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Autonomy has long been established as a critical component of professional work. Traditionally, autonomy has been examined as the extent to which an individual or a professional group controls the decisions and knowledge used in their work. Yet, this framework does not capture the additional work activities that professionals are increasingly expected to perform. Therefore, this chapter argues for theoretically expanding our understanding of professional autonomy by bringing in the concept of articulation work. Using the case of healthcare organisational change, this study assesses how shifts in work practices impact autonomy. Data come from longitudinal ethnographic fieldwork and in-depth interviews conducted at a Neonatal Intensive Care Unit as it underwent significant structural changes. Findings show that professionals were forced to change articulation work strategies in response to new organisational structures. This included changes in the way professionals monitored, assessed, coordinated and collaborated around patient care. Furthermore, these shifts in articulation work held important implications for both workplace and professional autonomy, as professionals responded to changes in their work conditions.

Previous research suggests that firms should articulate incongruent sponsorships to provide a rationale for the relationship between sponsor and sponsorship object. Fit articulation is a strategy that communicates shared associations between sponsor and object. Based on conclusion explicitness theory, this paper aims to conceptualize and tests two fit articulation strategies in sponsorships: open-ended and closed-ended.

Research hypotheses were tested in two experiments.

Only open-ended fit articulation improved brand attitudes. Mediation analyses show that while open-ended articulation influenced brand attitudes through brand image (Study 1 and Study 2) and altruistic motive attributions (Study 2), there was an indirect effect of closed-ended articulation on brand attitudes through global fit perceptions (Study 2).

The results from two experiments suggest that incongruent sponsors should use open-ended conclusions about a shared image dimension. Although explicit arguments may increase global perceptions of fit, they may impede a positive impact on the articulated brand image dimension and generation of altruistic motive attribution. Therefore, sponsorship managers should be careful in terms of using explicit arguments for fit when the sponsorship is incongruent because such arguments may hinder articulation from generating goodwill and a positive brand image.

This is the first paper to develop and test different types of fit articulation strategies in sponsorships.

Articulation errors substantially reduce speech intelligibility and the ease of spoken communication. Moreover, the articulation learning process that speech-language pathologists must provide is time consuming and expensive. The purpose of this paper, to facilitate the articulation learning process, is to develop a computer-aided articulation learning system to help subjects with articulation disorders.

Facial animations, including lip and tongue animations, are used to convey the manner and place of articulation to the subject. This process improves the effectiveness of articulation learning. An interactive learning system is implemented through pronunciation confusion networks (PCNs) and automatic speech recognition (ASR), which are applied to identify mispronunciations.

Speech and facial animations are effective for assisting subjects in imitating sounds and developing articulatory ability. PCNs and ASR can be used to automatically identify mispronunciations.

Future research will evaluate the clinical performance of this approach to articulation learning.

The experimental results of this study indicate that it is feasible for clinically implementing a computer-aided articulation learning system in learning articulation.

This study developed a computer-aided articulation learning system to facilitate improving speech production ability in subjects with articulation disorders.

The objective is to examine the influence of articulation on the effectiveness of sports sponsorship.

This research uses an experimental design with the following factors: articulation (articulated vs unarticulated), congruence (congruent and incongruent) and sporting discipline (tennis, F1 and sailing).

Even though the academic literature argues that articulation improves the indicators of performance, the authors have been unable to demonstrate that articulated sports posters have an influence on visual attention, congruence or recall. The results show that articulation diverts visual attention from the brand to the text, diminishing recall.

This is the first manuscript to use neurophysiological measures of the articulation effect. This is also the first manuscript that examines the differences in attention between articulated sponsorships based on their congruence.

The purpose of this paper is to investigate the effect of non-articulation on analyst earnings forecast quality. The authors look for evidence on the relationship between non-articulation and analyst earnings forecast properties: forecast inaccuracy, forecast dispersion and forecast bias.

The empirical tests are primarily based analyst earnings and cash flow forecasts covered by Institutional Broker Estimate System and financial statement information obtained from Compustat North America database.

The authors hypothesize and find that non-articulation is positively related to analyst forecast dispersion, forecast accuracy and forecast bias for one-year ahead of earnings. The effects of non-articulation on analyst earnings forecast inaccuracy and bias are neutralized when the analyst issues a cash flow forecast and when such forecast provides accurate information regarding the forecasted firm’s operating cash flow. On the other hand, cash flow forecast issuance alone does not mitigate the negative influence of non-articulation.

The sample selection procedure limits the generalizability of the findings.

The findings confirm CFA Institute and prior research asserting that non-articulation deteriorates the quality of earnings forecasts by financial statement users (more specifically, the financial analysts). The authors add to the literature by documenting that accurate cash flow forecasts help analysts mitigate the negative influence of non-articulation on earnings forecast quality.

