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The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information.

The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom.

Journalism educators deliver a potent anti-plagiarism message using case studies and “war stories” from the newsroom delivered through the pervasive instruction method or stand-alone ethics class. Using case studies from a variety of different disciplines in information literacy classes could help students make a stronger connection between honest writing in all subjects. However, until information literacy is taught more widely in libraries as semester-long classes, it would be difficult to use journalism’s pervasive method of instruction. The same holds true with the stand-alone class, which does not appear to be used as a part of information literacy education.

Given the many commonalities between journalism pedagogy and information literacy, there have been very few attempts to see whether it would be efficacious to adapt journalism education’s methodology to the information literacy classroom.

David G. Allen earned his Ph.D. from the Beebe Institute of Personnel and Employment Relations at Georgia State University. He is an assistant professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His current research interests include the flow of people into and out of organizations, and technology implications for human resource management.Michelle M. Arthur is an assistant professor in the Anderson Schools of Management at the University of New Mexico. She received her Ph.D. in Labor and Industrial Relations from the University of Illinois at Urbana-Champaign. Her current research focuses on diversity supporting human resource practices and firm-level outcomes.Murray R. Barrick is the Stanley M. Howe Leadership Chair at the Henry B. Tippie College of Business at the University of Iowa. He received his Ph.D. from the University of Akron in Industrial-Organizational Psychology. He was recognized with the “Outstanding Published Paper Award” in 1992 by the Scholarly Achievement Award Committee of the Human Resources Division of the Academy of Management, and in 2001, was the recipient of the Owens Scholarly Achievement Award from the Society of Industrial and Organizational Psychology (SIOP). In addition, in 1997, he was elected a fellow of SIOP. He also serves on the editorial boards of the Journal of Applied Psychology, Personnel Psychology, and has served on the Editorial Board of the Journal of Management.Ronald M. Bearden received his MS in Quantitative Psychology from the University of Wisconsin. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized for identifying Navy personnel likely to perform well in the recruiting environment. He has over twenty years of experience working in the area of large-scale Navy selection and classification research programs.Walter C. Borman received his Ph.D. in Industrial/Organizational Psychology from the University of California (Berkeley). He is currently CEO of Personnel Decisions Research Institutes and is a professor of Industrial-Organizational Psychology at the University of South Florida. He is a fellow of the Society for Industrial and Organizational Psychology, and in 1994–1995 served as President of the Society. Borman has written more than three hundred books, book chapters, journal articles, and conference papers. He recently co-edited the I/O volume of the Handbook of Psychology (Borman, Ilgen & Klimoski, 2003), and, with two PDRI colleagues, wrote the personnel selection chapter for the 1997 Annual Review of Psychology. He also has served on the editorial boards of several journals in the I/O field, including the Journal of Applied Psychology, Personnel Psychology, Human Performance, and the International Journal of Selection and Assessment. Dr. Borman’s areas of interest are performance measurement, personnel selection, job analysis, and assessment centers.Kenneth G. Brown is an assistant professor and Huneke Faculty Research Fellow at the Henry B. Tippie College of Business at the University of Iowa. He received his M.A. and Ph.D. in Industrial-Organizational Psychology from Michigan State University. Ken does research and consulting in the areas of technology-delivered training and knowledge transfer. For work in this area, Ken received the 2002 American Society of Training and Development and the 2003 Society of Human Resource Management Research Awards. He currently serves on the editorial board of the Journal of Management.Alison Cook is a doctoral candidate in Organizational Behavior at Purdue University. Her primary research interests include individual-level and firm-level outcomes of the work-family interface. Her other interests include organizational justice, gender, and diversity research.Brian R. Dineen received his Ph.D. in Human Resource Management/Organizational Behavior from the Max M. Fisher College of Business, The Ohio State University in 2003. Prior to his time in graduate school, he served four years as a Division Officer in the U.S. Navy. He is currently an assistant professor of Management in the Gatton College of Business and Economics at the University of Kentucky. His primary areas of interest include Internet-based recruitment and selection and the impact of team fluidity on team processes and outcomes. His work has appeared in the Journal of Applied Psychology, Public Personnel Management, and Journal of Management (forthcoming), and he has presented at national conferences such as the Society for Industrial and Organizational Psychology and the Academy of Management.William L. Farmer received his Ph.D. in Quantitative Psychology (with sub-specialization in Industrial-Organizational) from the University of Oklahoma. