Organization Management Journal最新文献

{"title":"Psychological contract breach and mental health: the role of equity sensitivity and self-control","authors":"Justice Mensah, Kwesi Amponsah-Tawiah, Nana Kojo Ayimadu Baafi","doi":"10.1108/omj-11-2022-1679","DOIUrl":"https://doi.org/10.1108/omj-11-2022-1679","url":null,"abstract":"\u0000Purpose\u0000This study aims to extend the literature on psychological contracts, employee mental health, self-control and equity sensitivity among employees in Ghana.\u0000\u0000\u0000Design/methodology/approach\u0000Data for this study came from a sample of 484 employees from an organisation in the telecommunication sector of Ghana. The details of the study were discussed with employees after which they were given the choice to participate in the study.\u0000\u0000\u0000Findings\u0000The present study found that psychological contract breach is directly associated with mental health and indirectly related to mental health through equity sensitivity and self-control.\u0000\u0000\u0000Originality/value\u0000The findings suggest that psychological contracts are important aspects of the employment relationship that could be used to enhance employee mental health. Furthermore, enhancing employees’ self-control and resolving issues of individuals high on equity sensitivity are effective ways that organisations can deploy to sustain mental health in the face of psychological contract breaches.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"62 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic embeddedness and college of business student outcomes","authors":"Tyler Burch, Neil M. Tocher, Greg Murphy","doi":"10.1108/omj-11-2022-1670","DOIUrl":"https://doi.org/10.1108/omj-11-2022-1670","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates.\u0000\u0000\u0000Design/methodology/approach\u0000Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses.\u0000\u0000\u0000Findings\u0000Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy.\u0000\u0000\u0000Practical implications\u0000Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges.\u0000\u0000\u0000Originality/value\u0000Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"14 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: The OMJ at 20: bridging theory and practice for 20 years and counting","authors":"Robert M. Yawson, Vance Johnson Lewis","doi":"10.1108/omj-10-2023-974","DOIUrl":"https://doi.org/10.1108/omj-10-2023-974","url":null,"abstract":"","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Origami organizations! Special issue call for papers: Modern Day Experiential Exercises","authors":"Kristen Faile, Paula Roberts, Cate Loes","doi":"10.1108/omj-03-2023-1800","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1800","url":null,"abstract":"Purpose This paper aims to provide instructors with a hands-on engaging and experiential class activity designed to teach undergraduate and graduate students about different organizational structures in management courses. Through this exercise, students will be able to self-identify the challenges and strengths of working under contrasting organizational structures. Design/methodology/approach Split into two (or four) teams, students construct origami animals based on their team’s organizational structure, using both mechanistic and organic structures to create a zoo based on a set of instructions and boundary conditions. Materials required include origami paper, markers, printed instructions, origami animal instructions, and role title cards for each student. The exercise takes approximately 30–45 min, including debriefing discussion. All materials/instructions needed are included with this paper (except origami paper and markers). Findings Through this exercise, students internalize the challenges and strengths of working in organizations with contrasting structures. The debrief discussion will help solidify student understanding of what the day to day experience of working in different organizational structures might look like, the pros and cons of different structures, and what type of employees or industries might thrive under different structures. Research limitations/implications This paper is being submitted for the “Special Issue Call for Papers: Modern Day Experiential Exercises.” Practical implications This activity allows students to draw their own conclusions about organizational structure and to engage in a fruitful discussion about what working at different types of organizations looks like on a day-to-day basis. Social implications This activity allows students to strengthen their skills in communication, teamwork, and leadership by having them work in teams to complete a challenging, competitive task. Originality/value While teaching organizational structure in management courses has traditionally been limited to traditional forms of instruction such as lecturing and reviewing different organizational charts, this activity gives students a fun competitive in-class activity in which they practice working as a part of contrasting organizational structures to see what type of structure they might thrive in.","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"7 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching, research, and