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Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.

This study aims to compare online review characteristics, review length and review sentiment score between “organic” and “regular” food products. In addition, variations in the consumer sentiment scores across the review lengths are studied.

This study fits into the descriptive research design. From Amazon’s website, the consumer product reviews are scrapped. Using the text analytical package “sentiment” in R-Studio, we computed the sentiment scores and counted the number of words in each review. The mean sentiment scores and mean review length are compared for regular and organic products using one-way ANOVA. Sentiment score variation across review length and product class is studied through factorial ANOVA. Sample reviews of ghee and honey are used to test the hypotheses.

The review length shows a significant difference between the regular and organic products. The mean number of words in the regular products reviews is significantly lower than the mean number of words in the organic product reviews. The regular products’ mean sentiment score is significantly lower than the mean sentiment score of organic products. The mean sentiment scores are not consistent between ghee and honey. Sentiment scores are better for organic honey and regular ghee products. For regular ghee products, longer reviews result in lower sentiment scores. For regular and organic versions of honey, longer reviews are associated with better sentiment scores.

This study did not include the helpfulness of a review and the demographic data of the reviewers.

Sentiment scores’ variations across the regular and organic and product categories such as ghee and honey give a comprehensive feedback to the firms. It also indirectly communicates a brand’s evaluation by the consumers and the performance feedback for an upward extension like the organic category.

Studies on organic category give feedback for environment-friendly products and consumer attitude shift towards safer products.

Very limited studies have reported the upward line extensions. The authors study the upward line extension organic and associated sentiment scores variation. The role of review length and its systematic influence on the sentiment scores, variations in the review due to the product nature (organic/regular) are unique contributions of this study.

This chapter summarizes the quantitative literature on whether intervention outcomes for students with learning disabilities (LD) are influenced by variations in IQ and reading level. The analysis clearly shows that a significant intelligence×reading level interaction emerges in treatment outcomes. Across a broad array of interventions it was found that studies which include samples with reading and IQ scores in the 16th and 25th percentile range (standard scores between 84 and 91) yield significantly higher effect sizes than studies that include samples in same low reading range but with higher IQ scores. An analysis of subsets of this data yield similar findings. Implications for definitions of learning disabilities that include measures of intelligence are discussed.

Evaluates customers′ and employees′ service quality expectations and perceptions from the example of a hospital environment. Considers employees′ responses in administrative and nonadministrative categories. Notes differences between the groups and discusses the managerial implications arising from the differences found. Includes a detailed description of the methodology involved in the study.

This experimental study investigates the connotative (measured) meaning of the concept “auditor independence” within three audit engagement case contexts, including two acknowledged in the literature to represent significant potential threats to independence. The study’s research design utilises the measurement of meaning (semantic differential) framework originally proposed by Osgood et al. (1957). Findings indicate that research participants considered the concept of independence within a two factor cognitive structure comprising “emphasis” and “variability” dimensions. Participants’ connotations of independence varied along both these dimensions in response to the alternative experimental case scenarios. In addition, participants’ perceptions of the auditor’s independence in the three cases were systematically associated with the identified connotative meaning dimensions.

There is a popular psychometric thesis suggesting that people with different levels of cognitive ability end up in different occupations because some occupations require greater intelligence than others for successful performance. To examine several central claims of the psychometric thesis, this study uses two kinds of data for analysis: one is cross-sectional and occupation-level data from various sources dated as early as World War I and the other is longitudinal and individual-level data from the National Longitudinal Survey of Youth 1979 Cohort (NLSY79) and the Wisconsin Longitudinal Study (WLS) in the United States. Findings of this study suggest that occupational segregation by cognitive ability is much less intensive than that suggested by the psychometric theory, and there is no evidence of a trend of increasing cognitive partitioning by occupation over time.

The purpose of this study is to investigate whether question and keyword‐format queries are more successfully processed by search engines encouraging answers to searching and keyword‐format querying, respectively. This study aims to investigate whether web user characteristics and choice of search engine affects the relevancy scores and precision of the results.

The results of two search engines, Google and AskJeeves, were compared for question and keyword‐format queries. It was observed that AskJeeves was slightly more successful in processing question‐format queries, but this finding was not statistically supported. However, Google provided results on keyword‐format queries and the entire set of queries, which were statistically superior to those of AskJeeves.

Analysis of variance (ANOVA) showed that the age of web user is not as affective on the relevancy score and precision of results as other factors. Interactions of the main factors were also affective on the relevancy scores and precision, meaning that the different combinations of various factors cause a synergy in terms of relevancy scores and precision.

This was a preliminary work on the effect of user characteristics on comprehension and evaluation of search query results. Future work includes expanding this study to include more web user characteristics, more levels of the web user characteristics, and inclusion of more search engines.

The findings of this study provide statistical proof for the relationship between the characteristics of web users, choice of search engine and the relevancy scores and precision of search results.

This study aims to examine the potential effects of the gender similarity between the presenter and evaluator on the presentation evaluation scores obtained with an evaluation form.

The data were collected from marketing students at two universities in the USA. A rubric and separate survey instrument were used to capture student presentation evaluation scores and perceptions of gender differences in various aspects of presentation quality.

Findings indicate that gender of evaluators or presenters did not have any significant effect on presentation scores. The survey of student perceptions of gender effect on student presentations indicate that while female students seem to be perceived as better presenters than male students, the study found no consistent patterns of gender effect on presentation evaluations.

Only four evaluation criteria were used to measure presentation quality.

The results of this exploratory study uses the actual presentation evaluations and survey of student perceptions suggesting that student inputs can be included for grading without any concern of gender bias on grading.

The purpose of this paper is to examine whether, when teaching professional ethics, the educational interventions have any effect on improving students' moral decisions. One method often used to measure change is the well‐established defining issues test – an American test based on Kohlberg's stage theory.

Using this test, two before‐and‐after studies were carried out on cross‐cultural cohorts of first year computing undergraduates which both received the same lectures, debates and moral‐decision‐making exercises.

One study showed a significant increase in moral judgment whilst the other showed a decrease (although not significant). Both studies indicated mean scores far below the American averages.

As both studies involved relatively small sample sizes, the results are indicative rather than conclusive. However, they bring to light issues associated with the test, in both American and non‐American research, indicating that lower than average mean scores could be due to cross‐cultural and situational variations.

The paper questions the premise of stage theory as a method for measurement within a cross‐cultural context; and the usefulness of measuring one component of moral development (moral judgment) in isolation.

The paper proposes that tests based on more discipline‐specific skills, rather than stage theory, would be of greater use in evaluating student levels of moral development.