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the program manager/principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized to improve the quality of enlisted selection and classification. He has over ten years of experience working in the area of large-scale employee selection programs.Kerri L. Ferstl earned her M.A. and Ph.D. degrees in Industrial-Organizational Psychology from the University of Minnesota. She is a senior research associate in the Minneapolis office of Personnel Decisions Research Institutes. She has worked with many public and private sector clients designing and implementing customized human resource tools for use in selection, development, promotion, and performance appraisal. Her work has appeared in Personnel Psychology and the Journal of Vocational Behavior.Rodger W. Griffeth earned his Ph.D. from the University of South Carolina. He is the Freeport-McMoran Chair of Human Resource Management at the University of New Orleans. His primary research interest is investigating employee turnover processes.Jerry W. Hedge earned his doctorate in I/O Psychology in 1982 from Old Dominion University. He has been involved in personnel research for more than 25 years. He has worked with both public and private sector clients designing, implementing, and evaluating numerous tools, systems, and techniques. He has extensive experience in job analysis and competency modeling; performance measurement; selection system development and validation; training program design, development and evaluation; and attitude assessment. Dr. Hedge is currently an independent consultant; during his career he has been employed by both public and private organizations, most recently serving as President and COO for Personnel Decisions Research Institute. Over the years, Dr. Hedge has stayed actively involved in conducting applied research, publishing his research in books and journals, and presenting regularly at professional conferences. He is a fellow of the Society for Industrial and Organizational Psychology and the American Psychological Association.Jennifer D. Kaufman earned her master’s and Ph.D. degrees in Industrial-Organizational Psychology from Tulane University. She has worked with law enforcement, the U.S. Navy, and the U.S. Army while employed as a Research Scientist with Personnel Decisions Research Institutes. As a Customer Leader now with DeCotiis Erhard Inc., Dr. Kaufman continues to partner with customers to develop selection and performance management systems. Dr. Kaufman received her Master’s degree and Ph.D. in Industrial/Organizational Psychology from Tulane University. Throughout her academic career, Dr. Kaufman has received academic awards, honors and fellowships, and was chosen for a two-year appointment as the Industrial/Organizational Psychology representative for the American Psychological Association’s Science Student Council which reports directly to the Board of Scientific Affairs. In addition, Dr. Kaufman’s research has been published in academic journals and books. Her research has also been presented at numerous national conferences such as the Society for Industrial and Organizational Psychology, the Academy of Management, and the Interdisciplinary Conference on Occupational Stress and Health.Timothy A. Judge is the Matherly-McKethan Eminent Scholar in Management at the University of Florida. He received his M.A. and Ph.D. from the University of Illinois at Urbana-Champaign. Tim’s research interests are in the areas of personality and individual differences, leadership and influence behaviors, internal and external staffing, and job attitudes. He is a SIOP and American Psychological Association Fellow. In 1995, Tim received the Ernest J. McCormick Award for Distinguished Early Career Contributions from the Society for Industrial and Organizational Psychology, and in 2001, he received the Larry L. Cummings Award for mid-career contributions from the Organizational Behavior Division of the Academy of Management. Tim currently sits on 6 editorial boards, including the Journal of Applied Psychology, Personnel Psychology, and Organizational Behavior and Human Decision Processes.Todd J. Maurer received his Ph.D. in industrial-organizational psychology from the University of Akron. He was employed at Georgia Institute of Technology and will join the faculty of Georgia State University in Fall 2003 as Professor of Management. In 2002 he won the Sidney A. Fine Award for Research on Analytic Strategies to Study Jobs from the Society for Industrial-Organizational Psychology (SIOP) and was elected to Fellow of SIOP in 2003. He has consulted or conducted applied research on issues including aging workers, employee testing and selection, learning and development, performance appraisal, job analysis, and legal concerns. Some of the research he has conducted has been supported by private organizations, the National Science Foundation, the National Institutes of Health and SIOP. He has served on the editorial boards of Personnel Psychology and Journal of Management.Raymond A. Noe is the Robert and Anne Hoyt Designated Professor of Management in the Department of Management and Human Resources at The Ohio State University. He received his BS in Psychology from The Ohio State University and his M.A. and Ph.D. in Psychology from Michigan State University. Professor Noe’s teaching and research interests are in Human Resource Management, Organizational Behavior, and Training and Development. He has published articles on training motivation, employee development, work and non-work issues, mentoring and team processes in the Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, Journal of Vocational Behavior, and Personnel Psychology. Professor Noe is currently on the editorial boards of Personnel Psychology, Academy of Management Learning and Education, Journal of Organizational Behavior, and Journal of Business and Psychology. Professor Noe has authored three textbooks, Fundamentals of Human Resource Management, Human Resource Management: Gaining a Competitive Advantage, and Employee Training and Development, all published with Irwin McGraw-Hill. He has received awards for his teaching and research excellence, including the Herbert G. Heneman Distinguished Teaching Award, the Ernest J. McCormick Award for Distinguished Early Career Contribution and election as a fellow of the Society for Industrial and Organizational Psychology, and the American Society for Training & Development Research Award in 2001.Robert W. Renn holds a doctorate in Business