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Purpose: Previous research identified a measurement gap in the individual assessment of social misconduct in the workplace related to gender. This gap implies that women respond to comparable self-reported acts of bullying or sexual discrimination slightly more often than men with the self-labeling as “bullied” or “sexually discriminated and/or harassed.” This study tests this hypothesis for women and men in the scientific workplace and explores patterns of gender-related differences in self-reporting behavior.

Basic design: The hypotheses on the connection between gender and the threshold for self-labeling as having been bullied or sexually discriminated against were tested based on a sample from a large German research organization. The sample includes 5,831 responses on bullying and 6,987 on sexual discrimination (coverage of 24.5 resp. 29.4 percentage of all employees). Due to a large number of cases and the associated high statistical power, this sample for the first time allows a detailed analysis of the “gender-related measurement gap.” The research questions formulated in this study were addressed using two hierarchical regression models to predict the mean values of persons who self-labeled as having been bullied or sexually discriminated against. The status of the respondents as scientific or non-scientific employees was included as a control variable.

Results: According to a self-labeling approach, women reported both bullying and sexual discrimination more frequently. This difference between women and men disappeared for sexual discrimination when, in addition to the gender of a person, self-reported behavioral items were considered in the prediction of self-labeling. For bullying, the difference between the two genders remained even in this extended prediction. No statistically significant relationship was found between the frequency of self-reported items and the effect size of their interaction with gender for either bullying or sexual discrimination. When comparing bullying and sexual discrimination, it should be emphasized that, on average, women report experiencing a larger number of different behavioral items than men.

Interpretation and relevance: The results of the study support the current state of research. However, they also show how volatile the measurement instruments for bullying and sexual discrimination are. For example, the gender-related measurement gap is considerably influenced by single items in the Negative Acts Questionnaire and Sexual Experience Questionnaire. The results suggest that women are generally more likely than men to report having experienced bullying and sexual discrimination. While an unexplained “gender gap” in the understanding of bullying was found for bullying, this was not the case for sexual discrimination.

Constructive deviance is a behavior that can contribute to the effectiveness of an organization despite its problematic nature. Too few studies have examined the correlates of this behavior. The purpose of this study is to examine variables that represent exchange and organizational culture and their relationship to supervisor-reported and self-reported constructive deviance.

The survey data were collected from 602 employees (a response rate of 67 per cent) in a large municipality in central Israel. Hierarchical linear modeling (HLM) analyses were performed for each of the dependent variables (three self-reported constructive deviances and three supervisor-reported constructive deviance) controlling for divisions and departments.

The findings showed that self-reported constructive deviance was explained much better by the independent variables than supervisor-reported deviance. Organizational justice and moral identity had a strong direct effect on constructive deviance (self-reported). The mediation effect showed that an organizational climate for innovation had the strongest mediation effect among the mediators. Psychological contract breach was found to have a limited effect on constructive deviance.

Organizations should encourage procedural justice to encourage their employees to act in support of the organization, whether openly (formal performance) or more secretly (constructive deviance). Also, organizations should support innovation climate if they want to increase constructive deviance of their employees.

In a time when innovation and creativity are gaining increasing importance as behaviors that contribute to organizational success, more research on constructive deviance is expected. This study increases our understanding of this important concept stimulates additional studies of it.

This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula.

The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed.

Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with self-assessment integration of sustainability in education and curricula.

The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula.

This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans.

An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study.

This paper aims to explore the drivers behind the accuracy of self-reported home valuations in the Warsaw (Poland) housing market.

In order to achieve the research goal, firstly, unique data on subjective residential property values estimated by their owners were compared with market-justified ones. The latter was calculated using geographically weighted regression, which allowed for taking into account spatially heterogeneous buyers' housing preferences. An ordered logit model was then used to identify the factors influencing the probability of the occurrence of bias towards over or undervaluation.

The results of the study revealed that, on average, homeowners overvalued their properties by only 1.94%, and the fraction of interviewees estimating their properties accurately ranges from 20% to 68%, depending on the size of the margin of error adopted. The drivers of the valuation bias variation were the physical, locational and neighbourhood attributes of the property as well as the personal characteristics of the respondents, for which their age and employment situation played a key role.

In contrast to previous studies, this is the first to examine drivers behind the accuracy of self-reported home valuations in a Central and Eastern Europe country. In addition, this work is the first to consider heterogeneous housing preferences when calculating objective property values.

The purpose of this study is to determine how sonic logo’s acoustic features (intensity, pitch and pace) based on melodic tunes with no voice orient the response of consumers, attract attention, elicit levels of pleasantness and calmness and transmit brand personality traits.

A within-subject experimental factorial design is applied to measure emotional arousal (indexed as electrodermal activity) and enhancement on perceptual processing (indexed as heart rate), as well as self-reported factors, namely, calmness/excitement, pleasantness and brand personality scales.

Results show a significant increase on electrodermal activity associated with fast-paced sonic logos and a decrease in heart rate in slow-paced long sonic logos. Also, fade-up, pitch-ascending fast sonic logos are defined as more exciting and descending-pitch sonic logos as more pleasant.

The use of sonic logos with no voice does limit its implications. Besides, the use of three variables simultaneously with 18 versions of sonic logos in a laboratory setting may have driven participants to fatigue; hence, findings should be cautiously applied.

First, sonic logos are best processed in a fade-up form. Second, fast pace is recommended to orient response, whereas slow pace is recommended to transmit calmness. Practitioners may opt for fast-paced sonic logos if the design is new or played in a noisy environment and opt for slow-paced sonic logos in already highly recognized sound designs.

