Search results

Research related to workplace accommodation requests for employees with mental illness is scarce, though evidence suggests that these individuals often fail to request accommodations even when needed. The authors' research study aimed to address these shortcomings by (1) assessing employees' knowledge of Americans with Disabilities Act (ADA) laws and how this knowledge influences employees' perceived need for and requests of accommodations; (2) examining the relationship between employees' perceived need for accommodations and employees' workplace outcomes and (3) examining the relationship between perceived need for accommodations and employees' actual accommodation requests, as well as how stigma influences this relationship.

The authors used two survey studies to investigate their research questions. Study 1 participants were recruited through Amazon's MTurk, and Study 2 participants were recruited through support groups for individuals diagnosed with mood disorders (i.e. depression and bipolar disorder).

The authors found significant gaps in both subjective and objective ADA-related knowledge among participants in their sample. The authors' Study 1 results also revealed an interaction between the perceived need for accommodations and accommodation requests in predicting job satisfaction and turnover intentions. When employees needed accommodations but did not request them, it resulted in worsened workplace outcomes. In Study 2, the authors aimed to identify barriers to requesting accommodations. The authors found that the relationship between perceived need for accommodations and actual accommodation requests was moderated by both public and self-stigma, thereby showing that stigma can impede individuals from requesting needed accommodations at work.

The authors' study sheds light on a population that has been relatively understudied in the workplace accommodations literature, namely those with mental illness. The authors first identify the perceived need for accommodations as an important factor in making accommodations requests at work, as prior work has failed to differentiate how the need for accommodations can vary across individuals. Next, the authors show how workplace outcomes (i.e. job satisfaction and turnover intentions) are negatively affected when employees need accommodations but do not request them. Finally, the authors demonstrate how both public stigma and self-stigma can reduce the likelihood that individuals request accommodations at work, even when needed.

This exploratory study focuses primarily on the nature and components of the midlife transition and secondarily considers its antecedents and consequences for a group of 36 professional women who were married, had children, and had enduring careers. In‐depth interviews with these women provided the data for our analysis. The results suggest that age, family characteristics, and employment characteristics influence the transition. In addition, the women rebalance and develop new perspectives at midlife. Components of the resulting internal and external recalibration are identified. This recalibration resulted in increased satisfaction and overall well‐being.

The purpose of this paper is to offer a review of the history of the service‐learning movement, a description of the contemporary philosophical models of service‐learning, and an interpretation of which futures are implied in each model's learning objectives.

A historical and philosophical review of service‐learning is conducted.

Current service‐learning practice has a 40‐year history, evolving from a social movement to a more mainstream pedagogical method. Historical and contemporary versions of service‐learning show three separate models with different assumptions about the purpose of service‐learning. The models are the professional model, which focuses on career training with cognitive learning goals; the civic engagement model, which focuses on developing active and engaged citizens, with affective learning goals; and the social change model, which focuses on empowerment and social justice, also with affective learning goals. While the civic engagement and social change models represent the historic values of the service‐learning movement, evidence suggests the professional model is most common.

To meet the demands of the unscripted future(s), individual teachers and institutions should reflect on their assumptions about the connection between service and learning to ensure that their learning objectives are aligned with their practice.

Teachers benefit from understanding the range of assumptions and values represented in service‐learning, and from the increased personal awareness from comparing their own views and service‐learning objectives with those of the larger field.

The purpose of this paper is to provide a context for the compilation of papers and commentaries included in this International Journal of Organizational Analysis special issue on “Scripting the next wave of exigent issues for service‐learning in our unscripted future: when technology, globalism, and community engagement collide.”

The authors of this paper are the Guest Editors for the special issue. As such, in this paper, they provide a brief history of why the special issue was created and how it serves as an extension to the first special issue (Vol. 17 No. 1, 2009).

There are five papers and six commentary pieces included in this special issue. Each raises a charge, or challenge, to the reader in terms of moving forward with service‐learning in the uncertain, complex, and highly unscripted environments.

The practical implications of this paper are those that relate to future research and practice in the service‐learning domain. This is contextualized as part of the collective challenge as the author move forward in a world where local, regional, national, and international connectedness intersects with social, economic, and technological pressures.

As the introduction, this paper is unique in that it provides an overview of the contents for the entire special issue.

This chapter aims to provide a comprehensive overview of the ways in which emotions, emotional regulation and emotional labour are treated by various theoretical perspectives that influence the work of school-level leaders. Notions of professionalism and the scientific/rationalist roots of administrative theory (e.g., Taylor, 1911) relegated emotions and other subjective leadership qualities to the sidelines of the seminal debates in the educational administration field. That has changed since the turn of the twenty-first century as scholars have begun to acknowledge that the very nature of school-level leadership involves emotional components and success as a school-level leader demands effective emotional regulation. The chapter includes an evidence-based analysis of the role(s) that emotions, emotional regulation and emotional labour play in school-level leaders' work. I also discuss two broad categories of theoretical perspectives surrounding the emotional aspects of school-level leadership. The first primarily considers how school-level leaders personally experience emotional phenomenon in schools, while the second prioritizes how socio-contextual elements that influence their emotional experiences in the workplace. I conclude the chapter by discussing how school-level leaders manage emotions they experience as part of their job is an important piece missing from the models and frameworks.

