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The purpose of this paper is to empirically examine the relationship between psychological diversity climate (PDC) and organizational identification (OID) when influenced…
The purpose of this paper is to empirically examine the relationship between psychological diversity climate (PDC) and organizational identification (OID) when influenced by racial dissimilarity between the subordinate and supervisor.
Ordinary least squares hierarchical regression analysis was run for hypotheses testing.
Three of the four hypothesized relationships were supported. Support was found for the direct relationship between PDC and OID. The moderator race was significant thus also supported. The moderator of dissimilarity was not supported. Finally the three-way interaction with race and dissimilarity was supported.
OID is an important variable for overall organizational success. OID influences a wealth of organizationally relevant outcomes including turnover intentions. Considering higher turnover exists for minority employees, understanding how diversity climate perceptions vary by employee race and therefore impact OID differently, helps managers when making decisions about various initiatives.
This study is the first the authors know of to investigate the impact of dissimilarity on the PDC-OID relationship.
All research has the potential to affect people, ethnographers delve into the life of the every day of their participants, they walk their walk, talk their talk and strive…
All research has the potential to affect people, ethnographers delve into the life of the every day of their participants, they walk their walk, talk their talk and strive for valid, in-depth contextualised data, gathered over a longitudinal and often intimate basis. Ethnography is explorative and inductive. It is messy, unpredictable and complex. Ethnography conducted with young people and children adds to the intricacy of managing ethically sound research practice within and beyond the field. In recent years, ethnographies with children, young people and families have become increasingly prominent, yet few scholars have written about conducting ethnographic research with children and young people (Albon & Barley, 2021; Levey, 2009; Mayeza, 2017). The ethnographer that works with children and young people needs to be aware that the power relationship between adults and children operates in complex and sometimes surprising ways and so needs to be ethically aware, ethically reactive and be prepared to be ethically challenged.
This chapter outlines the history of ethical regulation and considers how the position of ethics has shifted. The intent of this book is to explore novice and accomplished…
This chapter outlines the history of ethical regulation and considers how the position of ethics has shifted. The intent of this book is to explore novice and accomplished ethnographers ‘everyday, real-life’ ethical challenges and considerations against a backdrop of theoretical and ethical guideline scrutiny.
In this final chapter, I offer some conclusions relating to the issues discussed across the volume as a whole. Drawing together common as well as contrasting themes from…
In this final chapter, I offer some conclusions relating to the issues discussed across the volume as a whole. Drawing together common as well as contrasting themes from the different empirical accounts that have been presented by the different authors, I argue for a reflexive and necessarily unpredictable mode of research ethics in the context of ethnographies of education.
Employing ethnographic methods online offers additional understanding of how online contexts are connected to education (Rusk, 2019; Ståhl & Kaihovirta, 2019; Ståhl & Rusk, 2020). As society evolves, new challenges arise for ethnography to claim its position as a methodology for understanding human sociality. For example, the definition of fieldwork might become blurred when the researcher has constant access to the field from their computer, and accessing a participant's perspective is made more complex when there is no, or limited, face-to-face interaction with participants (Beaulieu, 2004; Shumar & Madison, 2013). This chapter discusses some of the challenges experienced during the process of employing ethnographic methods with students playing the online multiplayer video game Counter Strike: Global Offensive (CS:GO, Valve Corporation & Hidden Path Entertainment, 2012) within an educational context. The challenges included maintaining participant integrity in terms of gaining informed consent from players that became co-observed, defining privacy online during the analysis and in dissemination and portraying participants accurately despite stakeholder interests. These challenges are discussed in relation to maintaining research ethics in situ together with participants and with the research context in mind. The intention is not to portray our approach as best practice, but rather to highlight and discuss the challenges faced.
Education ethnographers have long recognised the significance of the researcher's self upon the research process (Burgess, 1984; Walford, 1991; Troman, 2000; Russell, 2005) This chapter attempts to define and examine the relationship between the ‘Personal’, ‘Professional’ and ‘Political’ dimensions of ethnographies and the researcher's self set within the institutional and societal context. We argue that these three aspects form an important part of ethnography, implicitly or explicitly. However these are variously presented depending upon how the ethnography is experienced by the researcher and the researched. The Personal, Professional and Political are often closely related and can at times be difficult to distinguish. The importance that the researcher attributes to each of these aspects and the level of significance they have on the ethnography varies.
This paper aims to integrate existing thinking and provide new insights into the complexity of behaviours to improve understanding of the nature of these behaviours. This…
This paper aims to integrate existing thinking and provide new insights into the complexity of behaviours to improve understanding of the nature of these behaviours. This paper expands social marketing theory by introducing the Motivation–Opportunity–Ability–Behaviour (MOAB) framework to assist in understanding the nature of social marketing behaviours by extending the Motivation–Opportunity–Ability (MOA) framework.
This is a conceptual paper that proposes the MOAB framework to understand the complexity of behaviours.
This new tool will provide social marketers with an improved understanding of the differences between behaviours targeted by social marketers. Specifically, it provides a definition and application of complexity in social marketing that will facilitate the development of consumer insights and subsequent social marketing programs that more sufficiently account for the complexity of target behaviours.
This proposed MOAB framework offers a foundation for future research to expand upon. Further research is recommended to empirically test the proposed framework.
This paper seeks to advance the theoretical base of social marketing by providing new insights to understand the nature of the behaviour in social marketing to assist social marketers to move beyond attempts to treat all behaviours as if they are the same.
This chapter reflects on how ethics was managed in Basque educational ethnographic research. Specifically, it addresses researcher positionality when relating to research…
This chapter reflects on how ethics was managed in Basque educational ethnographic research. Specifically, it addresses researcher positionality when relating to research collaborators in an attempt to manage inclusive ethics in situ. Nowadays, most research is evaluated by an ethical review board that ensures adequate research practice. However, unexpected fieldwork events need to be managed in the field, and this chapter addresses the impact of these events on the relationship between researchers and collaborators. Influenced by a post-qualitative stance we posit that research collaborators should be included in the research process. It reflects on the data collected during an ongoing ethnographic study with higher education students. The method used includes several interview meetings between researchers and collaborators, multimodal representations of collaborators' learning, and participants' self-observations. In the interviews, participants' discourses, representations, and self-observations were collaboratively analysed. The ethnographic data from these meetings show how researchers use a collaborative approach to practise ethics. Through such meetings, the knowledge derived from the ethnographic data is co-constructed in a research relationship where participants engage in dialogue and negotiation about the discourse created around them. Based on this relationship, we propose the concept of inclusive ethics as a process requiring an honest, inclusive, and collaborative relationship with the research subject.