Administration from Georgia State University’s College of Business Administration. He is an associate professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His dissertation research focused on job design and his current research interests center on improving work motivation and work performance through self-regulation, goal setting, performance feedback, and work design.Christina E. Shalley is a professor of Organizational Behavior and Human Resource Management in the DuPree College of Management at the Georgia Institute of Technology. She received her Ph.D. in Business Administration from the University of Illinois at Urbana-Champaign. Her current research interests include investigating the effects of various social and contextual factors on employees’ creativity and examining ways to structure jobs and the work environment to support creative and innovative work. She has published in such journals as Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes. She also serves on the editorial board of the Journal of Management.Kennon M. Sheldon is an associate professor of Social Psychology at the University of Missouri-Columbia. His primary research interests concern goals, motivation, psychological well-being, creativity, and the resolution of social dilemmas. He received a $30,000 Templeton Prize in 2002 for his contributions to the emerging field of “positive psychology.” Ken has published one book, Self-Determination Theory in the Clinic: Motivating Physical and Mental Health (Yale University Press, 2003), and has another book in press, Approaching Consilience: Exploring Optimal Human Being (Erlbaum Press, to appear in 2004).Bennett J. Tepper is a professor in and chair of the Department of Management in the Belk College of Business Administration at the University of North Carolina at Charlotte. He received his Ph.D. in Organizational Psychology from the University of Miami and served on the faculty of the University of Kentucky where he held Ashland Oil and Gatton Research Professorships. His research on organizational justice, leadership, and prosocial and antisocial organizational behavior has appeared in various outlets including the Academy of Management Journal, the Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes.Daniel B. Turban is a professor of Management at the University of Missouri. He earned his M.A. and Ph.D. in Industrial-Organizational Psychology from the University of Houston. His current research interests include self-determination theory, recruitment processes and applicant attraction, and dyadic relationships in organizations. Dan has served on the editorial boards of Journal of Applied Psychology and Academy of Management Journal.Connie R. Wanberg is currently the Carlson Professor of Human Resources and Industrial Relations and an adjunct professor of Psychology at the University of Minnesota. She received her Ph.D. in Industrial/Organizational Psychology from Iowa State University in 1992. Her research has focused on issues such as unemployment, job-search behavior, career indecision, organizational change, employee socialization, and employee development, and has been funded by a variety of agencies including National Institute of Mental Health, Department of Labor, and the Society for Human Resource Management Foundation. She has consulted with a variety of government organizations and is on the editorial review boards of the Journal of Applied Psychology and Personnel Psychology.Elizabeth M. Weiss received her Master’s degree from the Georgia Institute of Technology in 2001 and is working on her Ph.D. Her research interests include employee learning and development and the role of technology in social science research. Her work on these and related topics has been published in Computers in Human Behavior and Behavior and Information Technology, and is soon to appear in Journal of Applied Psychology and Journal of Applied Social Psychology. She is currently working in the field of performance improvement and training development.Elizabeth T. Welsh is a Ph.D. student in Human Resources and Industrial Relations at the University of Minnesota. She also has a Masters in Business Administration from UCLA. Before returning to school, she was Vice-President of Human Resources for a software company. She has been a consultant and worked at companies including First Boston and Microsoft. Her research interests include employee development and staffing.Kimberly A. Wrenn earned her Master’s degree and is a Ph.D. candidate in Industrial-Organizational Psychology at Georgia Institute of Technology. She has published research in the areas of employee development and selection. She is employed at Management Psychology Group where she has conducted job/task analysis, test development, selection system development and validation, and 360-degree surveys.Kelly L. Zellars is an assistant professor of Management at the University of North Carolina at Charlotte. She received her bachelor’s and M.B.A. degrees from the University of Notre Dame, her M.S.T. from the University of Wisconsin-Milwaukee, and her Ph.D. in Business Administration from Florida State University. Dr. Zellars has focused her research interests in the areas of job stress and burnout, personality, and perceptions of fairness. She has published in journals such as Journal of Applied Psychology, Journal of Organizational Behavior, and Journal of Applied Social Psychology.Jing Zhou is an associate professor of Management and Mays Fellow in the Management Department at the Mays Business School at Texas A&M University. She received her Ph.D. degree from the University of Illinois at Urbana-Champaign. Her current research interests include contextual factors that promote or inhibit employee creative performance. She has published in such journals as Academy of Management Journal, Journal of Applied Psychology, Journal of Management, and Personnel Psychology. Currently, she serves on the editorial boards of Journal of Applied Psychology and Journal of Management. Beginning in fall 2003, she will join the Jones Graduate School of Management at Rice University as an associate professor of Management.

