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Although the alignment between mission statement and leadership practices leads to higher employee performance, it is unclear how the alignment is linked with employee work engagement (EWE), and this vague linkage is a significant research gap in internal branding. Therefore, the current study aims to focus on management mission alignment as perceived by employees as an antecedent of EWE, and clarifies its related mechanism for EWE.

The current study uses survey data (n = 150) from the airline industry and analyzes the data by adopting structural equation modeling.

Employee perception of management mission alignment affects EWE directly and indirectly through emotional exhaustion and organizational identification. Also, employee mission engagement can enhance the effect of management mission alignment on EWE.

The current study makes three contributions to internal branding and employee engagement literature. First, as a response to the need to investigate a driver of EWE, it identifies management mission alignment as an initiator of EWE. Second, as an effort to elucidate the unclear mechanism for EWE, it demonstrates three different processes for EWE, represented by the three theories, including job demand-resource theory, conservation of resource theory and social identity theory. This sheds light on the process where management mission alignment has influences on EWE. Third, it proposes employee mission engagement as an employee mission-related factor that can moderate the effect of management mission alignment on EWE.

This study aimed to find possible answers to whether U.S. universities are merely looking good or doing good regarding their third mission using elements of the triple bottom line (people, planet, prosperity) and the 2030 Agenda.

Qualitative exploratory empirical study based on an in-depth analysis of publicly available documents (i.e. mission statements and strategic planning) and information from the Impact Rankings 2020 edition (webpages). The study uses a multilevel analysis to capture the parameters “looking good” and “doing good.” The sample consists of 15 U.S. universities.

The findings demonstrate that universities are looking good in terms of their effort to support their third mission. Data show that all universities covered themes related to people and prosperity in their mission statements and strategic planning. However, when the authors dived into the managerial metrics, KPIs, benchmarks and other evidence to characterize them as doing good, the authors encountered some challenges in identifying evidence. The data suggest that universities most likely participated in the Impact Ranking act as “cherry pickers” and might participate in unproblematic goals for their organization.

The 3Ps and the 17 Sustainable Development Goals used in this study to examine the university public mission never used in other studies. The goal in this study was not to evaluate those universities in terms of looking good and doing good but rather to contribute to the gap in the literature and provide suggestions to university C-suite.

Mission statements (SMs) are a frequent strategic tool, yet little is known about their effects on economic performance. The purpose of this paper is twofold: first, to model and assess the relationships among the sense-making of the SM, employee mission engagement (EME), organizational mission fulfillment (OMF) and perceived organizational performance (PER) and, second, to determine the path that best explains these connections.

This paper reports the results of an empirical investigation drawn from a sample of 132 managers at different levels in two Spanish companies. The data analysis was performed in two steps: the first was to assess the reliability of the measurement scales and the second was to build a causal model using structural equation modeling analysis.

The findings suggest that the best path to explain the relationships between the SM and perceived organizational performance (PER) is SM, EME, OMF, PER, with a full mediation effect for EME and OMF. These findings are consistent with previous research.

The managerial implications of these results are that just having a good mission and effective communication of the mission is not enough. The mission has to be related to employee engagement and, at the same time, the organization needs to be mission driven.

This research provides a new paradigm for understanding the relationships between sense-making around the SM, EME, OMF and PER, and helps to adjudicate among possible outcome paths and better explain the inter-relationships among these constructs.

This paper aims to explore if employee engagement (EE) influences the relationship quality of long-term partnerships between non-profit organisations (NPO) and for-profit organisations (FPO) and offer a theoretical framework for NPO and FPO long-term partnerships’ success based on the literature.

The study resorts to qualitative research, and through 45 in-depth structured interviews with NPO and FPO employees, this paper intends to investigate the theoretical framework using a hypothetico-deductive method.

The findings support the authors’ theoretical framework, where EE influences satisfaction, trust and commitment to the partnership. The results highlight that organisations creating high levels of satisfaction, trust and commitment may have a higher propensity for long-term partnerships.

This study offers a novel theoretical framework for developing long-term partnerships between NPO and FPO. However, each variable’s extent of influence still needs to be further explored, creating a fertile ground for future research in this area.

Este estudio explora si el compromiso de los empleados influye en la calidad de la relación a largo plazo entre organizaciones sin fines de lucro (NPO) y organizaciones con fines de lucro (FPO) e propone un sistema teorico para el éxito de las asociaciones a largo plazo de NPO y FPO baseado en la literatura.

El estudio recurre a la investigación cualitativa, y a través de 45 entrevistas estructuradas en profundidad con empleados de NPO y FPO, este artículo tiene la intención de examinar el sistema teorico empleando un método hipotético-deductivo.

