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The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Green HRM practices in the hospitality sector are now receiving growing interest. However, the extent to which these practices contribute towards employee non-green workplace outcomes remains largely unknown. This study explores the relationships among green HRM practices, happiness at work, employee resilience, and feedback-seeking behaviour.

The study employs two-wave data from a sample of 306 five-star hotel employees in India. Using partial least square-structural equation modelling, the relationships are tested.

The study’s results demonstrate that green HRM practices positively impact happiness at work, employee resilience, and feedback-seeking behaviour. Additionally, the relationship between green HRM practices and feedback-seeking behaviour and employee resilience is mediated by happiness at work.

Drawing on the Job Demands-Resources Theory, Social Exchange Theory, and Broaden and Build theory, this paper proposes that green HRM practices can contribute to happiness at work, employee resilience, and feedback-seeking behaviour.

To establish a positive connection between green HRM practices and employee outcomes, organizations must recognize the vital role played by happiness at work as a mediator. This means that organizations must implement green HRM practices and ensure their positive impact on employee happiness at work.

The originality of this research lies in its holistic approach to green HRM outcomes, suggesting that the benefits of these practices extend beyond environmental impacts to influence the psychological and behavioural dimensions of employees.

In this paper, the authors examine auditor upward feedback, which provides a unique opportunity for staff auditors to exercise their voice within an audit firm. Upward feedback can improve employee perceptions of fairness and justice while mitigating feelings of burnout and turnover intentions, thus enhancing audit quality. However, it is unclear which circumstances improve the likelihood that auditors will use their voice and give feedback to superiors. The purpose of this study is to investigate contextual factors that impact the likelihood that auditors will provide upward feedback.

Using a 2 × 2 + 2 experiment with staff auditors, the authors test the likelihood of giving feedback when presented with different feedback systems (electronic anonymous, face-to-face or no opportunity) and experiences with managers (favorable or unfavorable).

The authors find that, while feedback type alone does not change the likelihood of auditors providing upward feedback, auditors are more likely to provide feedback after a favorable manager experience than an unfavorable one. The likelihood of providing feedback after an unfavorable experience is higher, however, when the feedback type is electronic and anonymous as opposed to face-to-face. Additional analyses illustrate strong relationships between manager experience, feedback type and procedural justice, which significantly influence the turnover intentions of staff auditors.

To the best of the authors’ knowledge, the authors are the first to examine the value of subordinates’ upward feedback on firm outcomes, including burnout and turnover intention.

This study investigates how performance pressure affects feedback-seeking and innovative work behaviors. The study also examines the effect of extraversion on the performance pressure–FSB relationship.

The hypotheses in this study were tested by analyzing two-wave data collected from a sample of employees in the information technology sector in India using the PLS-SEM approach.

Our findings revealed that individuals possessing extraverted personality traits exhibited a positive response to performance pressure, thereby enhancing their FSB. Moreover, our results demonstrated that FSB mediates the relationship between performance pressure and IWB.

The results underscore the importance of individual variations in personality traits, particularly extraversion, in influencing how employees respond to performance pressure. By providing insights into the mediating mechanism of feedback-seeking behavior, our study contributes to a deeper understanding of the interplay between performance pressure, feedback-seeking behavior and innovative work behavior.

Managers should consider extraversion as a factor in the relationship between performance pressure and FSB, adapting strategies and support systems accordingly. Creating a feedback-oriented culture and providing resources for extroverts during high-pressure periods can enhance their coping mechanisms.

Previous research has provided a limited exploration of the mechanisms that establish the connection between job demands and innovative work behaviors. This study contributes by uncovering the previously unexplored relationship between performance pressure, extraversion, feedback-seeking behavior and, subsequently, innovative work behavior.

In this chapter, we aim to investigate the emotional and performance consequences of negative feedback in the workplace and provide an explanation for the varying reactions exhibited by employees.

We adopt a theoretical approach to develop propositions that elucidate the impact of negative feedback on task performance, with a specific focus on the mediating role of emotion regulation. By considering individual differences in task versus relational orientation, we aim to shed light on how these differences influence individuals' responses to negative feedback.

We propose that individuals with a task orientation are more inclined to engage in emotion regulation strategies following negative feedback, leading to improvements in subsequent task performance. Conversely, individuals with a relational orientation tend to internalize negative feedback, impeding their ability to regulate negative emotions and, consequently, hindering task performance enhancement.

Our research contributes to the existing literature by examining the emotional and performance consequences of negative feedback in the workplace. By emphasizing the significance of emotion regulation and individual differences, we provide valuable insights that can inform the management of feedback processes within organizations.

Drawing on goal orientation theory, this study intends to investigate whether, how and when developmental leadership influences employees’ feedback seeking behavior (FSB) and feedback avoidance behavior (FAB).

The authors used a two-wave survey of 416 full-time employees in China. The hypotheses were tested with path analyses.

