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1 – 10 of over 3000Nicolas de Oliveira Cardoso, Eduarda Zorgi Salvador, Gustavo Broch, Frederike Monika Budiner Mette, Claudia Emiko Yoshinaga and Wagner de Lara Machado
This paper aims to identify the impacts of sociodemographic covariates on behavioural biases (BB) scores; the psychometric evidence of the BB measurement instruments; and the main…
Abstract
Purpose
This paper aims to identify the impacts of sociodemographic covariates on behavioural biases (BB) scores; the psychometric evidence of the BB measurement instruments; and the main BB that influences the decision-making of individual investors.
Design/methodology/approach
Papers were retrieved through search using keywords in ten databases. This systematic review is based on 69 peer-reviewed papers, most of which were published between 2017 and 2021. The relevance of the included papers was assessed through the analysis of statistical/psychometric methods used, and content analysis of the BB literature and its sociodemographic correlations.
Findings
Overconfidence is higher in men and not related to age. There was no consensus regarding the relationship between BB and other sociodemographic variables. Most measuring instruments are ad hoc, showing ≤ 4 types of psychometric evidence and assessing ≤ 9 BB. Therefore, the findings demonstrate that there is no gold standard instrument for measuring investors’ BB. Furthermore, 37 BB were cited as influencers of individual investors’ decision-making and overconfidence, herding, anchoring, representativeness and loss aversion were the most prevalent.
Research limitations/implications
Considering that very few systematic reviews have been published in the behavioural finance area, this paper highlights the current state-of-the-art and identifies significant gaps in the literature that can be explored by further research.
Originality/value
To the best of the authors’ knowledge, this is the first systematic review that analyses the psychometric properties of instruments used for individual investors BB assessment.
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Lina María Castro Benavides, Johnny Alexander Tamayo Arias, Daniel Burgos and Alke Martens
This study aims to validate the content of an instrument which identifies the organizational, sociocultural and technological characteristics that foster digital transformation…
Abstract
Purpose
This study aims to validate the content of an instrument which identifies the organizational, sociocultural and technological characteristics that foster digital transformation (DT) in higher education institutions (HEIs) through the Delphi method.
Design/methodology/approach
The methodology is quantitative, non-experimental, and descriptive in scope. First, expert judges were selected; Second, Aiken's V coefficients were obtained. Nine experts were considered for the validation.
Findings
This study’s findings show that the instrument has content validity and there was strong consensus among the judges. The instrument consists of 29 questions; 13 items adjusted and 2 merged.
Originality/value
A novel instrument for measuring the DT at HEIs was designed and has content validity, evidenced by Aiken's V coefficients of 0.91 with a 0.05 significance, and consensus among judges evidenced by consensus coefficient of 0.81.
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Madduma Hewage Ruchira Sandeepanie, Prasadini Gamage, Gamage Dinoka Nimali Perera and Thuduwage Lasanthika Sajeewani
The purpose of the paper is to afford a comprehensive conceptualization and operationalization of the construct of talent management through an inclusive exploration of conceptual…
Abstract
Purpose
The purpose of the paper is to afford a comprehensive conceptualization and operationalization of the construct of talent management through an inclusive exploration of conceptual clarifications for existing confusions while developing a complete measuring instrument.
Design/methodology/approach
The archival method was adopted together with a systematic review based on Khan et al.’s (2003) five steps of systematic literature review. The systematic review has encircled published research articles between 1982 and 2023 in the human resource management (HRM) arena. A total of 130 articles were initially scrutinized, and 106 were systematically reviewed to conceptualize, operationalize and explore clarifications for confusions and instrument development for talent management.
Findings
This study explored conceptual clarifications for existing confusions towards talent management while recognizing definitions that come under the main philosophical schools for the underlying concept of talent. A novel practical definition has been established for talent management while recognizing dimensions, and then certain elements. A comprehensive instrument has been developed to measure talent management.
