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To explain the processes involved in rewriting one’s way of understanding phenomenon.

A model for characterizing cognitive conceptions of learning and unlearning is described through a historical, current, and forward thinking approach to understanding content. Ideas for the reorganization of information are proposed alongside application-oriented means of implementing learn over theory in classrooms.

For cognitive development to ensue, we must capitalize on students’ existing knowledge and ways of knowing the world through chance plus selection, piggy-backing, affective boosting/field facilitation, imitation, learning support systems, bias, LC learning, use of spare mental capacity, and the need for coherent self-concept.

Through effective facilitation of their learning, students can hone their skills, recognize their efforts toward their successes, write and rewrite their existing schematic frameworks, develop and maintain positive self-concepts, and advance their systems for understanding their worlds and how to progress to subsequent levels of attainment independently.

Professional touching behavior (PTB), defined as intentional touching behavior that occurs between organizational members and that falls within the boundaries of appropriateness and professionalism in the workplace, is prevalent in organizations. Scholars from multiple disciplines, including human resources researchers, have acknowledged the importance of physical contact for facilitating interpersonal communication and relationship-building. However, PTB may not only elicit positive reactions from those who receive it but also negative reactions as well, with implications for social dynamics in organizations. PTB can, on the one hand, fulfill employees’ desires for interpersonal connection; at the same time, such physical contact at work can represent a threat to employees’ health. To explain the nature and implications of these divergent effects of receiving PTB, the authors draw upon sociometer theory and behavioral immune system (BIS) theory to model the emotional, cognitive, and physiological processes via which, and the conditions under which, receiving such behavior will result in socially functional responses and prompt subsequent prosocial behavior, and when PTB will be perceived as a health risk and prompt withdrawal behavior. The theoretical framework of this chapter expands our conceptual understanding of the consequences of interpersonal physical contact at work and has important human resources management (HRM) implications for organizational managers.

This chapter analyzes the relations among bank mergers, changes in boards and their networks, and changes in the global footprint of merging banks. We examine all mergers involving U.S. banks with foreign branches between 1986 and 2004. We find that while the largest banks have become even larger through mergers, their boards have stayed roughly the same size with the same pattern of connections, leaving banks relatively less central in the intercorporate network. And while global banks previously had more globally oriented boards, this is no longer the case, as the link between board networks and strategy has become more tenuous. Because global banks were particularly prone to merging, the average commercial bank in the U.S. is now far more domestically oriented than firms in most other industries. American banks have thus become more domestic at the same time that the rest of American industry has grown much more global.

In this study, we seek to broaden the research focus in the strategic alliance literature from a firm's “partner strategy” to its “network strategy” by linking a firm's partnering choices to changes in its network position over time. Using data on all underwriting syndicates in Canada over nearly 40 years, we conceptualize and model the interplay between an investment bank's own and its partners’ syndicate participation. Our findings indicate that the lead banks, which have greater discretion in choosing syndicate partners than co-lead banks, are more likely to make partner selections that create bridging positions that provide access to timely and non-redundant information as well as opportunities to play a broker role across unconnected others. We also find, however, that lead banks’ bridging positions deteriorate when they form ties with other lead banks. Network-based competitive advantages are thus influenced by network opportunities and constraints as well as partner-specific concerns, suggesting that new insights into the dynamics of interfirm networks and competitive advantage of firms are possible within this broader view.

In this reflective piece, the author engages with several themes that are oriented to the past, present, and future of institutional theory, to offer fresh insights for the next generation of theorizing. The author looks backward, tracing prevailing assumptions by investigating the language of theorization over the last eight decades, focusing on the frequency of use of nouns, adjectives, and verbs. What the author finds is a continuing emphasis on relatively static views of institutions and their permanence, indicated by the abundant use of nouns, but a relative neglect of more dynamic processes of institutionalization, reflected in verbs. Leveraging these observations, the author looks ahead, to identify fertile areas for theorization, including a consideration of the antithesis and/or synthesis between relating macrofoundations and microfoundations as antithesis or synthesis; examining the characteristics of institutional fields as contingencies of institutionization; and exploring the language of institutional theorization.

Occupational stress occurs in a variety of forms, types, and situations. Arguably, a certain level of stress can encourage productivity, ingenuity, and satisfaction. As occupational stress escalates, however, people’s capacity to deal with it diminishes, eventually compromising work performance and provoking people to express negative emotions. These negative aspects of stress are buffered to a certain extent by individual differences such as personality as well as external contextual factors such as the working environment. This chapter reports a study applying an affective events theory (AET) as a framework to investigate perceived stress in response to negative events in emergency services’ workplaces and the potential buffering effects of servant leadership, affective team climate, and psychological capital. An experience sampling methodology (ESM) was used to record daily cases of self-reported negative events experienced by participants over the three week data-collection period. A structured survey questionnaire independent of the ESM was also used to collect data from 44 emergency service operation members. The findings indicate that servant leadership behavior, affective team climate, and individual psychological capital all are significantly related to reduced perceived occupational stress in emergency service team members.

This chapter attempts to explain why the community of scholars at Stanford University generated an unparalleled amount of highly influential theory and research on organizations in the last three decades of the 20th century.¹

The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.

A narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.

Our data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.

Narrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.

We make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.

Mentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

Performance feedback about whether responses are correct or incorrect provides valuable information to help guide learning. Although feedback itself has no extrinsic value, it can produce subjective feelings similar to “rewards” and “punishments.” Therefore, feedback can play both an informative and a motivational role. Over the past decade, researchers have identified a neural circuit that processes reward value and promotes reinforcement learning, involving target regions of dopaminergic input (e.g., striatum and ventromedial prefrontal cortex). Importantly, this circuit is engaged by performance feedback even in the absence of reward. Recent research suggests that feedback-related brain activity can be modulated by motivational context, such as whether feedback reflects goal achievement, whether learners are oriented toward the informative versus evaluative aspect of feedback, and whether individual learners are motivated to perform well relative to their peers. This body of research suggests that the brain responds flexibly to feedback, based on the learner’s goals.