service as drivers of academic career success","authors":"Otmar Varela, Sonya Premeaux","doi":"10.1108/omj-04-2022-1528","DOIUrl":"https://doi.org/10.1108/omj-04-2022-1528","url":null,"abstract":"Purpose In response to current initiatives that seek to rebalance the facets of academic jobs, this paper aims to examine the impact of teaching, research and service on objective (e.g. salary) and subjective (i.e. satisfaction) indicators of career success. Design/methodology/approach The authors collected data from 182 tenure-track management faculty from public universities in the USA. The selection of participants followed a stratified sample from two traditional segments in higher education, research-intensive and teaching-research balanced institutions. Hierarchical regression analysis was used for testing the study hypotheses. Findings Results reveal that research achievements is the only job facet that accounts for objective and subjective indicators of career success across institutions. Outcomes suggest the impact of the initiatives put in place to elevate the role of teaching and service in the life of academics are falling short. Originality/value The study provides evidence about the need to adjust policy that seeks to rebalance academic jobs.","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hidden challenges: an invisible disabilities learning activity","authors":"Nicole Bérubé","doi":"10.1108/omj-03-2023-1810","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1810","url":null,"abstract":"Purpose This paper aims to describe an experiential learning activity designed to sensitize students to the prevalence and challenges of disclosing invisible disabilities in the workplace. It provides an impactful learning experience about a widespread phenomenon that receives little attention in textbooks. Design/methodology/approach The exercise assigns a hidden disability to some participants who interact with others who act as trusted friends. The interactions help participants develop their ability to interact sensitively with those who may have hidden disabilities. They explore the advantages and disadvantages of disclosing hidden disabilities at work. Guiding questions help focus deliberations during which participants consider the influence of their assigned role. Findings A plenary discussion follows where students share the outcomes of the simulation. Debriefing questions and suggested answers help instructors deepen student learning on the topic. A follow-up assignment allows participants to summarize personal learning about the subject and solidify the learning outcomes. Originality/value Most workers with nonapparent disabilities hide them, although disclosing them may help their employers provide helpful accommodations. This learning activity helps increase awareness and understanding of hidden disabilities in work settings and supports learning about disclosing and accommodating disabilities in the workplace. Instructors can use the activity to support understanding of employee rights, equity and accommodations in large or small classes, in-person or online, synchronously or asynchronously.","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: 2020 AACSB standards: a conversation with Caryn Beck-Dudley and Stephanie Bryant","authors":"Kathleen Barnes, JoDee LaCasse","doi":"10.1108/omj-09-2023-973","DOIUrl":"https://doi.org/10.1108/omj-09-2023-973","url":null,"abstract":"Barnes: Congratulations on your announced upcoming retirement as AACSB’s president and chief executive. How has this changed your role at AACSB at this point? Beck-Dudley: Thank you. My role really hasn’t changed very much. Since joining AACSB three years ago, AACSB adopted a new strategic plan and the new accreditation standards in 2020. AACSB is working diligently on transforming business education globally for positive societal good. All of AACSB’s work continues to move forward with AACSB’s great executive team and staff.","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139338883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moral repair versus punishment: influences on managerial responses","authors":"Kenneth D. Butterfield, Nathan R. Neale, E. Shin, Mengjiao (Rebecca) He","doi":"10.1108/omj-11-2021-1398","DOIUrl":"https://doi.org/10.1108/omj-11-2021-1398","url":null,"abstract":"\u0000Purpose\u0000The current management literature suggests that when employees engage in wrongdoing, managers typically respond with punishment. The emerging moral repair literature suggests an alternative to punishment: a reparative response that focuses on repairing harm and restoring damaged relationships. However, little is currently known about restorative managerial responses, including why managers respond to employee wrongdoing in a reparative versus punitive manner. The purpose of this paper is to examine a variety of cognitive and emotional influences on this managerial decision.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a scenario-based survey methodology. The authors gathered data from 894 managers in sales and financial services contexts to test a set of hypotheses regarding individual-level influences on managers’ punitive versus restorative responses.