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Human resource management

This case is suitable for use for advanced-level undergraduate students (e.g. in their third or fourth year of study) and graduate-level students enrolled in human resource management, industrial relations, organizational behavior and legal courses (e.g. business law and ethics, employment law). It can be used also in training courses and sexual harassment workshops for employees, particularly those with supervisory responsibilities or who are involved in personnel, training, or industrial relations activities. The case has been class tested with MBA students enrolled in a course on organizational behavior.

In March 2014, William Wong, the CEO of Zejaya Corporation faced a dilemma. He had just been told some disturbing news about Larry Pang, his executive director, which may or may not have legal implications for the company in relation to sexual harassment. Two of his managers had confided in him that Linda Tan, one of his managers who had recently resigned, had asked them to tell him about Pang's repeated attempts to court her in the past several months. He was undecided on how he should handle the problem.

This case was developed for class discussion rather than to illustrate either effective or ineffective handling of a management situation. The case provides students the opportunity to learn about the potential ethical and legal issues surrounding workplace romance and sexual harassment at work.

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There has been rapid proliferation of Lesson Studies and Learning Studies over the world. Do they really help teachers’ professional development and student learning? The purpose of this paper is to review studies from 2000 to 2010 on Lesson Study and Learning Study to unravel their benefits on teachers and students.

Relevant studies were screen and extracted on available electronic databases to evaluate outcome of Lesson Study and Learning Study. The results were based on nine studies which examined the achievement of Learning Study and Lesson Study.

All reviews identified positive evidence supporting the benefits of Lesson Study and Learning Study as powerful tool to help teachers examine their practices and enhance student learning. Although all nine studies showed positive effects of Lesson Study and Learning Study on teaching, learning or both, different outcome measures were employed and the study designs varied in qualities.

More well-controlled studies with consistent and validated outcome measures were recommended in the future to address the short- and long-term effects of Lesson Study on students, teachers, and school level. Efforts should be focussed on unveiling the relationship between what is taught and what is learned. Studies using these approaches with more vigorous procedures in randomization and blinding should be implemented.

Scholars have discouraged using silence in crises as it magnifies the information vacuum (see Pang, 2013). The purpose of this paper is to argue for its viability and explore the type of silence that can be used.

Eight international cases were analyzed to examine how silence was adopted, sustained and broken.

The findings uncovered three intention-based typologies of strategic silence: delaying, avoiding and hiding silences. Among such, avoiding/hiding silence intensified crises and adversely affected post-silence organizational image when forcefully broken, while delaying silence helped preserve/restore image with primary stakeholders if successfully sustained and broken as planned.

First, these findings may lack generalizability due to the limited number of cases studied. Second, local sentiments may not be fully represented in the English-language news examined as they may be written for a different audience. Finally, a number of cases studied were still ongoing at the time of writing, so the overall effectiveness of the strategy employed might be compromised as future events unfold.

A stage-based practical guide to adopting delaying silence is proposed as a supporting strategy before the execution of crisis response strategies.

This is one of the few studies to examine the role of silence in crisis communication as silence is not recognized as a type of response in dominant crisis theories – be it the situational crisis communication theory or the image repair theory (An and Cheng, 2010; Benoit, 2015; Benoit and Pang, 2008; Xu and Li, 2013).

Information vacuums (IVs) arise from organizational failure to satisfy the stakeholders’ informational demands during crises. The purpose of this paper is to expand Pang’s (2013) study of the phenomenon of IV by investigating its nature, stages, intensifying factors and resolution.

Print and social media data of five recent international crises with apparent IVs were analyzed.

Poor crisis communications are intensifying factors that induce media hijacks and hypes, distancing, and public confusion. A four-stage model maps the phenomenon into a flow chart describing its development. IV termination begins when organizations either respond with information or provide solutions, results, and/or compensation. Natural and strategic silence were observed and defined.

The study lays the foundation for future examination of how media literacy, governments, and culture, both societal and organizational, induce or exacerbate the phenomenon.

Immediate, adequate, transparent, credible, and consistent crisis responses manage the IV and crisis, diminish the intensification of subsequent crises, and potentially reduce image and reputational damages.

The knowledge of the phenomenon is further developed and new theoretical models are conceptualized to provide researchers and practitioners a clearer understanding of how an IV can develop, persist, deepen, and resolve.

Aims to study successful school principals in China and to provide details of some unique features of the Chinese educational system that both support and constrain principals and their management of schools.

Examines the philosophy and practice of new principals of two schools, both in Shanghai, but at opposite ends of the quality spectrum. Eastern Senior High School, a municipal key school, is one of the best schools in Shanghai. Northern Junior High School was a failing school in the 1980s.

The two principals studied were successful in creating the setting for drastic improvement in their schools. Eastern Senior High School was at its low tide when the new principal arrived. Through some innovative ideas in sports and music, he succeeded in revitalizing the school and moved it from the bottom five to one of the top ten of the 26 municipal key schools in Shanghai. Northern Junior High School was a failing school in the 1980s. There, the new principal came in 1994 and in subsequent years completely changed the school.

Illustrates that the concept of successful school developed by one principal and his team was simple: create continuous success experiences for students.

