationship, whereby the relationship was strengthened at low, but not high levels of experienced incivility. Perceived gender dissimilarity did not moderate the incivility–psychological wellbeing relationship. Perceived age dissimilarity was not a significant moderator.

The role of perceived dissimilarity and other personal contextual variables should be considered in future work on selective incivility. Perceived dissimilarity can influence some of the negative outcomes associated with incivility, particularly at low levels.

This research extends the selective incivility literature by incorporating a relational demography perspective to the study of female targets’ experience of workplace incivility. Findings suggest that perceptions of difference may affect the interpretation and outcomes associated with females’ experience of incivility.

The authors sought initial validity evidence for a measure of anticipated discrimination in the workplace using three samples of working adults with various chronic illnesses. The purpose of this paper is to propose a single factor structure, correlations with stigma dimensions, discriminant validity from similar scales, and incremental validity in predicting work-related outcomes.

Adults working at least 20 hours per week with various chronic illnesses (Sample 1 n=332, Sample 2 n=193, Sample 3 n=230) voluntarily completed an online survey. Structural equation modeling and hierarchical multiple regression were used to analyze the data.

Results supported the proposed single-factor structure, along with proposed correlations with strain, and job attitudes (job satisfaction, affective commitment, and both procedural justice). Discriminant validity was observed between anticipated discrimination and procedural justice perceptions and perceived impact on performance. The scale demonstrated incremental validity in predicting strain beyond the relevant controls in all three samples, although it only demonstrated incremental validity in predicting job satisfaction in Samples 1 and 3 and affective commitment in Sample 1.

Study limitations include the use of single-source, cross-sectional data, omission of a non-stigmatized sample, and a deductive approach to item generation. Future research should attempt to validate the scale on other stigmatized worker populations.

Organizations may use this scale to monitor employees’ perceptions of anticipated discrimination and researchers may use it as a measure of a workplace stressor.

The vast majority of existing stigma and discrimination scales do not specifically address the workplace context. This study contributes to the literature by providing psychometric information for a workplace anticipated discrimination scale using samples from an under-represented worker population.

Workplace deviance remains a concern for many organizations, and narcissism has been identified as a primary contributor. The purpose of this paper is to investigate whether political skill and ambition interact with narcissism to attenuate or exacerbate workplace deviance.

The authors surveyed a sample of 335 participants in leadership positions and empirically tested interactions among political skill, narcissism and ambition in predicting workplace deviance.

The authors performed moderated hierarchical regression analyses on the data to test the hypothesis and research question. Contrary to expectations, political skill attenuated the relationship between narcissism and workplace deviance. However, ambition was found to attenuate deviance, with the highest levels of deviance evident when narcissism was high, political skill was low, and ambition was also low.

Although research has examined the relationship between narcissism and workplace deviance, to the authors’ knowledge, the study is the first to examine the roles of political skill and ambition in attenuating the manifestation of narcissism into workplace deviance.

The purpose of this paper is to investigate how trustees of small English registered charities understand and own the reporting and accounting requirements with which their charities must comply.

The research described is a multi-pronged qualitative and inductive study of three small Yorkshire charities as they approve their annual accounts. The case studies are based on observations of trustee meetings and interviews with a range of trustees and their independent examiner or auditor. The use of a practice lens focuses on the behaviours of individuals to understand the sense that they make of their charity’s accounts.

Trustees' understanding of their financial statements is limited; they tend to rely on key individuals who have knowledge. Group responsibility creates a shared way of understanding the financial statements. Treasurers and independent examiners simplify information for the trustees even resorting to corner cutting and rule bending. Narrative reporting is given very little attention. Trustees read their financial statements as a report to them not by them; accountability notwithstanding, thus ownership of their financial statements is conferred not intrinsic.

The findings are drawn from three specific case studies and therefore cannot be generalised, but they offer rich qualitative insights into small charities’ accounting and reporting.

This research provides a unique multi-viewpoint analysis of charity practices, and through its use of a practice lens dives deeper into examining trustees’ understanding and behaviour.

The purpose of this paper is to explore the factors and conditions that help to explain what it takes to mount district-wide efforts to improve instruction and address inequities.

The authors examined the evolution of administrator social networks related to instruction, equity and race in three districts over a three-year period. The authors documented when and how these social networks support district-wide connections and consider the relationship between network evolution and each district’s efforts to improve outcomes for all students.

The authors found that administrators were most likely to be talking together about instruction, equity and race, and administrator social networks were most conducive to the sharing of information across roles, levels and initiatives when explicit efforts were made to engage administrators in common equity-related initiatives and when discussions of equity and race were part of the public conversation.

Future studies of social networks among teachers and among teachers and administrators would provide a more well-rounded picture of how information and resources related to instruction, equity and race are shared throughout a district.

Results from this study can be used to help administrators reflect on key aspects of their organizational structure and the opportunities for interaction they provide.

Strategic connections among those in different roles and initiatives can foster sharing of different perspectives and support the development of community cohesion and a common understanding of joint work.

This study provides an initial step in bringing together work on social networks and instructional leadership with research related to equity and race in studies of school improvement.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This chapter provides a comprehensive description of special education in Bangladesh. It begins with the early origins of special education and then proceeds with definitions of and prevalence of current disabilities in Bangladesh. This section is followed by governmental policies and legislation related to the right to education for all students with disabilities. Next, educational intervention methods are delineated along with a description of governmental special schools and teacher training and preparation of special educational professions. Early intervention practices and working with families is also discussed. The chapter ends with the progress that Bangladesh has made and the challenges that remain.

The aim of this chapter is to determine the need for water management and accounting.

This chapter first gives an overview of water-related business risks and exposes the need for sound corporate water management and accounting; it then critically examines water-related issues from an accountability perspective. Furthermore, it gives an overview of Australian Standardised Water Accounting (SWA) and General Purpose Water Accounting (GPWA) as possible practices to strengthen water disclosure.

The present study confirms the need for, and the importance of, transparent, high-quality, credible and comparable water disclosure. Water is considered a public good and involves a public interest and, consequently, public responsibility for its usage, management and protection. Following this line of reasoning, the chapter draws attention to the need for accountability to be ‘public’ or at least shared between crucial stakeholders (government – at national and international levels, water industries, communities, environmentalists, NGOs, etc.).

Company efforts are commonly focused on internal and self-referred operations. The different and conflicting uses that may be made of water, and the fact that water is geographically and temporally sensitive, necessitate a search for more flexible and more extended forms of accountability. An implication of these findings is the need and opportunity to switch focus from a single/private perspective to a more general/public one, with benefits for all the stakeholders.

This research enhances our understanding of water management and accounting and may serve as a sound base for future studies on this challenging topic.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.