Organizations spend considerable time and money educating individuals on Six Sigma; however, existing literature does not examine Six Sigma adoption at the individual level or the factors that impact individual Six Sigma adoption. The purpose of this paper is to increase the understanding of individual adoption of Six Sigma tools and methodology.

This paper used a single-site field study in a manufacturing organization to empirically test and refine a theory of the factors impacting Six Sigma adoption at the individual level.

Reaction to training, project management and project infrastructure were found to be significant input factors for individual Six Sigma adoption with an R² of 0.482, which indicates that about 48 per cent of the variation in Six Sigma adoption is explained by the input factors. All of the identified input factors were found to have a positive relationship with individual Six Sigma adoption, as well as positive correlations with each other.

This paper was not a controlled experiment or a longitudinal study, so it is not possible from the results of this research to prove causal relationships, although the literature supports a causal relationship between the input factors and outcome.

The findings of this paper will be useful to practicing organizations which seek to improve individual Six Sigma adoptions, as well as inform future Six Sigma adoption research.

Six Sigma adoption at the organizational level has been well documented in the existing literature. The successful adoption of Six Sigma in an organization is dependent, at least in part, to adoption Six Sigma at the individual level. A review of the existing literature indicates that there has been no research into individual adoption of Six Sigma tools and methodology.

The purpose of this paper is to construct and investigate relationships between knowledge-sharing factors, attitude and the intention to share of UK academics, as research on knowledge sharing in higher education is extremely sparse.

A research model and hypotheses were constructed from individual and organisational factors that were identified to affect knowledge sharing. Questionnaire data were obtained from 367 academics concerning their attitude and intention towards knowledge sharing. This was then used in a two-stage structural equation modelling approach where the measurement model was used for confirmatory factor analysis. The structural model was used to measure and test the hypothesised relationships.

Findings indicate that, in general, individual beliefs amongst academics were more influential on their knowledge-sharing attitudes than organisational culture. Furthermore, leadership was the most influential factor within the overall organisational culture whereas autonomy demonstrated the weakest relationship. Belief in the possibility of rewards through associations was found to be a highly significant individual factor. The relationship between attitude and intention was relatively weak although still statistically significant.