\u0000\u0000\u0000Findings\u0000This study found that managers’ restorative justice orientation, retributive justice orientation, social considerations (e.g. when employees are relatively interdependent versus independent), instrumental considerations (e.g. when the offender is highly valuable to the organization) and feelings of anger influenced their reparative versus punitive responses.\u0000\u0000\u0000Research limitations/implications\u0000Data are cross-sectional, so causality inferences should be approached with caution. Another potential limitation is common method bias due to single-source and single-wave data.\u0000\u0000\u0000Practical implications\u0000The findings of this study show that managers often opt for a restorative response to workplace transgressions, and this study surfaces a variety of reasons why managers choose a restorative response instead of a punitive response.\u0000\u0000\u0000Social implications\u0000This study focuses on social order and expectations within the workplace. This is important to victims, offenders, observers, managers and other stakeholders. This study seeks to emphasize the importance of social factors, a shared social identity, social bonds and other relationships within this manuscript. This is an important component of organizational-focused restorative justice research.\u0000\u0000\u0000Originality/value\u0000This is the first study, to the best of the authors’ knowledge, to explicitly test individual-level influences on managers’ reparative versus punitive responses to employee wrongdoing.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45143191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural influences on stigma of failure and entrepreneurial activity","authors":"Naga Lakshmi Damaraju, J. Barney, Gregory G. Dess","doi":"10.1108/omj-01-2023-1711","DOIUrl":"https://doi.org/10.1108/omj-01-2023-1711","url":null,"abstract":"\u0000Purpose\u0000This paper aims to draw from research on culture, stigma and entrepreneurial activity to hypothesize that the relationship of stigma with the level of entrepreneurial activity differs by the dimensions of national culture, i.e. individualism, masculinity, uncertainty avoidance and power distance.\u0000\u0000\u0000Design/methodology/approach\u0000The hypotheses were tested with data from 15 countries spanning over a 15-year period. Poisson regressions were used.\u0000\u0000\u0000Findings\u0000Results from Poisson regressions supported the hypotheses for the differences based on the “individualism,” “masculinity” and “power distance” dimensions of culture on the relationship between stigma of failure and entrepreneurial activity. However, the hypothesis for the differences based on the “uncertainty avoidance” dimension of culture was not supported.\u0000\u0000\u0000Originality/value\u0000Fostering entrepreneurship has been important for several countries around the world. A number of factors influence the phenomenon of entrepreneurship. In this paper, research in the areas of culture, stigma and entrepreneurship is brought together to explain how the stigma of failure may be intensified or mitigated in different cultural contexts. The results suggest that policies and attempts to alleviate stigma of failure for promoting entrepreneurship need to consider the complex interactions occurring within the cultural contexts in which entrepreneurs operate. Such initiatives should enhance their effectiveness.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Build and Bond: a team exercise","authors":"Rebecca L. Wyland, Nancy Hanson-Rasmussen, Daniel P. Gullifor","doi":"10.1108/omj-06-2022-1560","DOIUrl":"https://doi.org/10.1108/omj-06-2022-1560","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to present The Build and Bond, an experiential exercise which engages student teams while they apply team dynamics, enhance team skills and foster team member interpersonal bonds.\u0000\u0000\u0000Design/methodology/approach\u0000During The Build and Bond, teams design and execute their own team-building activity. Specifically, teams set goals, generate ideas, make decisions, create a team-building activity, develop implementation plans and ultimately execute the activity. Finally, during an all-class debrief discussion, teams describe their team-building activities, connect their experiences to the learning objectives and reflect on how these lessons can be applied in future team experiences. Pretest and posttest surveys were used to determine if participants perceived increases in team performance and cohesion following The Build and Bond.\u0000\u0000\u0000Findings\u0000All teams reported that their activity added value, was preferred over an instructor-assigned team-building activity and improved team states. Findings from t-tests supported an improvement in team performance and cohesion.\u0000\u0000\u0000Social implications\u0000The Build and Bond is designed to help students feel more equipped to communicate, have fun and work interdependently with current and future team members.\u0000\u0000\u0000Originality/value\u0000Teams design the team-building activity themselves, so members are often more interested in participating and engaging during the team-building activity.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}