Research limitations/implications
This study is limited to instrument development in measuring talent management; nevertheless, there is an enormous scope for using the instrument to empirically measure talent management through organizational and employees perspectives linked to diverse global contexts in future studies.
Originality/value
The developed comprehensive instrument is a vibrant contribution to future investigations related to empirically measuring talent management associated with organizational and employee perspectives related to diverse global contexts in winning “war for talent.” This study endows a significant input to the whole frame of HRM knowledge as it resolves existing conceptual ambiguities towards talent management while defining and operationalizing it.
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T.S. Nanjundeswaraswamy, Sindu Bharath and P. Nagesh
This paper aims to design, develop and validate an instrument to measure employer branding by considering existing employee perceptions.
Abstract
Purpose
This paper aims to design, develop and validate an instrument to measure employer branding by considering existing employee perceptions.
Design/methodology/approach
In this systematic research, the predominant factors of employer branding are identified through Pareto analysis; using structured questionnaire information and data collected from 423 employees. The number of items and dimensions was reduced by conducting exploratory factor analysis (EFA) and validated extracted dimensions using confirmatory factor analysis (CFA) using statistical software (SPSS-21). The designed scale was verified by applying relevant statistical techniques, including a multicollinearity test, construct validity, content validity, divergent validity, convergent validity and reliability test. Structural equation modeling (SEM) was performed using AMOS, to explore the interrelationship between the dimensions of the scale.
Findings
Considering the perception of existing employees, seven factors along with 24 items scale were designed and developed to measure the employer branding. The identified seven factors are; career development opportunities; compensation and benefits; corporate social responsibility; training and development; work environment; organizational culture; and work-life balance. The proposed model explains a total variance of 70.35% and the model fit indices are within the acceptable range, validity and statistical reliability are established for seven dimensions of employer branding.
Research limitations/implications
Employer branding is studied from existing employee perspective by collecting responses from the employees of the IT sector only.
Practical implications
This validated scale is valuable for practitioners and academicians. The proposed dimensions in the scale may help practitioners explore the impact on the outcomes of organizations such as employee commitment, employee retention, employee satisfaction and total productivity. This novel instrument helps to measure employees' perception of their employers. Further, the authors identify the gaps and accordingly plan strategies to attract and retain the talented workforce.
Originality/value
The authors believe that this novel measuring instrument is comprehensive and the first of its kind. Employer branding has been modeled using SEM analysis by considering the perceptions of the present employees.
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Brandon A. Smith and Karen E. Watkins
The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.
Abstract
Purpose
The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.
Design/methodology/approach
This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.
Findings
Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.
Practical implications
Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.
Originality/value
Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.
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Prapti Behera, Sanjukta Aravind and Balaji Seetharaman
Bales of cotton run through the gins and textile mill instruments, stick to them and make it cumbersome for the ginning mill workers. This is so because more time and money have…
Abstract
Purpose
Bales of cotton run through the gins and textile mill instruments, stick to them and make it cumbersome for the ginning mill workers. This is so because more time and money have to be invested in cleaning these instruments. The stickiness of cotton causes health hazards to the workers, decreases the yarn quality and economic loss to the textile industry. The effect of cotton stickiness on textile ginning, various methods for cotton stickiness detection and the steps for reduction are discussed.
Design/methodology/approach
The different methods that are available for detecting and measuring cotton stickiness are described. The sugars that cause stickiness are either of plant origin (physiological sugars) or from the feeding insects (entomological origin). The methods for stickiness detection and reduction are discussed under physical, chemical and biological categories.
Findings
This review suggests possible ways to mitigate cotton stickiness.
Originality/value
One of the major issues of the textile industry is honeydew-contaminated cotton stickiness. However, there are few papers on detection methods for analyzing honeydew cotton stickiness along with the approaches to reduce stickiness. This paper summarizes different methods along with a study for detection as well as reduction of cotton stickiness.
