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The technological evolution of job interviews continues as highly automated interviews emerge as alternative approaches. Initial evidence shows that applicants react negatively to such interviews. Additionally, there is emerging evidence that contextual influences matter when investigating applicant reactions to highly automated interviews. However, previous research has ignored higher-level organizational contexts (i.e. which kind of organization uses the selection procedure) and individual differences (e.g. work experience) regarding applicant reactions. The purpose of this paper is to investigate applicant reactions to highly automated interviews for students and employees and the role of the organizational context when using such interviews.

In a 2 × 2 online study, participants read organizational descriptions of either an innovative or an established organization and watched a video displaying a highly automated or a videoconference interview. Afterwards, participants responded to applicant reaction items.

Participants (n=148) perceived highly automated interviews as more consistent but as conveying less social presence. The negative effect on social presence diminished organizational attractiveness. The organizational context did not affect applicant reactions to the interview approaches, whereas differences between students and employees emerged but only affected privacy concerns to the interview approaches.

The organizational context seems to have negligible effects on applicant reactions to technology-enhanced interviews. There were only small differences between students and employees regarding applicant reactions.

In a tense labor market, hiring managers need to be aware of a trade-off between efficiency and applicant reactions regarding technology-enhanced interviews.

This study investigates high-level contextual influences and individual differences regarding applicant reactions to highly automated interviews.

Automatic evaluation of job interviews has become an alternative for assessing interviewees. Therefore, questions arise regarding applicant reactions and behavior when algorithms automatically evaluate applicants' interview responses. This study tests arguments from previous research suggesting that applicants whose interviews will be automatically evaluated may use less impression management (IM), but could react more negatively to the interview.

Participants (N = 124; primarily German students) took part in an online mock interview where they responded to interview questions via voice recordings (i.e. an asynchronous interview). Prior to the interview, half of them were informed that their answers would be evaluated automatically (vs by a human rater). After the interviews, participants reported their honest and deceptive IM behavior as well as their reactions to the interview.

Participants in the automatic evaluation condition engaged in less deceptive IM, felt they had fewer opportunities to perform during the interview, and provided shorter interview answers.

The findings of this study suggest a trade-off between IM behavior and applicant reactions in technologically advanced interviews. Furthermore, the results indicate that automatically evaluated interviews might affect interview validity (e.g. because of less deceptive IM) and influence interviewees' response behavior.

Hiring managers might hope that automatically evaluated interviews decrease applicants' use of deceptive IM. However, the results also challenge organizations to pay attention to negative effects of automatic evaluation on applicant reactions.

This study is the first empirical study investigating the impact of automatically evaluated interviews on applicant behavior and reactions.

The purpose of this paper is to provide insights to the impact of acquisition experience from prior acquisitions on the performance of subsequent ones. The authors base the analysis on the concept of mindfulness which has recently gained increasing attention in organizational learning theory. The aim is to extend prior research on mindfulness in organizational learning by empirically addressing how mindfulness in knowledge transfer affects task performance in the context of a rare organizational event, i.e. an acquisition, and how it is moderated by the conditions surrounding that event.

Employing a path-related approach, the authors analyzed large acquisitions of multiple US acquirers in a sequence to be able to clearly identify feedback from preceding acquisitions on subsequent ones. The authors adopt individual acquisition events as the unit of analysis to demonstrate the effect of mindfulness on task performance, and follow the widely used approach of measuring acquisition performance by abnormal stock market returns around the time of an acquisition announcement.

The analysis reveals an alternating relationship between an acquirer's acquisition experience and its acquisition performance. This relationship is positively moderated by an acquirer's cash reserves and by the temporal spacing of its acquisitions, but negatively moderated by an acquirer's market-to-book value.

Path-related approaches are rarely used in the mergers & acquisitions literature. The paper is based on the concept of mindfulness and identifies an up to now unrecognized pattern in the performance of multiple acquisitions.

