Some Things Are Better Left Unseen: Toward More Effective Communication And Team Performance In Video-Mediated Interactions

By default, most video-mediated communication systems show the user his or her own video feed, yet there is no prior research to show if this helps or hinders communication. In general, virtual teams desire richer media to improve team interaction. However, in this case more information may not be helpful. Drawing on Objective Self Awareness theory in social psychology and theories of cognitive overload from communication, hypotheses are proposed concerning how viewing oneself influences virtual team interaction. It is argued that viewing oneself will lead to lower team performance and other negative outcomes. The hypotheses are tested in a laboratory experiment, manipulating whether participants were able to view their own feeds during video-mediated communication. The results suggest that viewing oneself leads to a reduction in team performance and individual satisfaction. The findings, in terms of several theoretical explanations, and implications for managers and systems designers are discussed in the paper

Evaluate Your Business School’s Writings As If Your Strategy Matters

Business school publications are widely criticized for their lack of managerial or teaching relevance. One reason for this criticism is that business school scholarship is typically evaluated purely in terms of one type of work: academic journal articles that are meant to be read by other scholars. However, academics produce multiple types of publications, and business schools serve a wider range of stakeholders. These other stakeholders are often central to the schools’ purposes and may be critical in acquiring resources. These stakeholders probably prefer to see scholarship that is relevant for students or for practitioners. They may prefer scholarship that is ethically relevant or regionally relevant and otherwise different from the model that dominates U.S. journals. Technologies are now available to measure the impact of writings in a much wider range of venues than covered by the Social Sciences Citation Index in the Web of Science. Moreover, a wider range of measures, such as the size of writings’ readership, may be needed. We consider these issues and present some recommendations, arguing that faculty evaluations should follow an intentional strategy and not necessarily conform to the traditional default

Making Sense of Entrepreneurship Journals: Journal Rankings and Strategy Choices

Dozens of peer-reviewed, English language journals are currently published in our field. How ought we to evaluate them? This paper seeks to answer this question. To do so, we utilize both relevant literature and data on Entrepreneurship journals. The literature derives from both information science and other research areas that reflect on their journals. The data derives from six citation measures from Google Scholar, Scopus, and Web of Science. We find 59 currently published English language, peer reviewed journals in Entrepreneurship. Contestable judgments based on their impact measures suggest that one of these 59 could be considered as “A+, four as “A”, five as “AB”, eight as “B”, four as “BC”, 23 as “C”, thirteen as “barely detectable”, and one as “insufficient data but promising”. Journal rankings affect the resources and prestige accorded to business schools, disciplines and subdisciplines, and individual scholars. However, the need to fit evaluations to school strategy implies that no rating system, ours included, is definitive. Multiple measures are needed, letter grades are misleading, and journal rankings should match the institution’s strategy and priorities in stakeholder service. A wider purpose of this study is to alert readers to the range of current methodologies and the limits of conventional rankings. Our conclusions appear innocuous, but standard practice is to use restrictive measures, to employ letter grades, and to prioritize only one stakeholder: scholars. These practices are poorly suited to the Entrepreneurship field

Does “Evaluating Journal Quality and the Association for Information Systems Senior Scholars Journal Basket…” Support the Basket with Bibliometric Measures?

We re-examine “Evaluating Journal Quality and the Association for Information Systems Senior Scholars Journal Basket…” by Lowry et al. (2013). They sought to use bibliometric methods to validate the Basket as the eight top quality journals that are “strictly speaking, IS journals” (Lowry et al., 2013, pp. 995, 997). They examined 21 journals out of 140 journals considered as possible IS journals. We also expand the sample to 73 of the 140 journals. Our sample includes a wider range of approaches to IS, although all were suggested by IS scholars in a survey by Lowry and colleagues. We also use the same sample of 21 journals in Lowry et al. with the same methods of analysis so far as possible. With the narrow sample, we replicate Lowry et al. as closely as we can, whereas with the broader sample we employ a conceptual replication. This latter replication also employs alternative methods. For example, we consider citations (a quality measure) and centrality (a relevance measure in this context) as distinct, rather than merging them as in Lowry et al. High centrality scores from the sample of 73 journals do not necessarily indicate close connections with IS. Therefore, we determine which journals are of high quality and closely connected with the Basket and with their sample. These results support the broad purpose of Lowry et al., finding a wider set of high quality and relevant journals than just MISQ and ISR, and find a wider set of relevant, top quality journals

Engineering scale-up challenges, and effects of SO2 on the calcium looping cycle for post combustion CO2 capture

