Search results

This study examined the career attainment of managerial women and minorities in an internal labor market. The interactive effects of age, gender, and race were examined on the career attainment levels of women, African‐Americans, Asian‐Americans and Hispanics. A sample of 7,084 US managers was studied; 3,456 women and minority managers were compared to 3,628 white male managers who entered the firm in the same year and in the same department. Consistent with previous research, women and minorities experienced lower career attainment than white males in this sample. Results suggest that minority women do not experience the “double jeopardy” associated with belonging to two classes of protected characteristics; nor the “triple jeopardy” of age, race and gender.

Previous research has investigated how performance outcome impacts effort and subsequent goal pursuit. However, little is known about the incidental impact of goal (non)attainment on consumer preference via changes in regulatory focus. This paper aims to suggest that performance feedback has a direct impact on consumers’ regulatory focus, which in turn influences their attitudes and preferences toward future events. Additionally, the authors assess the extent to which emotions arising out of goal (non)attainment play a critical role in the process.

In a series of three experiments, this paper demonstrates that goal (non)attainment induces a specific regulatory focus, which in turn interacts with the frame of an upcoming advertisement to impact consumer preference.

This research demonstrates that previous goal (non)attainment interacts with the framing of an upcoming message (promotion vs prevention) and impacts consumer preference. The authors also find initial evidence for the role of emotions on the relationship between goal (non) attainment and preferences for regulatory-focused message frames.

The findings have important implications because they reveal consumers’ preferences after goal (non)attainment.

This study complements prior research by integrating two research streams (goal pursuit and regulatory focus) to address an open question of whether/how goal (non)attainment impacts message persuasiveness and consumer preference through changes in regulatory focus. Therefore, this research is intended to contribute to the literature by addressing the interacting effects of goal attainment and regulatory focus on consumer decisions and the role of emotions in this process.

Customer engagement (CE) literature features divergent definitions and conceptualizations. To clarify its meaning, antecedents and outcomes, this paper aims to propose that psychological customer engagement (PCE) is the mechanism by which customers’ readiness to engage influences behavioral customer engagement (BCE) in the form of in-role and extra-role behaviors, which then affect customers’ goal attainment, satisfaction and retention.

Set in the fitness center industry, this study combines perceptual data (from customers) and behavioral data (from the fitness center) to reveal a hierarchy of effects: customer readiness to PCE to BCE to customer goal attainment, satisfaction and retention.

Customer readiness variables (role clarity, ability, motivation) influence in-role and extra-role BCE directly and indirectly through PCE. Extra-role BCE is associated with goal attainment and satisfaction, and the latter is linked to customer retention. In-role BCE is associated with goal attainment only.

The proposed integrative model bridges the psychological–behavioral divide in CE literature and encourages the adoption of a broader nomological network that accounts for the effects of customers’ characteristics and actions on their goal attainment, satisfaction and retention.

Managers can enhance CE by improving customer role clarity, ability and motivation. Relative to in-role BCE, extra-role BCE appears more critical because it affects both goal attainment and satisfaction directly and retention indirectly.

The novel integrative approach, combining BCE and PCE in a single model, also provides a consumer-oriented view on CE, which establishes a more comprehensive perspective, as summarized in the proposed model of consumer engagement.

Intelligence or general mental ability (GMA) is a strong predictor of job performance across most occupations, and educational attainment has been shown to be a predictor of entrepreneurial outcomes. However, there has been little research examining the simultaneous effects of entrepreneurs’ GMA and educational attainment on their venture outcomes. The purpose of this paper is to examine the impact of these human capital resources on venture performance and survival.

Using a sample of 234 self-employed entrepreneurs from a longitudinal database, regression analysis was employed to examine the predictors of venture performance. A hazard model was utilized to assess venture survival.

Entrepreneurs’ intelligence influenced venture performance directly and indirectly via educational attainment. Entrepreneurs with higher GMA were subsequently able to obtain more education, and GMA had an indirect, positive influence on venture performance through this additional educational attainment. Findings also demonstrated an inverted-U, curvilinear effect on venture survival for GMA and educational attainment. This indicates that both intelligence and educational attainment should be considered when examining how likely entrepreneurs are to persist or survive in their ventures.

Entrepreneurs with higher GMA had ventures that performed better and obtained more education, which influenced venture survival. These findings suggest that entrepreneurs’ intelligence is likely to be an important predictor of venture outcomes, as well as a source of entrepreneurs’ human capital acquisition. Therefore, GMA should have a more central role in the human capital discussion within the entrepreneurship literature.

In research on customer loyalty in services, satisfaction has often been mentioned as an important determinant. However, empirical evidence concerning the relationship between loyalty and satisfaction has remained equivocal. This may be even more so for services that are delivered over an extended period of time in which consumers actively take part. We propose that for the extended service experience consumers are motivated by the realisation of values and that attainment of these values affects patronage decisions. Moreover, as the service delivery process is extensive we argue that consumer mood during the service delivery is another important factor that may have an impact on loyalty deliberations. Therefore, in this paper we examine the simultaneous effect of satisfaction, value attainment and positive mood in an extended service setting. The results reveal that the relationship between satisfaction and loyalty with respect to extended services is moderated by value attainment and positive mood. More specifically, the satisfaction‐loyalty association is strongest when consumers perceive that the service does not help them in the attainment of instrumental values and when low positive moods are experienced. In contrast, the relationship between satisfaction and loyalty is weakest when the service helps consumers in attaining their values and when they experience a positive mood. This signifies that value attainment and positive mood do indeed play an additional role in explaining customer loyalty. An important implication is that value attainment and positive mood may function as a buffer for diminishing loyalty as a result of lower levels of service satisfaction.

