Search results

This paper aims to examine the influence of response awareness on behavioral intent, and introduces instructional self-efficacy, a construct rarely examined within the context of information security (ISec).

A Web-based survey was conducted and a total of 211 valid responses were analyzed. The relationships among response awareness, instructional self-efficacy and behavioral intent were examined through a three-phase structural equation modeling analysis.

The results indicate that even at low levels, response awareness has a strong influential effect on the behavioral intent to perform the secure response and on the self-efficacy to instruct others to perform the response. Instructional self-efficacy was also found to be a significant predictor of behavioral intent to perform the response. Finally, evidence was found indicating instructional self-efficacy fully mediates the response awareness to the behavioral intent relationship.

Because of the characteristics of the population, the focus on a single ISec response and the dependent variable of behavioral intent rather than actual behavior, the generalizability of the findings is impacted.

The results contribute to practice by confirming the importance of response awareness and of instructional self-efficacy within an ISec context. Specific implications include the indication that informal communications about ISec issues among peers should be encouraged and that instructional self-efficacy should be targeted within ISec awareness training programs.

This paper’s parsimonious model defined response awareness as vicarious experience with a response and presented instructional self-efficacy, a construct novel to ISec studies that was found to be a significant influence within the relationship between response awareness and behavioral intent.

The purpose of this paper is to examine the extent to which perceptions of one’s colleague’s fair treatment by an authority, termed vicarious justice, can affect an individual’s satisfaction with and cooperation toward the authority, after controlling one’s personal justice experience from the same authority figure.

In Study 1,172 employees filled out a survey about personal and vicarious justice experience at work. In Study 2,208 undergraduate students participated in an online scenario experiment that manipulated vicarious justice experience.

Across both studies, results indicated that, controlling for personal justice perceptions, vicarious justice perceptions positively influenced individuals’ satisfaction with the authority; the effect on satisfaction was stronger for individuals who saw themselves as more similar to the colleague. Results of the experiment also suggested that vicarious justice led to higher cooperation intentions, and such effect was moderated by similarity as well.

The current studies demonstrate that vicarious justice perceptions can influence individuals beyond the effects of their own treatment, and such influence depends on perceived similarity between the focal individual and the colleague.

The paper highlights the importance of managers’ treatment of other employees, especially when managing employees that are homogeneous in various characteristics.

The studies extend the current understanding on vicarious justice effects and underscore the role of similarity in moderating such effects. The combination of field survey and online experiment provides evidence for causal inference for the findings.

This study investigates the processes that the US universities and colleges used to learn during the COVID-19 pandemic and the factors that facilitated and impeded their learning processes.

To address this study’s research questions, this study used a crisis communication and learning lens to interview crisis response team members from 30 US higher education institutions in May 2020 (the first pandemic semester). In October 2020 (the second pandemic semester), this study conducted follow-up interviews with 25 of the original interviewees. Overall, this study conducted 55 interviews.

Learning during the COVID-19 pandemic is facilitated by a recognition of a serious deficiency in the current system and impeded by the need to act quickly. The findings demonstrate the process by which decisions, actions and strategies emerged during crises.

This investigation illustrates how crises can prompt organizational learning while demonstrating the critical role of internal and external resources in the learning process.

The purpose of this paper is to examine bystanders’ supervisor-directed deviance to vicarious abusive supervision by supervisor-directed attribution. Furthermore, this study developed a moderated–mediation model to explore how LMX between bystander and his/her supervisor moderate the relationship between vicarious abusive supervision and the supervisor-directed attribution, which subsequently influences bystanders’ supervisor-directed deviance.

The paper tested the model using a sample of 336 workers using a two-wave survey. A moderated–mediation analysis was conducted with bootstrapping procedure to test the first stage moderated–mediation model in this study.

The results showed that LMX (between bystander and his/her supervisor) weakens the indirect relationship between vicarious abusive supervision and supervisor-directed deviance by bystanders’ supervisor-directed attribution.

Leadership training programs should be conducted to caution supervisors in terms of the deleterious consequences of vicarious abusive supervision. Organizations also should plan perception and communication training courses for leaders; such training would reduce bystanders’ responsibility attribution to them by providing timely explanations and communication. Furthermore, organizations should monitor supervisors by managers’ performance appraisal and formulate rules to punish abusive managers.

These results clarify the nature and consequences of LMX (dyadic relationships of bystanders–supervisor) for bystanders’ attribution process, and explain underlying attributional perceptions and reactions to vicarious abusive supervision. This study provides a more nuanced understanding of when and how vicarious abusive supervision leads to bystanders’ supervisor-directed deviance.

In crowdsourcing contests, the capabilities and performance of individual workers (solvers) determine whether seeker firms can obtain satisfactory solutions from the platform. It is noted that solvers may learn such skills in crowdsourcing from doing (experiential learning) or observing (vicarious learning). However, it remains unclear if such learning can be materialized into improved performance considering the unique settings of crowdsourcing contests. The study aims to understand how experiential learning and vicarious learning enhance solver performance and under what conditions.

