Business & Economics Collected Works - Research Publications
Now showing items 1-12 of 99
The Effect of Organizational Diversity Management Approach on Potential Applicants’ Perceptions of Organizations
Scholars suggest that organizational diversity management (DM) programs are useful not only to satisfy legal requirements or social demands, but also to further the achievement of business objectives. However, much is still to be learned about the effects of such programs on individuals' perceptions of the organization. After reviewing the relevant literature on organization-level DM programs, I present a theoretical framework using recent literature that takes a strategic perspective on DM. This research classifies organization-sponsored DM programs into qualitatively different categories. Using the typology, I develop a model that proposes person-organization fit perceptions and attributions as mechanisms driving the relationship between DM programs and organizational attractiveness. I describe two experimental studies designed to test the proposed relationships between organizational diversity perspectives and applicants' perceptions of organizations. The first follows a two-phase between-subject design, while the second uses a within-subject policy-capturing methodology. Results, implications, and conclusions are discussed.
Do economics academics recognise employability skills and incorporate them into their courses?
(The University of Queensland, School of Economics, 2020-11-01)
Although previous studies have investigated economics curriculum reform to ensure economics graduates ‘think like economists’, it is unclear to what extent and how university economics teachers (academics) respond to the expectation that employability skills development is included in teaching and assessment practice. This paper reports the findings of an exploratory pilot study that investigated economics academics’ views and experience of employability skills integration. Drawing on interview data, content analysis of curriculum documents and observations of teaching and assessment practice, the findings indicate that while a common understanding and opinion of employability skills is held, tensions in practice exist: the teaching and assessment of employability skills is an individual decision, influenced by academic position and experience, and tempered by traditional expectations of a focus on discipline content.
Transcribing accounting lectures: Enhancing the pedagogical practice by acknowledging student behaviour
(Elsevier BV, 2021-03)
This study investigated how students demonstrated their use and need for lecture capture transcripts. Lecturers and students from two accounting subjects (i.e., a large first-year introductory class and a smaller graduate seminar series) participated. Students’ stated how they used and needed the transcripts and these statements about behaviors were mapped to Blooms Taxonomy and Maslow’s Hierarchy of Needs. Findings focussed on how lecture transcripts influenced the learning process for students and suggested that the design of courses and student characteristics do not negatively influence how students use these transcripts. Implications for the value of transcripts to a students’ learning process is outlined with practical guides on how they can enhance pedagogical delivery while acknowledging the academic workload.
Assessing critical thinking in business education: Key issues and practical solutions
(Elsevier BV, 2021-11)
Developing critical thinking is an important goal in higher education and, more importantly, in business education. Yet, it is uncertain to what extent assessment influences students' critical thinking development and enhancement. This paper presents data from a study that applied a framework we developed to identify evidence of students’ ability to think critically and whether students face challenges at applying critical thinking. A sample of 100, 2000-word group reports from a masters business analysis subject were evaluated using a critical thinking assessment rubric. We followed this with a content analysis of 49 reports using our developed framework to identify the demonstration of critical thinking dispositions and abilities. The findings from both analyses indicate a difference between student reports on how critical thinking is demonstrated. Most importantly, our developed framework provides a novel way to analyse student reports that inform whether they demonstrate the specific components of critical thinking dispositions and abilities. The evaluation using our established framework enables us to offer practical suggestions that university instructors can use to address the issues and challenges raised that hinder critical thinking acquisition via assessment practice in business education.
Stepping up to Teaching in Business: Understanding Teaching Effectiveness for Small Classes
This article provides those teaching in small classes in an Australian tertiary environment with some recommendations on how to get started and tips for effective teaching. The focus of the advice is on small class teaching, which is generally comprised of fewer than 30 students. The tips presented are centred on being organised, understanding your content and your students, generating engagement and norms for participation, as well as investing in adaptable skill development. A seven step process to teaching effectiveness is reviewed. These tips provide teachers with foundational knowledge that can be transferred to teaching large classes.
Should we take the gig economy seriously?
(Taylor & Francis (Routledge), 2017-12-01)
The ‘gig economy’ has emerged rapidly as a form of service delivery that challenges existing business models, labour-management practices, and regulations. The ways in which platform companies transact with workers, in particular, has created a burgeoning public interest, but has yet to give rise to a corresponding academic literature. In this paper, we ask whether the gig economy deserves to be a subject of employment relations scholarship, given its current dimensions and likely future. We argue that academic analysis is needed, to better understand the power dynamics operating within the gig economy and how these are testing existing norms and institutions. We discuss two mains ways that employment relations researchers can expand their theoretical repertoires and, in doing so, improve the evidence on gig-based working arrangements. We begin to sketch the outlines of a systematic research agenda, by elaborating indicative questions that need addressing to advance understanding of ‘gig work relations’. We caution, however, that academic analysis of the gig economy should not be predicated on an expectation that it is the future of work. A number of economic, industrial and political factors threaten to slow or halt the gig economy’s growth.
