Passion in the Workplace: Empirical Insights from Team Sport Organisations

Although sport management scholars have focused on a fairly wide number of psychologically-related constructs in the workplace, passion has not been part of this research agenda. The present study is the first attempt to fill this gap by exploring employees’ passion in the workplace setting of sport organisations. It does so by applying for the first time the dualistic model of passion developed by Vallerand et al. (2003), which measures two distinct types of passion: harmonious and obsessive. Online survey data were gathered from administrative employees in the United Kingdom’s football industry, responsible for either business-related functions or the clubs’ social agenda (N=236) in order to measure the passion experienced by individuals guided by different institutional logics. The particular instrument has two components: harmonious and obsessive passion towards the job. Besides the passion scales, the survey contained measures related to demographic variables (e.g., age, gender and education), to employment position in the organisation and to previous job experience. Data were statistically analysed in Confirmatory Factor Analysis (CFA) and analysis of variance, using SPSS and Amos 18.0. To determine the effect of contextual variables on the passion for the job, t-test and ANOVA were also used. Both groups of employees are passionate about their job. They remain harmoniously passionate throughout their career and show low level of obsessive passion. The type of work activities influences both levels of harmonious and obsessive passion experienced by personnel within sport organisations with employees responsible for the social agenda being slightly more harmoniously and obsessively passionate compared to those responsible for the business agenda. Vallerand et al.’s (2003) dualistic model of passion has been adapted to measure passion at workplace within sport organisations. The particular working environment that forms these organisations attracts and/or facilitates employees to experience a positive work–life balance

Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout

A recent review of the research by the U.S. Department of Education Institute of Education Sciences has resulted in the recommendation of six promising practices to ensure that all students are actively engaged in school and on a path to post-secondary success (Dynarski et al. in Dropout prevention: A practice guide (NCEE 2008–4025)). The purpose of this study was to explore the experience and perspective of an Asian American high school dropout and the extent to which his story aligns with dominant thinking, including the six recommended dropout prevention practices and the model minority myth (MMM) of Achievement Orientation, a common belief that Asian Americans exhibit greater success than any other minority ethnic group. The adolescent dropout was interviewed on eight occasions. Findings revealed that the MMM may have contributed to the lack of intervention provided to this student and that the most worthwhile recommendations from his perspective include: assigning adult advocates to at-risk students, the use of a systematic data-tracking system to target and individualize interventions, and the ability of the school to provide academic support and a personalized learning environment