In 2015, Malaysia’s investment vehicle, 1Malaysia Development Berhad (1MDB), came under international scrutiny after it amassed a debt of US$11 billion (10.3 billion) (Wright & Clark, 2015), which it had difficulty repaying. More disturbingly, investigators found that US$700 million (658 million) was transferred into the personal bank account of Malaysia’s prime minister, Najib Razak, founder and chairman of 1MDB’s advisory board (Wright & Clark, 2015). Najib was also accused of embezzling state money (Reuters, 2015) and damaging the image of the country (“Najib tried to bribe me”, 2015). This chapter aims to examine the strategies used by the Malaysian prime minister to repair his image in the 1MDB scandal, the effectiveness of these strategies, and how these impacted Malaysia’s public diplomacy efforts in restoring the country’s image and reputation. Findings showed that the prime minister denied wrongdoing, and simultaneously bolstered his position and promised to turn 1MDB around. In contrast to the current explication of Benoit and Pang’s (2008) image repair strategies, Najib’s way of attacking the accusers sheds light into how image repair strategies may be operationalized in the Asian context. A new image repair strategy – diversion – is proposed to be added to the existing framework.

The primary goal of this article is to review the existing studies and offer clarity regarding the association between social media adoption and youth civic engagement.

This research systematically summarizes and reviews 42 original articles published from 2010 to 2019 with an objective of offering insightful results. Additionally, a theoretical framework was carefully designed by adopting various conceptions from citizen participation and computer-mediated communication research literature.

The findings demonstrate that social media usage could generally have a positive correlation with civic participation among younger generations. Moreover, the result also highlights that certain functional features of social media uses including using social media for news consumption and expression could significantly predict civic engagement.

Despite the ever-growing importance of social media technologies, investigations on their differential, nonlinear and even inconsistent effects on civic engagement remain theoretically ambiguous and empirically unsubstantiated. The study represents one of the first scholarly attempts to review, summarize and analyze the extant research evidence from the past ten years.

Active school travel (AST) programmes aim to change commuting behaviour to improve children's physical and mental health. However, very limited health education programmes for children use segmentation to create tailored solutions that understand the specific characteristics of each group of children and their caregivers in order to yield better results. The aim of this study is to use a statistical segmentation analysis (two-step cluster analysis) to gain insights on the examination of specific groups to design future health education interventions and campaigns that can improve children's health.

Guided by the Ecological and Cognitive Active Commuting (ECAC) framework, a market segmentation analysis was performed. An online survey was designed to collect data from caregivers of children between 5 and 12 years attending school and responsible for taking the child to and/or from school in Victoria and Queensland, Australia. Using 3,082 responses collected from Australian caregivers of primary school children, a two-step cluster analysis was performed.

Analysis revealed the most important variables for group formation were previous child walking behaviour, distance from school and caregiver income. Perceived risk of the physical environment was the most important psychographic segmentation variable for group formation, followed by social norms. Four distinct groups with different characteristics were identified from the analysis.

This is the first study that applies the ECAC framework to perform market segmentation in the AST context. Results revealed four market segments that demand different tailored solutions. Findings shed light on how to better design AST interventions and campaigns to promote children's health using segmentation techniques.

The purpose of this paper is to collect new evidence about the efficacy of the pedagogical principles derived from our earlier study on boosting students’ financial literacy, with the aim of providing a theoretically and practically powerful account of how generative learning in the domain of financial literacy can be enhanced.

This is an example of learning study consisting of a design experiment, which aims to test the conjectures of the variation theory of learning. A total of 156 students who were aged from 14 to 16 years were taught under the three learning conditions which embedded the test criteria, and a total of seven lessons were used by the two participating teachers for each of the classes. To assess students’ appropriation of the object of learning, four tests were conducted, i.e. a pre-test, post-test immediately after the lessons, delayed post-test after six weeks and second delayed post-test after six months.

This study shows that a systematic use of the pattern of “contrast-fusion-generalization” to deal with the individual core economic concepts identified can help students lay a solid conceptual foundation for developing financial literacy. Furthermore, with the use of the meta-level pattern of “contrast-fusion-generalization” through complex everyday financial problems or situations which transcend the specific concepts, students can make effective use of the core economic concepts learned and transform them organically into one’s analytical framework. This enables students to discern and focus upon the critical aspects of novel financial situations and have a greater likelihood of making well-reasoned and sound financial decisions.

This paper sheds light on the ways in which students’ generative learning in the domain of financial literacy can be enhanced through the conceptual approach grounded in the variation theory of learning.

The purpose of this paper is to review and synthesize the attributes of loose and tight coupling in educational organizations. In addition, it is aimed to determine whether this phenomenon has value and strategies to offer for the current educational administration and research.

Integrative literature review and content analysis, assisted by Atlas.ti software, were used as the methods of this paper. Review data included 32 articles from peer reviewed journals.

Conceptual framework of continuum of organizational couplings in educational organizations was generated. Elements of the framework include the features of coupling concepts within the continuum, components of couplings, contributory types of organizational couplings and the elements of leadership and change process with emerging strategies, as well as the element of cultural context. In this paper, elements of continuum of couplings and leadership will be emphasized.

Findings have practical implications for the management and leadership in educational organizations, and for the researchers in the field for future research purposes.

Findings have social implications for both teaching staff and administration in educational organizations, by highlighting the attributes of loose and tight coupling, and their connections with leadership, change process and cultural context.

The paper presents a distinctive synopsis of the educational administration literature, in the context of loose and tight coupling, with the time span of four decades.