Black British minority ethnics (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers, showing typically a 16 per cent graduate attainment gap in the UK. Previous research has suggested that the attainment gap could be explained by BME student disengagement, as the students typically commute from family home to University, and they work part time. However, peer-assisted learning (PAL) has been shown to have a positive impact on addressing and resolving student alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis when scrutinised in comparison to similar cohorts without PAL interventions. The paper aims to discuss these issues.

This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method involved a statistical analysis of student records for the two cohorts to ascertain any effect of correlation between: PAL; student ethnicity; and student parental employment on student academic performance and placement attainment.

The results indicate that PAL has no significant impact on the academic performance; however, PAL has a positive impact on the placement/internship attainment for BME students and students from parental households with parents in non-managerial/professional employment.

The research limitations are that the cohorts are small, but more equal diverse mix of different social categories than any other courses. However, as the cohorts are less than 30 students, comparing social categories the data sets are small to have absolute confidence in the statistical results of academic performance. Even the t-test has its limitations as the subjects are human, and there are multiple personal factors that can impact an individual academic performance; therefore, the data sets are heterostatic.

The results highlight that there is need for pedagogy interventions to support: ideally all BME students from all social categery to secure placements; BME students who are unable to go on placement to gain supplementary learning that has the same impact on their personal development and learning as placement/internship experience; and White students from managerial/professional family households to engage more in their studies.

Not addressing and providing appropriate pedagogy interventions, in the wider context not addressing/resolving the BME academic and placement attainment gap, a set of students are being disadvantaged to their peers through no fault of their own, and compounding their academic attainment. As academics we have a duty to provide every opportunity to develop our student attainment, and as student entry is generally homogeneous, all students should attain it.

Previous research evaluation of PAL programmes has focused on quantitative students surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. On the other hand, this paper evaluates the intervention through conducting a quantitative statistical analysis of the student records to evaluate the impact of PAL on a cohort’s performance on different social categories (classifications) and compares the results to a cohort of another group with a similar student profile, but without PAL intervention implementation.

This paper aims to investigate the moderating roles of negative attainment discrepancy and state ownership in the relationship between internationalization speed and firm innovation.

Panel fixed-effects regressions model was applied to test the influence of internationalization speed on firm innovation using data collected from Chinese listed companies between 2003 and 2017.

The internationalization speed can positively promote firm innovation. Moreover, negative attainment discrepancy enhances the effect of internationalization speed on firm innovation. The effect of negative attainment discrepancy on internationalization speed and firm innovation performance is more positive in state-owned firms than in non-state-owned firms.

A suitable time of internationalization speed to affect firm innovation is obtained.

This paper suggests that decision-makers should set an appropriate aspiration to internationalize firms and increase firm innovation. Moreover, state-owned enterprises should pay attention to negative attainment discrepancies.

The study revealed the boundary conditions of negative attainment discrepancy and state ownership on the relationship between internationalization speed and firm innovation, contributing to the theoretical advancements in internationalization speed.

Literature on tournament mobility in internal labor markets (ILMs) is reviewed revealing a paucity of studies examining the promotion patterns of late entrants into internal promotion systems. An investigation of 502 managers in a large corporation indicated that late entry into the ILM organization was significantly and positively related to career attainment, supporting the “clean slate effect”. In addition, experience in the corporate office was positively related to managerial career attainment, while being female was negatively related to career attainment. In contrast to the tournament model theory, the number of years to reach middle management was positively related to career success. While no effect for race was found, this may be due to the relatively low representation of minorities in the firm studied. Moderating effects of late entry on gender, race or corporate experience were also not found.

While the relationship between some leadership styles and emotional intelligence has been studied, leadership practices and emotional intelligence have not been studied for an understanding of how both variables enable a leader to look for pathways to goal attainment. This study aims to examine the impact of leadership practices on pathways to goal attainment while considering the mediating effect of emotional intelligence.

This study was empirical with an associative strategy. The type of study was explanatory, and latent variables design was followed. The sample consists of 496 Colombian managers, obtained through a non-probability sampling (purposive sample), who work in companies located in Bogota, Colombia. For measuring the variables, three instruments were used, Leadership Practices Inventory, Adult Dispositional Hope Scale and Wong and Law Emotional Intelligence Scale.

Results from this study suggest that the relationship between leadership practices (model the way, inspire a shared vision and enable others to act) and pathways to goal attainment is mediated by emotional intelligence. Also, leadership practices and emotional intelligence explained 45.60% of the variability of the pathways to goal attainment.

The effectiveness of leadership practices can be explained through the hope they have about the future by using emotional intelligence as an influencing strategy. This study aims to explain how emotional intelligence helps leaders to look for pathways to goal attainment.

This study aims to explore the role of formal education in managerial career attainment and how this role has changed over time.

The personnel records of two cohorts of managers who entered the firm at different times in a large internal labor market company were examined. The study encompassed years of education, subject of degree, timing of degree conferral, and quality of educational institution. Career attainment was regressed on the control variables and the hypothesized predictor variables using hierarchical multiple regression analysis.

The research suggests that the importance of having an undergraduate degree seems to be increasing, while the importance of the selectivity of the university seems to be decreasing with respect to career attainment. Also, majoring in business continues to be an important factor related to career attainment.

Future research focusing specifically on the differences in managerial career attainment of individuals who stay with their initial firm versus those who change employers would be beneficial. It would also be interesting to focus on the different reasons why people go back to school to obtain a degree.

Obtaining a degree after entering the firm was not related to career attainment. Universities have advocated the benefits of obtaining a degree to students who are already in the workforce. These results must be investigated further.

The data for this study were obtained from occupational records and allowed a more detailed analysis of an actual internal labor market organization and a longitudinal look at the changing role of education in relationship to career attainment.