Engineering scale-up challenges, and potential effects of SO2 on the calcium looping cycle for post combustion CO2 capture have been investigated in Cranfield University's pilot scale reactor (25 kWth). Following reactor and process modifications, close to 80% capture was achieved. SO2 was found to have a detrimental effect on the calcium looping cycle in both batch and continuous cyclic tests, although the presence of steam from natural gas-fired burners was found to have a positive effect on maintaining capture capacity of the sorbent

Putting the Horse Before the Cart: The Influence of Trigger Events on Justice Perceptions and Work Attitudes

To date very little research on organizational justice and work attitudes has focused on what starts the process that leads to these perceptions. A considerable amount of organizational research is focused on the end result (e.g., employees’ perceptions, attitudes, or behaviors), which can become difficult to effectively manage or change after-the-fact in a timely or productive manner (Tekleab et al., 2005). In this paper, two studies are conducted that explore a variety of events employees might notice and how they influence workplace outcomes. Study One explores 16 trigger events from prior research and surveys employees in a manufacturing organization about the events, and identifying 24 additional events. Study Two examines relationships between the trigger events and outcomes of pay and job satisfaction, organizational commitment, and intent to leave, using organizational justice as a mechanism for sensemaking. Results from Study Two show that trigger events significantly predicted all four workplace attitudes. Procedural justice was significantly related to all dependent variables, interactional justice was significantly related only to job satisfaction and intention to leave, marginally unrelated to pay satisfaction, and unrelated to organizational commitment. Distributive justice was significantly related to job satisfaction, intention to leave, and pay satisfaction, but not organizational commitment. Seven of the 48 interaction terms examined were significant. Limitations and implications for future research are discussed

The “Name Game”: Affective and Hiring Reactions to First Names

Purpose – The paper seeks to examine how the uniqueness and ethnicity of first names influence affective reactions to those names and their potential for hire. Design/methodology/approach – In study 1, respondents evaluated 48 names in terms of uniqueness and likeability, allowing us to select names viewed consistently as Common, Russian, African-American, and Unusual. In Study 2 respondents assessed the uniqueness and likeability of the names, and whether they would hire someone with the name. Findings – Results indicated that Common names were seen as least unique, best liked, and most likely to be hired. Unusual names were seen as most unique, least liked, and least likely to be hired. Russian and African-American names were intermediate in terms of uniqueness, likeability and being hired, significantly different from Common and Unique names, but not significantly different from each other. Research limitations/implications – The name an individual carries has a significant impact on how he or she is viewed, and conceivably, whether or not the individual is hired for a job. Practical implications – Human resource professionals need to be aware that there seems to be a clear bias in how people perceive names. When resumés are screened for hiring, names should be left off. Our findings also suggest that when selecting, parents may want to reconsider choosing something distinctive. Originality/value – This study offers original findings in regards to names, combining diverse research from social psychology and labor economics, and offering practical implications

What makes a good clinical student and teacher? An exploratory study

<b>Background</b> What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. <p></p> <b>Methods</b> A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a “framework” technique. <p></p> <b>Results</b> Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. <p></p> Good clinical teachers are effective role models. The importance of teachers’ non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. <p></p> <b>Conclusions</b> Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher’s enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a collective responsibility. Our findings could be used in tutor training and for formative assessment of both clinical students and teachers. This may promote early recognition and intervention when problems arise

Whiteness of A Name: Is “White” the Baseline?

Purpose– The purpose of this paper is to examine the hypothesis that Whiteness is used as a normative standard when comparing a variety of first names. Design/methodology/approach– Respondents (full- and part-time business students) evaluated names that sounded common, African-American, Russian, and unusual. Findings– Results from two studies suggest that “common” or “neutral” names are perceived to be white, and to be more American than African-American, Russian or unusual-sounding names. Results also demonstrate that the common names have more positive attributes, including socio-economic class. Research limitations/implications– The study found that the basic comparison of American respondents will be to a white person. Second, the authors applied Critical Race Theory (CRT) to the research on names. Finally, the authors demonstrate that unless they are totally anonymous, virtual teams will still have the type of social categorization and stereotyping of team members found in ordinary teams. Practical implications– Organizations and managers need to recognize that a “colorblind” approach simply reinforces the expectation that any differences in American organizations will be compared against the Whiteness standard. This can be a problem in any organizational setting, especially given the proliferation of virtual teams. This may be addressed with attempts to increase common in-group identity and strategies for identifying bias. Originality/value– In this research the authors integrate concepts and theory from Virtual Teams, CRT and the Psychology of Names, providing both theoretical and practical implications