Developmental leadership exerts a positive influence on employees’ FSB and a negative impact on FAB through learning goal orientation (LGO). Additionally, leaders’ high performance expectations (LHPE) not only strengthen the positive effects of developmental leadership on FSB but also intensify its weakening effects on FAB.

The findings enrich current understanding by associating developmental leadership with employees’ FSB/FAB, offering a new viewpoint on its positive impacts. This study also provides deeper insights into when the benefits of developmental leadership are intensified.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

The construction industry has struggled to deliver schemes on time to budget and right-first-time (RFT). There have been many studies into nonconformance and rework through quantitative research over the years to understand why the industry continues to see similar issues of failure. Some scholars have reported rework figures as high as 12.6% of total contract value, highlighting major concerns of the sustainability of construction projects. Separately, however, there have been few studies that explore and detail the views of industry professions who are caught in the middle of quality issues, to understand their perceptions of where the industry is failing. As such, this paper interrogates qualitative data (open-ended questions) on the topic of nonconformance and rework in construction to understand what industry professionals believe are the causes and suggested improvement areas.

A qualitative approach is adopted for this research. An industry survey consisting of seven open-ended questions is presented to two professional working groups within a Tier 1 contractor, and outputs are analysed using statistic software (NVivo 12) to identify prominent themes for discussion. Inductive analysis is undertaken to gain further insight into responses to yield recurrent areas for continuous improvement.

Qualitative analysis of the survey reveals a persistent prioritisation of cost and programme over quality management in construction project. Furthermore, feedback from construction professionals present a number of improvement areas that must be addressed to improve quality. These include increased training and competency investment, overhauling quality behaviours, providing greater quality leadership direction and reshaping the way clients govern schemes.

There are limitations to this paper that require noting. Firstly, the survey was conducted within one principal contractor with varying levels of knowledge across multiple sectors. Secondly, the case study was from one major highways scheme; therefore, the generalisability of the findings is limited. It is suggested that a similar exercise is undertaken in other sectors to uncover similar improvement avenues.

The implications of this study calls for quality to be re-evaluated at project, company, sector and government levels to overhaul how quality is delivered. Furthermore, the paper identifies critical learning outcomes for the construction sector to take forward, including the need to reassess projects to ensure they are appropriately equip with competent personnel under a vetted, progressive training programme, share collaborative behaviours that value quality delivery on an equal standing to safety, programme and cost and tackle the inappropriate resource dilemmas projects finding themselves in through clear tendering and accurate planning. In addition, before making erratic decisions, projects must assess the risk profiling of proceed without approved design details and include the client in the decision-making process. Moreover, the findings call for a greater collaborative environment between the construction team and quality management department, rather than being seen as obstructive (i.e. compliance based policing). All of these must be driven by leadership to overhaul the way quality is managed on schemes. The findings demonstrate the importance and impact from open-ended survey response data studies to enhance quantitative outcomes and help provide strengthened proposals of improvement.

This paper addresses the highly sensitive area of quality failure outcomes and interrogates them via an industry survey within a major UK contractor for feedback. Unique insights are gained into how industry professionals perceive quality in construction. From previous research, this has been largely missing and offers a valuable addition in understanding the “quality status quo” from those delivering schemes.

This paper aims to (1) identify the different performance drivers (lead indicators) and outcome measures (lag indicators) investigated in the literature concerning the four balanced scorecard (BSC) perspectives in operations management (OM) contexts and (2) understand how performance drivers and outcome measures (and substantiated perspectives) are related.

We undertake a systematic literature review of the BSC literature in OM journals. From the final sample of 40 articles, performance drivers and outcome measures have been identified, and the relationships amongst them have been synthesised according to the system dynamics approach.

Findings show (1) the most relevant performance drivers and outcome measures within each BSC perspective, (2) their relationships, (3) how the perspectives are linked through the performance drivers and outcome measures and (4) how the different measures relate systemically. Accordingly, four causal loops amongst identified measures have been built, which – jointly considered – allowed for the creation of a dynamic strategy map for OM.

This study is the first one that provides a comprehensive and holistic view of how the different performance drivers and outcome measures within and between the four BSC perspectives in OM relate systemically, increasing the knowledge and understanding of scholars and practitioners.

The purpose of this study is to investigate when and why supervisor negative feedback is associated with employees' job performance via two different pathways (i.e. emotion-focused coping and problem-focused coping) and to introduce proactive personality as a moderator.

Time-lagged data were collected using a field survey research design. Participants included 389 dyads of employees and their direct supervisors from five companies in China.

Supervisor negative feedback can lead to employees' emotion-focused coping, which in turn impairs their job performance. Meanwhile, supervisor negative feedback can trigger employees’ problem-focused coping, which subsequently promotes their job performance. Furthermore, proactive personality moderates the indirect effect of supervisor negative feedback on employee performance through emotion-focused coping.

This study explored the double-edged effects of supervisor negative feedback on employee job performance from a coping strategy perspective and investigated how proactive personality influences the choice of coping strategies.