Dress for Success in the Classroom (But what is Success to You?

This session explores the implications of how we dress in the classroom. The image that attire conveys, and how attire impacts our own sense of self, consciously and unconsciously reflects our own identities and reveals issues of identity dissonance. Finally we examine how different attire can lead to different student outcomes or different forms of success. We examine literature from management, social psychology, education, communication and others to lead discussion that we hope will allow participants to better understand and/or question how and why they dress as they do and how that can determine success… in their own terms

Personal Web Use in the Workplace: Why Does it Persist in a Context of Strict Security and Monitoring?

Over the last decade, Personal Web Use (PWU) in the workplace has received considerable attention. This study examined factors that both inhibit and encourage PWU behaviors. The context was a municipal government agency in the U.S. with strong policy and electronic restrictions on PWU. Our study builds on extant research byinvestigating both self-reported PWU (from an online survey of 116 users atthe agency) and objective reports fromthe agency’s electronic monitoring (EM) of PWU. Results of our hypothesis tests indicated that group norms,individual moral norms, and perceived time availability had an effect on PWU while boredom had no effect. Group norms moderated individual moral norms’ effect on PWU. Discrepancies between individuals’ self-reports and the agency’s electronic reports of PWU are explained in terms of differing perceptions of what defines PWU. We describe implications important to both scholars and practitioners

Personal Web Use in the Workplace: Why Does It Persist in a Context of Strict Security and Monitoring?

Over the last decade, Personal Web Use (PWU) in the workplace has received considerable attention. This study examined factors that both inhibit and encourage PWU behaviors. The context was a municipal government agency in the U.S. with strong policy and electronic restrictions on PWU. Our study builds on extant research by investigating both self-reported PWU (from an online survey of 116 users at the agency) and objective reports from the agency’s electronic monitoring (EM) of PWU. Results of our hypothesis tests indicated that group norms, individual moral norms, and perceived time availability had an effect on PWU while boredom had no effect. Group norms moderated individual moral norms ’ effect on PWU. Discrepancies between individuals ’ self-reports and the agency’s electronic reports of PWU are explained in terms of differing perceptions of what defines PWU. We describe implications important to both scholars and practitioners