The model was tested using survey and archival data from 261 solvers on a large contest platform in China.

Results support the premise that experiential learning and vicarious learning separately and jointly enhance solver performance. Moreover, perceived task uncertainty strengthens the effect of vicarious learning but weakens the effect of experiential learning, whereas perceived competition uncertainty weakens the effect of vicarious learning.

The current study enriches the understanding of the impacts of experiential learning and vicarious learning and offers a more nuanced understanding of the conditions under which solvers can reap the performance benefits from learning in crowdsourcing contests. The study also provides practical insights into enhancing solver performance under perceived task uncertainty and perceived competition uncertainty.

Given that 45% of new businesses fail in their first five years (US Bureau of Labor Statistics, 2020), individuals often observe others' entrepreneurial failures (EFs) in their vicinity. The purpose of this paper is to review the effects of vicarious EFs on individuals by proposing both entrepreneurial self-efficacy and entrepreneurial identity aspiration as mediators, which are widely studied proximal antecedents of entrepreneurial intent.

Using structural equation modeling, the authors empirically test survey data collected from 10,020 college students across 46 colleges or universities in Brazil. The hypothesized model examines the mediating effects of vicarious EFs on individuals' entrepreneurial intent via entrepreneurial self-efficacy and entrepreneurial identity aspiration.

The findings confirm that vicarious EFs negatively affect one's entrepreneurial self-efficacy and that entrepreneurial self-efficacy mediates the effect of vicarious EFs on one's entrepreneurial intent. On the other hand, vicarious EFs positively affect one's entrepreneurial identity aspiration, and entrepreneurial identity aspiration mediates the effect of vicarious failures on entrepreneurial intent.

The entrepreneurship literature focuses mainly on the consequences of EF on those entrepreneurs who have experienced failure. However, there is a lack of knowledge regarding how that failure impacts others in its vicinity. This study provides new insight into the effects of vicarious EFs in facilitating individuals' entrepreneurial intent and presents theoretical and practical implications to promote greater levels of entrepreneurial intent in individuals.

Clinical professionals working with psychologically traumatised children in the care system can experience potential challenges maintaining their own positive psychological health, and when repeatedly being exposed to the traumatic histories of those in their care. The purpose of this paper is to increase the understanding of vicarious trauma and provide a guide for focussing on future research.

This is a systematic literature review, considering 13 articles that met the criteria and identified five main themes linked to secondary traumatic stress/vicarious trauma in staff.

Five main themes were noted. These are: lack of organisational support; lack of health work-life balance; lack of appropriate training; failure to use self-care techniques; and staff failure to share when they are experiencing symptoms.

Various implications are noted from this review. These include: the importance of education and support for staff, to be mindful that newer staff may be considered an “at risk” group for the negative impact of such trauma, and to encourage staff in achieving an effective work-life balance.

This is a focussed systematic review on secondary and vicarious trauma on staff working with children exposed to psychological trauma, such as sexual and physical abuse.

User-generated content (UGC), e.g. YouTube videos on social media, is all around us. These UGCs are primarily demonstrational and/or informational in their execution format. However, viewers could easily misclassify the UGCs and that may be detrimental to the focal product in the UGC. This study aims to investigate this phenomenon.

The study uses an online survey (N = 459). The respondents were randomly exposed to one of the two UGCs – informational or demonstrational – and then responded to questions measuring their attribution and their purchase intention towards the focal product in the UGC.

Results indicate that about 20% of the respondents misclassified the type of UGC. Further, UGC characteristics such as vicarious experience, transparency and connectedness significantly enhance purchase intention, especially for demonstrational videos; demonstrational UGC, when correctly perceived yield the most favorable results; and misclassification does suppress these relationships.

This study contributes to the theory and practice by linking the viewer evaluation of UGC on various evaluative dimensions (i.e. vicarious experience, connectedness, transparency and perceived risk), purchase intention towards the focal product in the UGC and correct or incorrect classification of the UGC format (demonstrational or informational). This study adds to the knowledge base about UGC by highlighting some of the pitfalls when viewers misclassify the UGC format and emphasizes the importance of a match between the content of the UGC and the perceptions and expectations associated with the medium on which it is uploaded. Like any other research, this study too has its limitations. It has only looked at a few possible variables that would predict the purchase intention in the context of the complex and rich phenomenon of UGC. Future studies should look at other sources of misclassification.

Given the ubiquitous nature of social media and their role in consumer decision-making, the findings of this study have serious practical implications. The results of the study highlight steps to be taken by both creators and marketers to improve effectiveness of UGCs.

While this study does not focus on the social aspects of UGCs, it is not difficult to imagine the phenomenon of UGC misclassification, either as a mistake or deliberately induced and its social implications. Fake news seems to be not uncommon.

Even though the impact of consumer-to-consumer information exchange and UGC on consumers’ brand attitude and purchase intention is well recognized, there is limited research on this topic. Further, to the best of the authors’ knowledge, this study is the first to explicitly examine the concept of misclassification and corresponding issues in the context of UGCs.