The term “medical” will be interpreted broadly to include both basic and clinical sciences, related health fields, and some “medical” elements of biology and chemistry. A reference book is here defined as any book that is likely to be consulted for factual information more frequently than it will be picked up and read through in sequential order. Medical reference books have a place in public, school, college, and other non‐medical libraries as well as in the wide variety of medical libraries. All of these libraries will be considered in this column. A basic starting collection of medical material for a public library is outlined and described in an article by William and Virginia Beatty that appeared in the May, 1974, issue of American Libraries.

Gambling is increasingly a global phenomenon, derided by some as exploitative and viewed by others as entertainment. Despite extensive research into gambling motivations, previous research has not assessed whether gaming choice is a function of one’s personal motivations or simply a desire to gamble in general, regardless of game choice among recreational gamblers. The purpose of this study is to explore this theme by considering “illusion of control” where luck and skill may moderate gambling motivation.

This study applies two motivation theories, hedonic consumption theory and motivation disposition theory, and examines heuristic perspectives related to gambling. Three stages of qualitative data collection were undertaken.

The findings indicate that for recreational gamblers, gaming choice is a function of personal motives. Hence, gamblers chose games that reflect their needs or motives, focusing on the game or games that best allow them to achieve their goals and desires.

These findings shed light on an important topic and include an in-depth examination of recreational gamblers’ motivations. Further quantitative examinations should be considered.

This research could be used by practitioners or researchers in better segmenting the casino recreational gambling market.

While many researchers have examined gambling motivations and even gambling motivations by venue (e.g. casino versus online), few researchers have focused on gamblers’ choice of games and even fewer have studied recreational gamblers’ motivations with a qualitatively rich approach, resulting in some useful perspectives on drivers of recreational gamblers by personal motives.

This paper aims to explore the process by which four store environment (music, light, employee, and layout) and two individual characteristics (shopping enjoyment tendency (SET) and impulse buying tendency (IBT)) influence impulse buying behavior through positive and negative affect, and urge to buy impulsively.

The data were obtained using a structured questionnaire from 733 respondents in a mall survey conducted in Chennai, South India.

In the structural model tested with AMOS, the authors found that store environment drove impulse buying (IB) through positive affect and urge. Results also showed that the personality variables (SET and IBT) influenced IB through positive affect and urge. This paper did not find support for the relationship between negative affect and urge.

Theoretically, the authors add to the list of antecedents of impulse buying, and to the outcomes of store environment. From a managerial viewpoint, the authors suggest that retail managers invest in improving the store environment to increase the level of impulse buying in their stores. Specifically, they need to focus on enhancing friendliness of store employees, playing appropriate music, designing proper layouts and having well-lit stores to encourage impulse buying.

Prior research studied the elements of the store independently and also its long-term impact. To the best of the authors' knowledge, their research is the first to study the impact of store environment (in conjunction with trait variables) on impulse buying.

This chapter adds to emerging research exploring the construct of joy by drawing attention to the value of more loving stakeholder relationships. Relationship management research has focussed attention on the antecedents, outcomes and quality of an organization's relationships with various publics and stakeholders and has examined strategies that can nurture these relationships. However, not much of this research has addressed intimacy and passion in these relationships.

Accordingly, this chapter draws on the theory of brand love developed in relationship marketing research and the theory of love from psychological research to build a theoretical framework of organization–stakeholder love (OSL) that can be applied to organizational relationships with publics and stakeholders. An OSL framework switches emphasis from how organizations can attract stakeholder affection (e.g., love) towards organizations to how organizations can and should love their stakeholders. The proposition put forward in this chapter is that OSL can and should become a driving force behind organizations' interactions with stakeholders, thus contributing to ethical public relations practices.

OSL is important because it has the potential to contribute to addressing public relations' image problems (e.g., relating to terms such as spin and corporate greenwashing); it offers a new love orientation that guides organizations towards a focus on the primacy of stakeholder needs and values, which in turn may shape the way organizations initiate and manage relationships with stakeholders. This chapter concludes with practical ways to implement OSL and a research agenda suggesting ways OSL may open up new research opportunities in public relations.

Looks at the reasons for the collapse of both regimes and considers the importance of repression with these developments. Contrasts the methods of Imperial Russia with the Bolsheviks looking at Court proceedings, prison conditions, education and propaganda in prison, exile and the secret police. Concludes that whilst social support is usually seen as essential for survival of a system, repression is not regarded as a positive element but can become the method for a system’s survival and stability.