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1 – 10 of 866Yavuz Idug, David Gligor, Jamie Porchia, Suman Niranjan, Ila Manuj and David R. Nowicki
Drawing on the social identity theory, this paper explores the impact of rider–driver ethnicity match on the driver’s expected ride satisfaction and willingness to perform, and…
Abstract
Purpose
Drawing on the social identity theory, this paper explores the impact of rider–driver ethnicity match on the driver’s expected ride satisfaction and willingness to perform, and rider’s trust on the driver.
Design/methodology/approach
The study relies on scenario-based online experiments with 291 ride-hailing drivers and 282 riders in the USA.
Findings
The findings indicate that ethnicity match between ride-hailing drivers and riders positively impact driver’s ride satisfaction and willingness to perform, and rider’s trust in the driver. The study also revealed a significant positive moderation effect of ethnic identity on the relationship of ethnicity match and those constructs.
Practical implications
While it may be challenging to influence an individual’s level of ethnic identity, managers can take steps to educate and train their employees regarding the impact of ethnic identity and discrimination, with a particular focus on those individuals who possess a strong sense of ethnic identity.
Originality/value
The findings of this research provide theoretical contributions to the existing literature on ride-hailing services and adds to the limited stream of logistics research that examines the impact of ethnicity on ride-hailing operations.
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Silvia Lizett Olivares-Olivares, Miriam Lizzeth Turrubiates Corolla, Juan Pablo Nigenda Alvarez, Natalia Mejía Gaviria, Mariana Lema-Velez, Miguel Angel Villarreal Rodríguez, Luis Carlos Franco Ayala, Elena María Trujillo Maza, Isabel Barriga Cosmelli and Klaus Puschel Illanes
Professional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study…
Abstract
Purpose
Professional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students.
Design/methodology/approach
MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented.
Findings
The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use.
Research limitations/implications
Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity.
Originality/value
MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.
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Nuala F. Ryan, Michelle Hammond and Sarah MacCurtain
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting…
Abstract
Purpose
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.
Design/methodology/approach
Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.
Findings
Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.
Research limitations/implications
The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.
Practical implications
By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.
Social implications
Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.
Originality/value
The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.
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Shekhar Manelkar and Dharmesh K. Mishra
Since the idea of “Unethical Pro-organisational Behaviour” (UPB) was introduced in 2010, a substantial corpus of empirical research has contributed to its expanding, contemporary…
Abstract
Purpose
Since the idea of “Unethical Pro-organisational Behaviour” (UPB) was introduced in 2010, a substantial corpus of empirical research has contributed to its expanding, contemporary knowledge. This includes research studies on how leadership exerts an influence on UPB. This paper aims to consolidate the current understanding of organisational leadership’s impact on employee UPB and offer future research agendas.
Design/methodology/approach
A systematic literature review (SLR) using the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) guidelines was adopted for the study. Literature that satisfied the search conditions was examined. The factors determining leadership’s influence on UPB were studied, and the findings were thematically synthesised.
Findings
Leader behaviour plays a large part in influencing UPB in organisations. Leader-member exchange and organisational belonging create favourable circumstances for UPB in organisations. UPB is moderated by the employee’s personal moral orientation.
Originality/value
UPB is unethical behaviour that benefits the organisation and is likely to be rewarded. However, there is a cost that other stakeholders pay. UPB has been researched since 2010, as well as the role of leaders in perpetuating UPB. However, there has not been an SLR of this study. This paper seeks to capture the essence of the research so far and pave a path for future research on the subject. These insights would prove valuable to management practitioners and academic experts.
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Wenjing Chen, Bowen Zheng and Hefu Liu
Employee voice is crucial for organizations to identify problems and make timely adjustments. However, promoting voice in organizations is challenging. This study aims to…
Abstract
Purpose
Employee voice is crucial for organizations to identify problems and make timely adjustments. However, promoting voice in organizations is challenging. This study aims to investigate how social media use (SMU) in the workplace affects employee voice by examining its intrinsic mechanisms and boundary conditions. Specifically, this study examines the mediating roles of social identifications and the moderating effects of job-social media fit on the relationship between SMU and social identifications.
Design/methodology/approach
This study conducted a survey of 348 employees in China.
Findings
First, SMU affects voice through social identifications. Second, distinct identifications have different effects on voice, such that organizational identification positively affects employee voice, while relational identification positively affects promotive voice and negatively affects prohibitive voice. Third, when social media is highly suitable for the job, the positive effect of work-related SMU on organizational identification is strengthened, while the positive effect of social-related SMU on organizational identification is weakened.
Originality/value
The results indicate that different identifications have distinct impacts on voice. Additionally, this study reveals a double-edged sword effect of SMU on voice through different social identifications. Further, job-social media fit moderates the relationship between SMU and social identifications. These findings have important implications for organizations adopting social media.
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Hana Lorencová, Pavlína Honsová, Daniela Pauknerová and Eva Jarošová
This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term…
Abstract
Purpose
This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.
Design/methodology/approach
This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.
Findings
The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.
Research limitations/implications
The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.
Practical implications
The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.
Social implications
This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.
Originality/value
The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.
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Samuel Alexeeff, Emma Dearing, Kylie Lipscombe and Sharon Tindall-Ford
This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the…
Abstract
This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.
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The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.
Abstract
Purpose
The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.
Design/methodology/approach
The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.
Findings
The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.
Originality/value
This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.
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