Ana Junça Silva and Sara Martins
Although (tele)work is increasingly being adopted and employees’ behavior is recognized to be key for organizational outcomes (e.g. performance), the current literature on…
Abstract
Purpose
Although (tele)work is increasingly being adopted and employees’ behavior is recognized to be key for organizational outcomes (e.g. performance), the current literature on counterproductive work behaviors (CWB) in telework settings is fragmented, and a valid measurement instrument is lacking. This study aims to address this gap and starts by presenting a review of the current literature on counterproductive work behavior in flexible work arrangements (i.e. telework). Based on this study, eight categories of work behavior that appear to be frequent under telework settings were identified.
Design/Methodology
Next, four studies aimed at developing and validating a measurement instrument that captures employee counterproductive work behavior when teleworking: the counterproductive [tele]work behavior scale (CTwBS).
Findings
In Study 1, the CTwBS was created, and in Study 2, its factorial validity was examined (N = 350). In Study 3, using a sample of teleworkers (N = 289), the convergent and discriminant validity of the CTwBS was tested using self-ratings of (positive and negative) affect, attitudes toward telework and frequency of CWB in general. In Study 4, a daily-diary study across five workdays (N = 232 × 5 = 1,160) examined the criterion validity of the CTwBS.
Practical implications
The results indicated that the CTwBS is a valid and reliable instrument for capturing employee counterproductive work behavior in telework settings. Theoretical and practical implications are discussed.
Originality
To the best of the authors’ knowledge, CTwBS is the first measure aimed at assessing counterproductive work behavior in telework settings.
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Zelalem Zekarias Oliso, Demoze Degefa Alemu and Jonathan David Jansen
The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.
Abstract
Purpose
The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.
Design/methodology/approach
To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics.
Findings
The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities.
Research limitations/implications
The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities.
Practical implications
The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities.
Social implications
The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality.
Originality/value
The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.
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Nanjundeswaraswamy T.S., Sindu Bharath, P. Nagesh and Vignesh K.M.
This study aims to evaluate and compare the quality of work life (QWL) of nurses, in pre- and post-COVID-19 pandemic situations.
Abstract
Purpose
This study aims to evaluate and compare the quality of work life (QWL) of nurses, in pre- and post-COVID-19 pandemic situations.
Design/methodology/approach
The study adopts a descriptive research design. Data were collected during the pre- and post-pandemic periods. The target sampling unit of the study comprises nurses working in Bangalore city, Karnataka, India. The minimum sample size was determined (Bartlett et al., 2001) as 385. The scale validation is carried out. The factors for the present study were explored using exploratory factor analysis and confirmed by confirmatory factor analysis. Model fitness (proposed measurement model) is ensured by using fit indices. The linear regression method was used to measure the level of QWL of nurses.
Findings
The present study noted that key factors that affects the QWL of nursing staff are work condition; work environment; work-life balance; compensation and reward; career development; job satisfaction and security; organization culture; relationship among co-workers and stress. Further, it is noticed that QWL of nurses pre-COVID-19 pandemic is 87.2%, while post-COVID-19 pandemic, it is 67%.
Research limitations/implications
Present study can be extended to address the same research question by considering sampling unit such as therapist, technicians and sanitarians who have equally undergone tremendous pressure during pandemic.
Practical implications
The study outcome provides references for organizations engaged in health services to understand the extreme job conditions posed by pandemic. The constructive inspiration (physio-social and organizational support) reinforces the nurses to continue in their professions by decreasing negative impact.
Originality/value
The research paper extends the contributions of Hwang (2002), Nikeghbal et al. (2021), Howie–Esquivel et al. (2022) and Rania et al. (2023) and add to the existing body of the QWL literature. The outcome of the research records the prevailing conditions of pandemic and its effect on changes in work environment with specific reference to health-care sector.
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Suné Maré and Ashley Teedzwi Mutezo
This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.
Abstract
Purpose
This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.
Design/methodology/approach
A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.
Findings
The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.
Research limitations/implications
The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.
Practical implications
Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.
Originality/value
This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.
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