To the best of authors’ knowledge, this study is the first to combine psychophysiological measures and self-reported scales in a laboratory experiment on how sonic logo’s acoustic features orient response, transmit emotions and personality traits.

The purpose of this study is to examine the relationship between job characteristics that foster learning (experience with and demand for continuous learning at work, skills variety and autonomy) as potential predictors of self-reported outcomes, such as future learning ability and employee disengagement at work for a cohort of employees with no or very limited job change experience. Further consideration was given to employees’ experiences at work (meaningfulness and recognition at work) as potential mediators in this relationship between job characteristics and employee outcomes.

A cross-sectional design was applied. Participants (N = 284) were recruited from Northern Germany and asked to complete a paper-and-pencil survey. The results were subsequently analyzed using path models to examine direct and indirect effects associated with mediation.

Path model analysis indicated that job characteristics promoting learning at work are positive predictors of self-reported future learning ability and negative predictors of disengagement. Both meaningfulness and recognition predict future learning ability as well. However, these variables only operated as significant mediators in the relationship between job characteristics and employee disengagement (but not self-reported future learning ability).

The study outlines the importance of job characteristics and employee experience to understand employees’ beliefs about their learning ability and engagement at work. The findings highlight the importance of meaningfulness and recognition for employees, as well as the role of learning-supportive job characteristics.

This paper aims to examine a two-way interaction between social influencers’ number of followers (micro vs meso) and argument quality (weak vs strong) on consumers’ self-reported and brain responses to advertising posts on Instagram. Further, drawing upon source credibility theory and contemporary theories of persuasion, the Instagram users’ perceptions of the influencer’s credibility are predicted to mediate the hypothesized effects.

Through an online (N = 192) and a lab study (N = 112), the authors examined Instagram users’ responses to an advertising post from Instagram influencers in terms of perceived source credibility and electronic word-of-mouth intention, using validated multi-item scales from existing literatures and electroencephalogram (EEG) measures. The hypotheses were tested with a 2 (type of influencer: micro vs meso) × 2 (argument quality: weak vs strong) between-subject design using mediated moderated linear regression analysis.

The results highlight that meso-influencers are perceived as a credible source of information only when their product-related post provides strong argument quality. Moreover, this process involves an increase in users’ cognitive work (measured with EEG), with possible implications on marketing communication strategies and online message design.

The limitations of the work can serve as ideas for future research. First, this study did not account for the influencer’s relevance and resonance. Second, the authors studied consumer responses to online communication produced by Instagram influencers within a single product category. Another important product type distinction that requires further attention is between hedonic and utilitarian products. Finally, the two studies only used positive review content. Further research should study how consumers evaluate the source credibility of a micro- vs meso-influencer when they are exposed to negative reviews containing weak vs strong arguments.

The results suggest that marketers should carefully consider Instagram influencers based on the trade-offs between credibility and reach. Specifically, micro-influencers are perceived as more credible sources of information than meso-influencers, which means that they have greater potential to affect Instagram users’ behavior. Moreover, the results suggest that meso-influencers should leverage argument quality to enhance their credibility and draw greater positive outcomes for the products and brands they endorse.

To the best of the authors’ knowledge, this study is the first to investigate how the interaction between the type of social media influencer and the argument quality affects consumers’ self-reported and brain responses to advertising posts on Instagram. Moreover, using neuroscience, this study aims to shed light on the neurophysiological processes that drive consumer responses to product-related communication posted by different influencer types.

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

Social vulnerability in the context of disaster management refers to the sociodemographic characteristics of a population and the physical, social, economic, and environmental factors that increase their susceptibility to adverse disaster outcomes and capacity to anticipate, cope with, resist, and recover from disaster events. Because disasters do not impact people equally, researchers, public health practitioners, and emergency managers need training to meet the complex needs of vulnerable populations.

To address gaps in current education, the CONVERGE initiative, headquartered at the Natural Hazards Center at the University of Colorado Boulder, developed the Social Vulnerability and Disasters Training Module. This free online course draws on decades of research to examine the factors that influence social vulnerability to disasters. Examples of studies and evidence-based programs are included to illuminate common methods for studying social vulnerability and ways that research can guide practice. To evaluate the module, all trainees completed a pre- and post-training questionnaire.

Between July 2019 and September 2021, 1,089 people completed the module. Wilcoxon signed rank tests demonstrated a significant perceived increase in self-rated knowledge, skills, and attitudes (KSA). Students, members of historically underrepresented populations, and those new to or less experienced in the field, had the greatest perceived increase.

This training module can help participants understand the specific needs of socially vulnerable populations to help reduce human suffering from disasters.

This article describes a novel web-based training and offers evaluation data showing how it can help educate a broad hazards and disaster workforce on an important topic for disaster management.

This study aims to introduce the perceived systems intelligence (SI) inventory, developed based on the earlier published self-report SI inventory (Törmänen et al., 2016). It can be used together with earlier managerial level tools for building a learning organization and included in general 360-style evaluations in personnel development.

The inventory is validated with confirmatory factor analysis with a model based on the self-report SI inventory, using data from full-time used employees and managers in the USA and UK. Perceived SI factor scores are correlated with the perceived study performance of the individual.

The perceived SI inventory is found to have good factorial validity, and it correlates strongly with evaluations of perceived study performance. Managers perceived high in performance are also found to score high in perceived SI. Perceived SI does not depend on gender, age, organization size or industry.

The perceived SI inventory is the first personnel level peer evaluation tool suggested for developing learning organizations. The new inventory makes peer evaluations possible and provides a new grassroots level tool for personnel development programs in learning organizations.