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Differentiates market (e.g. USA) from group‐based (e.g. Germany) corporate governance systems, traces their evolution and asks whether they are converging. Puts forward a theoretical convergence model based on the belief that agency problems can best be solved by specific corporate control mechanisms, recognizing that it would demand more changes from group‐based than from market systems. Examines current trends for both relating to institutional/regulatory environments, the market for corporate control and the focus on shareholder value creation/activism. Presents statistics from the USA, UK, Germany and France to show their trends towards the convergence model and discusses them in some detail. Concludes that they have all moved towards the model although in different ways and at different rates.

This paper aims to interpret and compare managerial intentions for and employee perceptions of group-based incentive systems.

The data comprise interviews with managers and employees in four Finnish firms with experience of company-wide incentive systems involving profit-sharing and team-based rewards. Benefitting from social exchange theory, managers’ intentions and employees’ perceptions are examined.

Managers’ and employees’ views resemble each other concerning profit-sharing as reflecting reciprocity rooted in perceived distributive fairness, whereas examination of the team-based rewards revealed impediments in reciprocity. While managerial intentions for team-based rewards refer to social exchange with economic intensity via selection of controllable performance measurements aimed at making individual-level effort count, the employees’ perceptions deem such metrics non-controllable, reflecting perceived distributive and procedural unfairness.

Profit-sharing seems to create fair social obligation and goal congruence between managers and employees, whereas team-based incentives easily suffer from unfairness, reducing their effectiveness.

Distinguishing between managerial intentions and employee perceptions pertaining to incentive systems facilitated in-depth exploration of the social exchange inherent in them, conceptualized in terms of economic intensity, fairness and controllability. With this lens, qualitative analysis revealed differences in interpretations of controllability and fairness between the managerial intentions and employee perceptions. The central contribution to scholarship takes the form of interpretations reflecting upon these key findings.

The purpose of this paper is to explore educator competencies and roles needed to perform participatory patient education, and develop a comprehensive model describing this.

Data collection in the qualitative study proceeded through two phases. In the first phase, 28 educators were involved in exploring educator competencies needed to perform participatory, group-based patient education. The paper used qualitative methods: dialogue workshops, interviews and observations. In the second phase, 310 educators were involved in saturating and validating the insights from phase one using workshop techniques such as brainstorming, reflection exercises and the story-dialogue method. A grounded theory approach was used to analyse data.

A model called “The Health Education Juggler” was developed comprising four educator roles necessary to perform participatory patient education: the Embracer, the Facilitator, the Translator and the Initiator. The validity of the model was confirmed in phase two by educators and showed fit, grab, relevance, workability and modifiability.

The model provides a tool that can be used to support the focus on “juggling” skills in educators: the switching between different educator roles when performing participatory, group-based patient education. The model is useful as an analytical tool for reflection and supervision, as well as for observation and evaluation of participatory, group-based patient education.

The study proposes a comprehensive model consisting of four equally important roles for educators performing participatory, group-based patient education.

The purpose of this paper is to develop a group-based food diversity index, which represents diversity in household expenditures across food subgroups. The index is compared to a product code-based index and applied to reassess determinants of food diversity demand.

A group-based food diversity index is developed by adapting the US Healthy Food Diversity Index. Using Food Acquisition and Purchase Survey data on 4,341 US households, correlation coefficients, descriptive statistics and linear regressions are estimated to compare and reassess the determinants of group and product code-based food diversity demand.

Results show that the group and product code indices capture different forms of food diversity. The indices are only moderately correlated and have varying means and skewness. Education, gender, age, household size, race, SNAP and food expenditures are found to significantly affect food diversity. However, the magnitude and direction of the effects vary between group and product code indices. Given these differences, it is essential that studies select a diversity index that corresponds to their objective. Results suggest that group-based indices are appropriate for informing food and nutrition policy, while product code-based indices are ideal for guiding food industry management’s decision making.

A group-based food diversity index representative of household expenditures across food subgroups is developed.

The gender-gap reversal in education could have far-reaching consequences for marriage and family lives in the United States. This study seeks to address the following question: As women increasingly marry men with less education than they have themselves, is the traditional male breadwinner model in marriage challenged?

This study takes a life course approach to examine how educational assortative mating shapes trajectories of change in female breadwinning status over the course of marriage. It uses group-based trajectory models to analyze data from the National Longitudinal Survey of Youth 1979.

The results reveal substantial movement by wives in and out of the primary breadwinner role across marital years and great heterogeneity in female breadwinning trajectories across couples. In addition, educational assortative mating plays a role in shaping female breadwinning trajectories: Compared with wives married to men whose educational levels equal or exceed their own, wives married to men with less education than themselves are more likely to have a continuously high probability of being primary earners and are also more likely to gradually or rapidly transition into primary earners if initially they are not.

This study examines couples’ breadwinning arrangements over an extended period of time and identifies qualitatively distinct patterns of change in female breadwinning that are not readily identifiable using ad hoc, ex ante classification rules. The findings suggest that future research on the economics of marriage and couple relations in families would benefit from a life course approach to conceptualizing couples’ dynamic divisions of breadwinning.

Based on self‐determination theory and social identity theory, the purpose of this paper is to investigate the role of social identity in buffering the effect of working pressure on the identified motivation (a kind of self‐determined motivation).