The space discretization of eddy‐current problems in the magnetic vector potential formulation leads to a system of differential‐algebraic equations. They are typically time discretized by an implicit method. This requires the solution of large linear systems in the Newton iterations. The authors seek to speed up this procedure. In most relevant applications, several materials are non‐conducting and behave linearly, e.g. air and insulation materials. The corresponding matrix system parts remain constant but are repeatedly solved during Newton iterations and time‐stepping routines. The paper aims to exploit invariant matrix parts to accelerate the system solution.

Following the principle “reduce, reuse, recycle”, the paper proposes a Schur complement method to precompute a factorization of the linear parts. In 3D models this decomposition requires a regularization in non‐conductive regions. Therefore, the grad‐div regularization is revisited and tailored such that it takes anisotropies into account.

The reduced problem exhibits a decreased effective condition number. Thus, fewer preconditioned conjugate gradient iterations are necessary. Numerical examples show a decrease of the overall simulation time, if the step size is small enough. 3D simulations with large time step sizes might not benefit from this approach, because the better condition does not compensate for the computational costs of the direct solvers used for the Schur complement. The combination of the Schur approach with other more sophisticated preconditioners or multigrid solvers is subject to current research.

The Schur complement method is adapted for the eddy‐current problem. Therefore, a new partitioning approach into linear/non‐linear and static/dynamic domains is proposed. Furthermore, a new variant of the grad‐div gauging is introduced that allows for anisotropies and enables the Schur complement method in 3D.

Studies in psychology have long revealed that making personal choice involves multiple motivational consequences. It has only been recent, however, that the literature on neuroscience started to examine the neural underpinnings of personal choice and motivation. This chapter reviews this sparse, but emergent, body of neuroscientific literature to address possible neural correlates underlying personal choice. By conducting the review, we encourage future systematic research programs that address this topic under the new realm of “autonomy neuroscience.” The chapter especially focused on the following motivational aspects: (i) personal choice is rewarding, (ii) personal choice shapes preference, (iii) personal choice changes the perception of outcomes, and (iv) personal choice facilitates motivation and performance. The reviewed work highlighted different aspects of personal choice, but indicated some overlapping brain areas – the striatum and the ventromedial prefrontal cortex (vmPFC) – which may play a critical role in motivational processes elicited by personal choice.

Research on cross cultural differences in preference for variety is scarce. Such research is important because it addresses a marketing instrument for which substantial cultural variations are to be expected. This paper attempts to highlight relevant literature of the domains of cultural psychology as well as marketing psychology with a review to stimulate research. Furthermore, the objective of this paper is to point out specific research directions.

First, theories on variety perception and variety seeking are discussed in order to highlight consumers' benefits of variety. Second, theories of behavioral decision making are reflected and consumers' costs of variety are illuminated. Third, theories and results of cultural psychology are reviewed with regard to underlying psychological processes about consumers' reactions to variety.

This paper stresses several aspects. Initially, consumers' perceptions of variety differ from the actual variety provided by a manufacturer or retailer. Literature indicates that consumers' benefits and costs of perceived variety differ systematically across cultures. Independent consumers in individualistic cultures place a premium on choice, on variety seeking and on personal freedom. While they are attracted by large variety, current cultural theory suggests that they also encounter greater cognitive and emotional costs than individuals in collectivistic cultures when ultimately choosing.

This paper introduces a new and promising area of research and highlights relevant psychological as well as cultural psychological theories. Several research directions regarding customer reactions to variety are detailed.

This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment.

The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback.

The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning.

The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts.

Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.

The purpose of this paper is to analyze the accuracy of finite element method simulations for high voltage equipment featuring resistive field grading.

In such simulations, the order of the mesh used and the polynomial order of the ansatz functions are varied while maintaining mesh and simulation parameters. The resulting accuracy of the simulations is analyzed by an error convergence study which shows the relative errors against the number of degrees of freedom the computational time and the memory consumption.

Simulation results of simplified benchmark geometry and applications to large‐scale 3D high voltage equipment are presented herein.

The impact of the order of the mesh and the Ansatz functions are studied for realistic high voltage setups. The paper helps the user of simulation software to choose adequate simulation parameters.