Los resultados apoyan la afirmación de que el compromiso de los empleados influye en la satisfacción, la confianza y el compromiso con la asociación. Los resultados muestran que las organizaciones que crean altos niveles de satisfacción, confianza y compromiso pueden presentar una mayor propensión a las asociaciones a largo plazo.

Este artículo ofrece un nuevo sistema teorico para el desarrollo de asociaciones a largo plazo entre NPO y FPO. Sin embargo, el alcance de la influencia de cada variable aún debe ser explorado, lo que crea un terreno fértil para futuras investigaciones en esta área.

Este artigo explora se o envolvimento dos colaboradores influência a qualidade da relação de parcerias de longo prazo entre organizações sem fins lucrativos (NPO) e organizações com fins lucrativos (FPO) e propõe um quadro conceptual para o sucesso das parcerias de longo prazo entre NPO e FPO baseado na literatura.

Este estudo recorre à investigação qualitativa e, através de 45 entrevistas em profundidade com funcionários de NPO e FPO, este artigo pretende examinar o quadro teórico utilizando um método hipotetico-dedutivo.

As conclusões apoiam a afirmação de que o envolvimento dos colaboradores influencia a satisfação, a confiança e o compromisso com a parceria. Os resultados mostram que as organizações que criam elevados níveis de satisfação, confiança e compromisso podem apresentar maior propensão a parcerias de longo prazo.

Este artigo oferece um novo quadro teorico para o desenvolvimento de parcerias de longo prazo entre NPO e FPO. No entanto, a extensão de influência de cada variável necessita de análise adicional, o que cria um terreno fértil para futuras investigações nesta área.

Many individuals in drug treatment courts (DTCs) have co-occurring mental health and substance use disorders (COD), which can negatively impact treatment engagement, behavioral health and criminal justice outcomes. This paper aims to report results of DTC participants with a COD, who received a 12-month wraparound treatment intervention called MISSION-Criminal Justice (MISSION-CJ) alongside DTC to improve treatment engagement and behavioral health outcomes and reduce reincarcerations.

In this pre-post, single-group pilot, 48 clients enrolled and 81% completed 12-month follow-up assessments (N = 39) and weekly MISSION-CJ fidelity for type and intensity of services delivered. Generalized linear mixed models (GLMMs) were computed with a fixed term for fidelity (e.g. high or low MISSION-CJ), time and a fidelity x time interaction term.

Among participants, at 12 months, 81% of the participants remained engaged in treatment at study completion, and 89% had high MISSON-CJ fidelity. Clients demonstrated significant reductions from baseline to 12 months in average nights in jail (B = −0.1849511, p < 0.0344), mental health symptoms via the Behavior and Symptom Identification Scale (BASIS) total and subscale scores (B = −0.121613, p < 0.0186) and trauma symptoms on the PTSD Checklist-5 (PCL-5) (B = −0.928791, p < 0.0138). High MISSION-CJ fidelity further improved criminal justice, and behavioral health outcomes.

This was the first reported 12-month MISSION-CJ trial. While feasible to implement, given the design limitations, future research should include a large randomized controlled trial.

A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are currently 96.6 million people at risk of poverty and social exclusion in the EU (OECD, 2017). Addressing this concerning social situation, requires innovative approaches and it has been suggested that inclusive entrepreneurship may be part of the solution. Yet, many under-represented groups (in terms of entrepreneurial activity) face significant barriers to entrepreneurship. This research study identifies how Higher Education Institutions can utilise their multidisciplinary knowledge and expertise in partnership with government, industry and civil society to address the economic and social challenges within under-represented communities by engendering higher levels of enterprising behaviour. Emerging studies in the literature have demonstrated how some Higher Education Institutions are providing tailored and holistic enterprise support to under-represented groups in their communities. However, such initiatives are not common and there is little research on how other HEIs might replicate inclusive entrepreneurship initiatives. Through the presentation of a conceptual model, this chapter identifies how HEIs can move outside of their formal education setting and dynamically support the development of enterprising competencies and behaviours amongst people within their local communities. The findings highlight six key areas for consideration in such developments including: 1. Teaching and Learning; 2. Resources; 3. Infrastructure; 4. Multidisciplinary Approaches; 5. Stakeholders and 6. Culture. These findings highlight the requirements for impactful HEI-community engagement and suggest that HEI community engagement through entrepreneurial education is a novel way of adding value for both under-represented communities and HEIs.

This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.

The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.

The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.

Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.

The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.

The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.

The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.