It remains an empirical question whether non-articulation between the balance sheet and the statement of cash flows has an effect on financial statement users’ ability to assimilate financial information. The paper highlights the detrimental effect of non-articulation by documenting the relationship between the non-articulation and the quality of earnings expectation.

This study aimed to examine the effects of two sponsorship purpose articulations (commercially oriented vs noncommercially oriented) on attitude toward the sponsor via sponsor–property fit and the moderating effect of the overlapped mission between the sponsor and the property.

A 2 (purpose articulation type: commercially oriented vs noncommercially oriented) × 2 (mission overlap articulation condition: present vs absent) between-subjects experimental design with a control condition was employed with student sample (n = 171). The moderated mediation model was tested using Hayes' PROCESS macro model 8.

The commercially oriented purpose articulation did not improve sponsor–property fit as much as the noncommercially oriented purpose articulation, resulting in less favorable attitudes toward the sponsor. When the mission overlap was simultaneously articulated, the less positive effects of the commercially oriented purpose articulation were weaker.

The findings provided incongruent sponsors with insights on mixed articulation strategies with sponsorship purposes and the overlapped mission.

This study extends previous research by presenting the first understanding of the different processes in which two sponsorship purpose articulations developed attitudes toward the sponsor via sponsor–property fit and by investigating the moderating effect of the simultaneously articulated mission overlap on the processes.

The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course.

The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups.

Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation.

The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op).

This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

The purpose of this paper is to use translation theory to develop a framework (called FTRA) that explains how companies adopt agile methods in a discourse of fragmentation and articulation.

A qualitative multiple case study of six firms using the Scrum agile methodology. Data were collected using mixed methods and analyzed using three progressive coding cycles and analytic induction.

In practice, people translate agile methods for local settings by choosing fragments of the method and continuously re-articulating them according to the exact needs of the time and place. The authors coded the fragments as technological rules that share relationships within a framework spanning two dimensions: static-dynamic and actor-artifact.

For consistency, the six cases intentionally represent one instance of agile methodology (Scrum). This limits the confidence that the framework is suitable for other kinds of methodologies.

The FTRA framework and the technological rules are promising for use in practice as a prescriptive or even normative frame for governing methodology adaptation.

Framing agile adaption with translation theory surfaces how the discourse between translocal (global) and local practice yields the social construction of agile methods. This result contrasts the more functionalist engineering perspective and privileges changeability over performance.

The use of translation theory and the FTRA framework to explain how agile adaptation (in particular Scrum) emerges continuously in a process where method fragments are articulated and re-articulated to momentarily suit the local setting. Complete agility that rapidly and elegantly changes its own environment must, as a concomitant, rapidly and elegantly change itself. This understanding also elaborates translation theory by explaining how the articulation and re-articulation of ideas embody the means by which ideas travel in practice.

Given a baffling contradiction that the availability of safety knowledge may not necessarily lead to workers' safety behavior, this study aims to develop an exploratory two-step working model of safety knowledge in translating safety climate into safety behavior. In particular, this study highlights the importance of articulating tacit safety knowledge and improving workers' systematic problem solving (SPS) capacity in a favorable safety climate.

This study uses 110 valid responses from Pakistan-based construction workers to test five hypotheses which embody the exploratory two-step working model of safety knowledge. The partial least squares structural equation modeling (PLS-SEM) is used to analyze the data.

The results of this study support the two-step working mechanism of safety knowledge in translating safety climate into safety behavior. Furthermore, results suggest that safety climate as a job resource facilitates converting construction workers' tacit safety knowledge into explicit safety knowledge (i.e. safety knowledge articulation) and then enabling them to spot non-conformities in safety management practices (i.e. SPS) and consequently to work safely (i.e. safety behavior).

The study has both theoretical and practical significance. In theory, it extends organizational learning theory and job demands-resources (JD-R) theory in the construction safety research domain and elaborates on the mediating role of safety knowledge articulation and SPS for the relationship between safety climate and safety behavior. In practice, it highlights the importance of continuous articulation of tacit safety knowledge and accumulation and use of explicit safety knowledge in construction safety management practices.

Learning can be viewed as a communication process that puts the learner in contact with concepts created by others. A result of communication is that an act of interpretation starts, which invokes a process of conceptualization. According to Mayes, successful conceptualization will need the support of learning activities. Hence, machine mediated communication is important for creating online e‐Learning opportunities; not only for relaying communication content, but also for supporting the cognitive processes associated with the necessary learning activities required for conceptualization. In Laurillard’s conversational theory, a communication loop should be established between learners and teachers. The articulation element in this loop is necessary for engaging the learner in a collaborative activity, which is essential for developing further the conceptualization process. This paper discusses the acts of communication, conceptualization and articulation within a machine mediated multimodal communication, and it proposes a framework within which a supporting set of cognitive activities can be developed.