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The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

This article examines how responsibility and strategy can and should be connected in a business organization.

The article offers a review of the field by mapping previous studies according to their strategy and responsibility orientations and, consequently, identifies the classic perspective, as well as the major deficiencies and prevailing research gaps in the literature.

The article contributes to the field of strategic corporate responsibility by reframing the field with a contender perspective that challenges the classic view of strategy and responsibility amalgamation. Together, the classic and the contender perspectives are synthesized to form an integrative perspective that is more holistic than those currently available.

The article ends by calling for a reimagining of the relationship between corporate responsibility and strategy to find promising future research avenues and effective business practices suitable to meet the challenges of the twenty-first century.

The purpose of this article is to describe and analyze the occupational life cycle of Swedish real estate brokers.

Voluntary turnover among real estate brokers could lead to occupational turnover and/or employee turnover and has been described as problematic by both practitioners and researchers alike. Most previous studies focusing on this issue have explored connections between real estate brokers' personality, economic and market conditions and turnover. Employee turnover involves shifting jobs within the profession (real estate brokerage), whereas occupational turnover concerns movement to a job not related to the real estate brokerage profession. Both perspectives on turnover are however lacking data about the average time spent as a broker. This study fills this gap by exploring real estate brokers' life cycle through data analysis using a cohort study consisting of a sample of 5,304 real estate brokers registered and/or deregistered over a ten-year period from 2010 to 2019.

The analysis show that the decline is almost linear, resulting in 50% of the newly registered real estate brokers remain in the occupation eight years after registration. These findings are not in line with previous assumptions as the real estate brokers' life cycle is substantially longer. The results also reveal that there are differences in life cycles due to gender and year of registration.

The analysis of longitudinal, aggregated data on the life cycle of real estate brokers is highly relevant as it serves as a point of reference for future longitudinal studies analyzing the motives for leaving the occupation.

In this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.

Research pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.

Hypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.

Blended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.

Increasingly, universities are involved in providing leadership development opportunities that support students’ academic endeavours and their personal and professional development, including employability and citizenship skills. Leadership experiences are beneficial not only for students, but also for universities, the wider community, and future employers. To develop a greater understanding of students’ perceived benefits of their involvement in peer leadership activities, a group of Australasian universities participated in a pilot survey based on the United States National Survey of Peer Leadership. Overall, the results suggest students believe they benefit from peer leadership experiences across a range of key outcomes areas, most prominently creative problem solving, appreciation of diversity, and a sense of belonging and contributing to the university community.

The purpose of this paper is to examine whether managers of bankrupt firms are more or less conditionally conservative in their financial reporting relative to non-bankrupt firms. The study further examines the cross-sectional differences in conditional conservatism among bankrupt and non-bankrupt firms.

The study employs a sample of US firms to investigate conditional conservatism in firms that experience financial distress and go bankrupt relative to non-stressed non-bankrupt firms. The study also uses switching regression models to identify the drivers of the cross-sectional difference in conditional conservatism among bankrupt and non-bankrupt firms.

Empirical results show that bankrupt firms are timelier in recognizing bad news than good news when compared to non-bankrupt firms. The higher level of conditional conservatism in bankrupt firms is mainly driven by their higher levels of leverage and tax-reduction incentives. The cross-sectional analyses show that these results largely hold for more leveraged firms and firms with higher tax costs. Taken together, these results suggest that the conservative tendency of managers of bankrupt firms can stem from the agency problem between lenders and managers and from tax-decreasing motivations.

The novelty of the authors’ research stands in studying the drivers of the cross-sectional differences in conditional conservatism between bankrupt and non-bankrupt firms and specifically, the demonstration that taxation also induces conditional conservatism in the setting of ex post bankrupt firms.

Assessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric measures. This study aims to understand the effects of gamification on applicant reactions to and measurement quality of situational judgment tests.

In a 2 × 4 between-subjects experiment, this study randomly assigned 315 people to experience different versions of a gamified situational judgment test, crossing immersive game elements (text, audio, still pictures, video) with control game elements (high and low), measuring applicant reactions and assessing differences in convergent validity between conditions.

The use of immersive game elements improved perceptions of organizational technological sophistication, but no other reactions outcomes (test attitudes, procedural justice, organizational attractiveness). Convergent validity with cognitive ability was not affected by gamification.

This is the first study to experimentally examine applicant reactions and measurement quality to SJTs based upon the implementation of specific game elements. It demonstrates that small-scale efforts to gamify assessments are likely to lead to only small-scale gains. However, it also demonstrates that such modifications can be done without harming the measurement qualities of the test, making gamification a potentially useful marketing tool for assessment specialists. Thus, this study concludes that utility should be considered carefully and explicitly for any attempt to gamify assessment.

Despite more than 50 years of research into gender and work, the impact of women occupying managerial positions persists to be under-represented in mainstream human resource management (HRM) literature. The purpose of this article is to identify and explore the perceptions of women who decided to choose their career path either in IT or HR positions to explore their motivation, career strategies and success factors.

Twenty semi-structured interviews were conducted with women occupying either IT or HR managerial positions. The study included two datasets: (1) women representing managerial positions in IT and (2) women representing managerial positions in HR.

Women holding HR managerial positions took action to achieve the intended position in their dream industry since their studies. On the contrary, the choice of the IT industry was one undertaken by candidates with no previous IT experience. Because the IT sector is dominated by men, women in these positions still had to prove their competences.

The research showed that women cannot be ignored in the science, technology, engineering and mathematics (STEM) industry, and they prove a valuable resource for managerial positions in IT or HR departments in many sectors.

The research underpinned a new boundaryless career model for both HR and IT positions.

The purpose of this study was to describe and explain the relationship between job burnout (JB), organisational citizenship behaviours (OCBs) and counterproductive workplace behaviours (CWBs). The job demands-resources theory was applied to test the moderating role of perceived organisational support (POS) in the relationship shared by JB, OCBs and CWBs.

The study was conducted anonymously on a group of 253 telephone customer support services employees from companies operating in Poland. Moderation analyses for statistical verification were conducted with macro PROCESS version 3.3.

The research confirmed a significant statistical relationship between JB and all the studied variables: POS, OCBs and CWBs. It may be concluded that JB increases the probability of CWBs and decreases employee readiness for OCBs. When employees experienced POS, a reduction in tendency for counterproductive behaviours was observed, while citizenship behaviours remained unchanged. Thus, it might be concluded that POS levels off the intensity of the influence of JB on employees’ organisational behaviours.

Individuals who lack enough social resources to perform their job tasks limit their citizenship activity in the workplace within their behavioural strategy (helping, initiative, etc.). In order to protect their resources, they may also display strategies that are destructive for their organisational environment, e.g. incivility or production deviance. In the situations when the organisation and superiors provide employees with support and demonstrate concern for providing comfortable working conditions, such persons, even in the case of perceived emotional exhaustion, maintain a high level of job activity.

The combination of variables presented in the research model explains the significance of the chosen determinants of behaviours that are key from the perspective of the organisation’s effectiveness and market competitiveness. This research extends knowledge pertaining to the relationship between JB and organisational behaviours.