Academy of Management Journal, 1958-2014: a citation analysis
This paper provides a citation network analysis of publications from the Academy of Management Journal, one of the key US-based journals in the field of Management. Our analysis covers all publications in the journal from 1958–2014. This represents the entire history of the journal until the arbitrary cut-off point of our study. The paper analyses the most published authors, most cited articles, most cited authors, top institutions, and the nationalities of authors that are most represented in the journal. 2304 articles containing 114,550 references were taken from the primary data source, the Web of Science™. An analysis of 114,550 citations was carried out using the Web of Science™ online analytics tool and Excel®. Gephi™, a data visualisation and manipulation software, was used to provide a visual representation of the citation networks. Results indicate that the most published authors within AMJ throughout the journal’s history are Ivancevich, Golembiewski and Hambrick. The three most cited authors within AMJ are Pfeffer, Porter and Thompson. The single most cited article is Pfeffer and Salancik’s 1978 article The external control of organizations: a resource dependence perspective. A keyword analysis revealed that the most important terms used in the journal’s history were ‘Performance’, ‘Organization’ and ‘Work’. Results from this paper extend our previous citation analyses of key journals in the discipline of Higher Education to a new discipline—the field of Management. The paper provides evidence of how visual analyses can help to represent the citation “geography” of a journal over time.
The Demand and Supply of Esteem: An experimental analysis
(ELSEVIER SCIENCE INC, 2021-12-01)
We use a laboratory experiment to identify some determinants of variation across individuals in the demand and supply of esteem. Some participants can choose, at a cost, buy ‘credits’ so as to appear to others to have a better performance on a real effort task than they really do: this purchase reflects esteem seeking. The provision of esteem, via a partner's feedback on performance, is also recorded. We find: (i) those with a low willingness to supply effort have a lower probability of purchasing credits, (ii) participants matched with low scoring partners buy more credits (iii) feedback is improved for those purchasing credits.
Loneliness and Profiles of Objective and Subjective Memory During Midlife
(Oxford University Press, 2020-12-16)
Abstract Loneliness is a risk factor for dementia, however it’s relationship with cognitive health during midlife is unclear. We evaluated whether loneliness was associated with profiles of objective and subjective memory in younger and middle-aged adults. Participants (aged 25 to 64 years) underwent an initial loneliness assessment, followed by 14-days of momentary (5 per day) cognitive assessments (objective memory) and daily ratings of memory (subjective memory). Cluster analysis was conducted using person-level means of objective and subjective memory. Three clusters were identified: (1) highest objective and subjective memory (9%); (2) lowest subjective but not objective memory (84%); (3) lowest objective but not subjective memory (7%).There was a trend for higher levels of loneliness in Cluster 2 relative to Clusters 1 and 3. Results suggest that loneliness is more closely related with subjective than objective memory during midlife and are informative for development of interventions targeting cognitive health. Part of a symposium sponsored by the Measurement, Statistics, and Research Design Interest Group.
Resilience to Loneliness Amongst Older Adults Living in the Bronx, NY, During the COVID-19 Pandemic
(Oxford University Press, 2020-12-16)
Abstract Older adults may be particularly vulnerable to experiencing loneliness as a result of stay-at-home and social distancing orders during the COVID-19 pandemic. This study evaluated change in loneliness following the COVID-19 outbreak, using a longitudinal design and a validated loneliness measure, in a well-characterized sample who are at heightened risk for COVID-19 due to both age and location. The study included n = 226 older adults aged 70-90 years old, living in the Bronx, New York City, who had completed the 3-item Loneliness Scale prior to and during the peak of the COVID-19 outbreak in New York City. There was no evidence of significant increases in mean loneliness from pre- to post-COVID-19 outbreak. Multiple regression analyses were used to identify risk and protective factors for change in loneliness during the COVID-19 outbreak, adjusting for pre-outbreak loneliness. Living alone, higher levels of education, greater worry about contracting the coronavirus, and limiting of daily exercise activities were risk factors for greater loneliness after the outbreak. In contrast, Black race, older age, greater social support and frequent social interactions via video call, all related to lower levels of loneliness after the outbreak.The outcomes of this study demonstrate substantial resilience among older adults to loneliness in response to the COVID-19 pandemic, and highlight key risk and protective factors that may play an important role in individual differences in loneliness as pandemic-driven isolation continues.