Nearly-linear monotone paths in edge-ordered graphs

How long a monotone path can one always find in any edge-ordering of the complete graph Kn? This appealing question was first asked by Chv´atal and Koml´os in 1971, and has since attracted the attention of many researchers, inspiring a variety of related problems. The prevailing conjecture is that one can always find a monotone path of linear length, but until now the best known lower bound was n 2/3−o(1). In this paper we almost close this gap, proving that any edge-ordering of the complete graph contains a monotone path of length n 1−o(1

Nearly-linear monotone paths in edge-ordered graphs

How long a monotone path can one always find in any edge-ordering of the complete graph Kn? This appealing question was first asked by Chvátal and Komlós in 1971, and has since attracted the attention of many researchers, inspiring a variety of related problems. The prevailing conjecture is that one can always find a monotone path of linear length, but until now the best known lower bound was n^2/3−o(1). In this paper we almost close this gap, proving that any edge-ordering of the complete graph contains a monotone path of length n^1−o(1)

Team efficacy: Why goal orientation matters

With the performance benefits of team-based structures well established, a key challenge now faced by service organisations is to identify the factors affecting variability in team efficacy among similar teams. In this paper, we identify that a team's motivation to develop or demonstrate ability, that is the team goal orientation, is influential to team efficacy. Addressing prior research that has shown conflicting results regarding the ability of team goal orientation to predict team behaviours and outcomes, this paper develops a conceptual model illustrating the role of team goal orientation as a moderating variable on team efficacy

Motivational engagement in the marketing classroom: individual goal orientations and class climate

Both cognitive engagement and motivational engagement play important roles in academic performance. Grounded in goal theory, this study examines whether educators can tailor their pedagogical approaches to engage students from a motivational perspective. Using a two-wave questionnaire, we provide evidence of the educator-facilitated classroom climate affecting student engagement at both cognitive and motivational levels. In addition, the study highlights that motivational processes, stemming from individual students' achievement goal orientations, are an important determinant of academic performance. This provides insight regarding how achievement orientations can be leveraged during the design and innovation of marketing courses. Motivational engagement in particular, can present opportunities for meaningful engagement and improved grade outcomes through targeted pedagogies that align with students' educational goals

Teams for performance

Performance of study project teams is an important issue to both educators and students. While much of the literature centres on the processes and outcomes of teamwork and team behaviours, more insight is needed into the factors contributing to the motivation of student teams to achieve high performance. This study integrates the concept of goal orientation and empirically examines the role of individual and climate goal orientations as influencing team goal orientation. Specifically, data from 51 student project teams in a simulated work setting are used to examine the three-dimensional goal orientation model for identifying dominant goals in the complex team situation where there are at least three levels of goals at play