This study explores the relationship between intense exposure to entrepreneurship education and training (EET), defined as the deliberate practice of entrepreneurial learning, and self-efficacy, for entrepreneurs in the post-creation stage. When analyzing this relationship, we account for individuals' entrepreneurial experience gained through parental ties with entrepreneurs as a moderating variable. In doing so, our research aims to contribute to the literature on the relationship between EET and entrepreneurial self-efficacy in several ways. First, we address the relationship by bridging the gap between intention and action in the context of actual entrepreneurs engaged in the early stages of their new ventures. In doing so and drawing on the theory of planned behavior, we complement the important stream of research on entrepreneurial intention by highlighting antecedents of entrepreneurial self-efficacy in the post-creation stage. Second, when analyzing the relationship between EET and self-efficacy for actual entrepreneurs, we approach EET as a deliberate practice of voluntary exposure to new entrepreneurial knowledge. Third, we provide new insights into the EET–self-efficacy relationship by exploring the moderating effect of entrepreneurial vicarious learning and, more specifically, the individual's embeddedness in an entrepreneurial parental environment. Finally, drawing from Kirkpatrick's (1959a, b, 1960a, b, 1996) reference framework on training and education evaluation, we provide empirical observations of EET outcomes evaluated in the later (“behavior” and “results”) stages.

Drawing on the theory of planned behavior as well as role modeling and absorptive capacity, we develop hypotheses that we examine using a sample of 76 French entrepreneurs who have created new ventures since less than five years.

The results show no significant direct influence of the intensity of EET on the different dimensions used to measure entrepreneurial self-efficacy. However, we find that entrepreneurial parental environment and non-entrepreneurial parental environment constitute two distinct moderating learning contexts leading to opposite EET intensity–self-efficacy relationships.

Our research has several implications for both scholars and practitioners. From a theoretical standpoint, we extend the debate on direct and vicarious experiences and their respective impact on self-efficacy (Bandura, 1977; Baron and Henry, 2010). In the context of actual entrepreneurs in the post-creation stage, our results neither support nor invalidate the superiority of one specific type of experience. In our research, vicarious experience appears fully effective when interacted with other sources of learning such as EET. As such, theoretical attention should shift from the stand-alone effect of vicarious experience on self-efficacy to its fostering effect on other learning sources. Rather than opposing these two (direct and vicarious) types of experiences, future research should theorize their joint effect on entrepreneurial self-efficacy. Moreover, in showing the importance of entrepreneurial parental environment, our research responds to the call to further study the contingent factors enhancing the impact of EET (and deliberate practice of entrepreneurial learning) on entrepreneurial self-efficacy (Fayolle and Gailly, 2015; Litzky et al., 2020; Rideout and Gray, 2013). From a practical standpoint, our results help formulate recommendations on how to design EET programs to enhance nascent and actual entrepreneurs' self-efficacy. Given the central role of an entrepreneurial parental environment in developing self-efficacy, we suggest that, in addition to teaching traditional entrepreneurial academic content, EET programs should allow students to vicariously experience the entrepreneur's curriculum through in-depth role modeling. More precisely, this role modeling should go beyond mere testimonials and engage students in trusted, intense, repeated interactions with inspiring instructors, both entrepreneurs and lecturers, to create and activate the fostering conditions of an entrepreneurial (parental) environment. In simulating quasi-parental role modeling within EET programs, academic institutions can contextualize the positive impact of EET on entrepreneurial venturing.

A growing literature shows that (integral) emotions arising in response to firm transgressions may influence consumer punishment. However, incidental emotions (which are unrelated to the decision at hand) can also be powerful drivers of consumer decision-making and could influence responses to firm transgressions. This paper aims to examine the role of incidental gratitude, as compared to incidental pride and a control condition, in shaping the acceptance of questionable consumer behavior toward a transgressing firm and the mediating role of self-righteousness in this regard.

Four experimental studies are conducted to examine the effect of gratitude, as compared to pride and a control condition, on the acceptance of questionable consumer behavior against a transgressing firm. Further, this research tests the underlying mechanism and a boundary condition of the predicted effect.

The results show that consumers experiencing gratitude, as compared to pride and a control condition, judge a questionable consumer behavior directed against a transgressing firm as less acceptable. These different emotion effects are found to be explained by self-righteousness. The findings also demonstrate that an apology by the firm attenuates the effect of emotions on consumer response toward the transgressing firm.

The present research contributes to the literature on consumer punishment by identifying the role of incidental emotions in determining self-righteousness and ethical judgments. The research focuses on and contrasts the effects of two specific positive emotions – gratitude and pride.

This paper offers managerial implications for firms involved in a transgression by highlighting the potential of gratitude. Notably, the findings of this research suggest that gratitude activation via marketing communications may help firms mitigate the negative effects of transgression events.

The present research provides a novel perspective on when and how positive emotions, such as gratitude and pride, can differentially and systematically influence ethical judgment toward a transgressing firm.