This was an experimental study. In a simulated work setting, the study operationalized social identity as having participants who perceived their belonging to one particular working unit, and working pressure as task deadline. A 2 (social identity salience: salient vs not salient)× 2 (task deadline: deadline vs no deadline) between‐subjects experiment was designed.

As expected, participants under the condition of task deadline reported less identified motivation, both at the individual and group levels, than did those under the condition without task deadline. Participants under the condition of social identity salient reported more group‐based identified motivation than did those under the condition of social identity not‐salient. Faced with task deadline, participants whose social identity was salient showed more group‐based identified motivation than did those whose social identity was not salient.

This study was carried out in a simulated working situation, which may limit its ecological validity. Future studies have a focus on what will happen in real working contexts and continue to extend the current study theoretically.

The paper's findings suggest that managers motivate employees by emphasizing their perception of group‐membership (i.e. social identity). This strategy was consistent with traditional Chinese management thoughts and values.

The paper is original in bridging social identity theory and self‐determination theory, and putting forward a group‐level‐based extension of self‐determination theory. The paper establishes the causal relationships among social identity, task deadline and identifies motivation by using an experimental approach.

The purpose of this paper is to investigate the impact of incentive contracts in multi-partner project teams (MPPTs) on the agents’ effort expenditure and project performance, analyze how the agents allocate their efforts between production and cooperation and offer suggestions for project managers on how to design incentive contracts.

The paper proposes a model of MPPT in which agents are inequity-averse and their effort expenditures are exogenously bounded. An extensive numerical example is presented in online Appendix 2 to illustrate the theoretical results.

The paper suggests that if the potential benefit of the agents’ cooperation in MPPT is high or if both agents exhibit inequity aversion and the efforts’ marginal costs are low, then group-based incentive contracts outperform individual-based incentive contracts. It also shows that the impact of the incentive contract on the agents’ effort expenditure and project team performance is correlated with several critical project attributes.

Fulfilling a need to study the design of incentive structures in MPPTs, the paper complements the existing literature in three ways. First, in contrast to single-partner project teams, it considers projects with multiple partners where cooperation between them enhances the project outcome. Second, rather than focusing on individual production problems, it considers multi-task projects with constrained efforts that must be allocated between production and cooperation. Third, it analyzes the effects of changes in the project attributes, incentive intensities and information transparency on the effectiveness of the contract.

The group‐based preemptive scheduling provides a flexible mechanism to define the preemptive relations between tasks. However, this scheduling scheme together with a resource access synchronization protocol and the requirements of fault tolerance makes the predication of a real‐time system’s behaviors more difficult than traditional scheduling scheme. The major contribution of this work is an algorithm to calculate the worstcase response time for tasks under the group‐based preemptive scheduling. This algorithm supports both the fault‐free and the primary‐alternative fault‐tolerance scheduling mechanism. Moreover, a method to calculate the minimum allowed time between two consecutive faults is also introduced. The algorithm has been implemented in a time analysis tool and integrated into a system development platform, which is compatible with the OSEK/VDX operating system standard, to verify the temporal property in the early system design step.

The purpose of this paper is to explore educators’ experiences of putting a participatory and patient-centered education model, “The Health Education Juggler,” into practice after having attended a one-day seminar. The model consists of four educator roles in participatory group-based patient education in chronic illness: embracer (takes care of the group), facilitator (generates dialogue and participation), translator (communicates professional knowledge) and initiator (motivates action in patients).

Qualitative analysis of observations of eight group-based patient education sessions and seven in-depth semi-structured interviews with 11 educators.

Educators find it difficult to include disease-specific knowledge when working with a flexible patient-centered approach. They tend to stay in the role they find most comfortable during education sessions (most often that of embracer), rather than adopting new and more challenging roles in the teaching process. Educators theoretically understand the role of facilitator, but they do not know how to perform in this role in practice. The ability to juggle all educator roles depends on the ability to master each.

The Health Education Juggler model shows promise in promoting participation and patient-centeredness and as a reflection tool for educators and an analytic tool for quality assessment of patient education. These findings support further development of model use.

This model of educator roles in group-based patient education in chronic illness provides a new approach to patient education. It indicates the need for various professional competencies among educators to provide patient-centered education in a flexible way, with a strong focus on patient-identified problems and challenges, social learning processes and generation of internal motivation in patients.

Although novel posting is a universal phenomenon in virtual communities (VCs), few studies have addressed the benefits of novel posting for group members. The purpose of this paper is to identify the social and psychological outcomes of novel posting, particularly whether and how sense of belonging can be produced by it. Sense of belonging implies an individual’s integration or assimilation into virtual groups.

To assess the theoretical model, a survey was administered in an internet discussion community (Baidu Post Bar in China), and structural equation modeling was then used to test the model.

Novel posting can produce social and psychological outcomes, such as social interaction ties, group-based self-esteem and sense of belonging. Novel posting is an individualized behavior, which some studies consider to conflict with sense of belonging; however, via the mediating effects of social interaction ties and group-based self-esteem, sense of belonging can also arise based on novel posting.

VC operators should focus on differentiating between irrational posts and novel posts and encourage the latter. Additionally, to satisfy members’ needs, VC operators should strengthen the degree of social interaction ties and members’ self-esteem by providing attractive topics and virtual rankings.

This study contributes to a theoretical understanding of the social and psychological outcomes of novel posting and, more importantly, whether and how sense of belonging arises on the basis of individualized behavior.