The research demonstrates that management should ensure that departmental leaders promote knowledge sharing and that valued rewards are linked to sharing within the department.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

Most international marketing studies, taking a sociological position, assume homogeneity within and heterogeneity between cultures. Taking a psychological position and based on the Mindscape Theory, the purpose of this paper is to support the hypothesis that there is intra-cultural and intra-market heterogeneity.

The translated survey for international use has many problems. These problems can greatly be minimized by the use of pictorial/geometric shapes that were used in this study. These shapes were constructed using redundant and non-redundant complexity, and made to be culture neutral.

Data analysis supported the presence of three of the four Mindscape types as was hypothesized, indicating individual intra-market heterogeneity in the three cultures under investigation. Additionally, the corollary hypothesis of transcultural heterogeneity was confirmed.

It has been proposed that Mindscape types are partly innate and partly learned. What proportions constitute each part? Can the learned aspect be unlearned? Can different marketing strategies appeal to each? What marketing programs are better suited to influence the learned aspect? Future studies could explore these issues.

The findings of this paper have wide applicability and implications for international marketing strategy, including ways of deploying market segmentation, target marketing, positioning strategies, as well as configurations of marketing mix elements.

This paper used a novel and unique way for data collection and analysis. A geometric-pictorial survey was used for data collection. Data analysis was done with factor analysis and cluster analysis combined.

The figure of the female revenger has haunted the western imagination as far back as some of the earliest extant texts, most starkly in Euripides' tragedies Hecuba and Medea (c. 430–420 bc). She has tended to take on one of three forms: the scorned woman, the vengeful mother or the victim of physical violence, almost always sexual violence.

This chapter presents an interdisciplinary and transhistorical understanding of the troubling figure of the violent female revenger in her shifting incarnations. The investigation traces conceptual strands through a variety of cultural texts, focusing on specific instances that are both situated historically and simultaneously analysed for the ways in which they reflect recurring priorities and cultural anxieties through the centuries.

After considering key ideas such as revenge and justice and gender and revenge, the chapter looks more closely at the so-called rape-revenge genre, moving from the earliest examples such as I Spit on Your Grave (1978) to more recent films which are considered for the ways they intersect with the global feminist protest movement #MeToo, and other key cultural moments such as the Harvey Weinstein case and the very public trial of the USA Gymnastics national team doctor Larry Nassar: Revenge (2017), The Nightingale (2018) and Promising Young Woman (2020). The chapter draws direct lines of connection between imaginative works, cultural types and stereotypes, and lived reality in order to come to a fuller understanding of the female revenger.

This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees?

The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method.

Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session.

The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes.

For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices.

This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

Although employee race has been an actively investigated area of scientific inquiry for decades, a thorough and informed understanding of the role of race in the organizational sciences has eluded us for a number of reasons. The relationship of race and stress in organizations is a prime example of this neglect and deficiency in our knowledge base, as little work has been done in this area. We attempt to address this limitation in the literature by proposing an inductively derived, review-centric framework that attempts to articulate the multiple intermediate linkages that explain the process dynamics taking place in the relationship between employee race and health and well-being in organizations. We argue that socialization processes, social networks, information and resource access, and mentoring contribute to distance and differences between racial minorities and nonminorities concerning control, reputation, performance, and political understanding and skill, which in turn, creates barriers to success, and increased stress and strain for racial minorities. The implications of this framework along with directions for future theory and research are discussed in this chapter.

There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap.

Interviews with 15 mentors and survey responses from 128 mentees are used to examine a formal mentoring programme. Most emphasis is on the perspective of the mentors, raising questions about how they view outcomes for themselves and their mentees, as well as the effects of mentoring on the workplace culture over time. Questions about the mentoring relationship, including gender differences, are analysed against the background of a decade‐long organisational change strategy.

Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long‐term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace.

The importance of the impact of mentoring programmes on the mentors is an under‐investigated area. This study suggests that programme design, together with careful selection and targeting of mentors, enables mentoring to become a critical part of a culture change strategy.

The paper assists academics and practitioners to conceive of mentoring as a core element in an effective organisational change intervention. The innovation is to move mentoring away from assuming a deficit model of the mentee. As this programme shows, a focus on what needs to change in the dominant organisational culture, practices and values can lead to key players in the organisation becoming actively involved in the needed change process.