EMPIRICAL VERIFICATION OF THE MODEL OF PERSONAL AND PROFESSIONAL SELF-REALIZATION OF WORKING STUDENTS

The personal-professional self-realization of working students is studied from the standpoint of a systematic personal-developing approach. On the basis of the developed theoretical model of personal and professional self-realization, its empirical verification is carried out, during which characteristic types, structural organization, predictors and criteria for the success of personal and professional self-realization are clarified.Исследуется личностно-профессиональная самореализация работающих студентов с позиции системного личностно-развивающего подхода. На основе разработанной теоретической модели личностнопрофессиональной самореализация проводится ее эмпирическая верификация, в ходе которой уточнятся характерные типы, структурная организация, предикторы и критерии успешности личностно-профессиональной самореализации

Theoretical Foundations of the Study of Psychological Predictors of Personal and Professional Self-Realization

Актуализируется проблема прогнозирования успешности личностно-профессиональной самореализации. Проводится анализ подходов к пониманию самореализации с целью определения оснований для выделения психологических предикторов личностно-профессиональной самореализации.The article actualizes the problem of predicting the success of personal and professional self-realization. An analysis of existing approaches to understanding self-realization is carried out in order to determine possible grounds for identifying psychological predictors of personal and professional self-realization, based on a review of modern studies of domestic and foreign psychology

Personal and Professional Self-Realization: Current Problems and Prospects of Research

В статье актуализируется понимание личностно-профессиональной самореализации как ключевой области исследований психологии. Основываясь на теоретическом анализе направлений современных исследований, ставится вопрос о перспективах изучения психологических предикторов гармоничного сочетания самореализации индивида как в профессиональной, так и в личностной сферах жизни.The article actualizes the understanding of personal and pro­fessional self-realization as a key area of research in psychology. Based on the theoretical analysis of the directions of modern research, the question raised about the prospects for studying psychological predictors of a harmo­nious combination of an individual’s self-realization both in the professional and personal spheres of life

Personal and Professional Self-Realization: Analysis of Research by Domestic and Foreign Authors

Статья посвящена изучению феномена личностно-профессиональной самореализации как ключевой области направлений исследований современной психологии. Целью является рассмотрение феномена самореализации в отечественной и зарубежной психологической науке и определение актуальных проблем и направлений его исследования.The article is devoted to the study of the phenomenon of personal and professional self-realization as a key area of research in modern psychology. The aim is to consider the phenomenon of self-realization in domestic and foreign psychological science and to identify urgent problems and areas of its research.In order to actualize the problem field, an analysis of the directions of modern studies of human self-realization by domestic and foreign researchers is given, positions that are the theoretical basis for considering this phenomenon are highlighted

Innovation in tourism: Re-conceptualising and measuring the absorptive capacity of the hotel sector

Recent reviews of research on innovation in tourism have highlighted a number of weaknesses in the literature. Among these is the limited theorising and empirical investigation of innovative practices by tourism organisations. This paper responds to these concerns by examining one important dimension of innovation within commercial tourism organisations, namely their ability to acquire, assimilate and utilise external knowledge (absorptive capacity) for competitive advantage. The topic is pertinent because there is evidence to suggest that tourism organisations are particularly dependent on external sources of knowledge when compared with businesses in other sectors. Following a discussion of the conceptual antecedents of absorptive capacity and its dimensions, a validated instrument for its measurement is developed and used to measure the absorptive capacity of the British hotel sector. The results suggest that current conceptions of absorptive capacity have limitations when applied to tourism enterprises. Absorptive capacity is re-conceptualised to overcome these deficiencies. The research and policy implications of the findings are discussed. © 2014 Elsevier Ltd

Emotional well-being of schoolchildren: Theoretical foundations and prospects for research

Introduction. Within the framework of current educational reforms, a trend towards raising requirements for intellectual and psycho-emotional abilities of all educational process participants has become evident. With an increasing number of emotionally intense events, the issue of forming and maintaining the emotional well-being of schoolchildren is becoming more urgent. The key feature of the school environment is emotional well-being, which the authors define as a stable and emotionally positive state of a child in the learning environment; and which is based on satisfying one’s age-related needs, awareness of one’s own emotions and possession of the skills of emotional regulation and reflection. Aim. The article aims to formulate and analyse the problem of emotional well-being, to provide an overview of scientific approaches to its operationalisation, and to determine methodological foundations and directions for assessing the emotional well-being of Russian schoolchildren. Methodology and research methods. Research methods include a review of scientific works by contemporary Russian and foreign scholars; systemic, comparative, and logical analysis of modern approaches to the notion of emotional well-being of schoolchildren. The research methodological foundation is rooted in the provisions of positive psychology, the concepts of subjective well-being (N. Bradburn, E. Dinner) and psychological well-being (C. Ryff), self-determination theory (M. Seligman, R. M. Ryan, E. L. Deci), and ecological systems theory (W. Bronfenbrenner). Results and scientific novelty. The paper determines scientific approaches to analyse emotional well-being of a schoolchild, contributes to the concept of operationalisation, and defines the directions for assessing emotional well-being on the basis of two factors: social environment and personal characteristics of a schoolchild. Practical significance. The research results can be used as a foundation for designing the empirical research into characteristics of the emotional well-being of Russian schoolchildren. The present findings might help to develop a programme for improving schoolchildren emotional well-being considered as a key factor to assess schoolchildren emotional well-being in the learning environment in the context of constant social transformations.Введение. В настоящее время в условиях реформирования системы образования все очевиднее становится тенденция, связанная с повышением требований к интеллектуальным и психоэмоциональным возможностям всех участников образовательного процесса. В условиях, когда возрастает количество эмоционально насыщенных событий, вопрос формирования и поддержки эмоционального благополучия школьников становится особенно актуальным. Ключевой характеристикой школьной среды становится эмоциональное благополучие, определяемое нами как стабильное эмоционально-положительное состояние ребенка в образовательной среде, основанное на удовлетворении возрастных потребностей, осознании переживания собственных эмоций и владении навыками эмоциональной саморегуляции и рефлексии. Целью настоящей статьи является постановка и рассмотрение проблемы эмоционального благополучия, теоретический обзор научных подходов к его операционализации, определение методологических оснований и направлений оценивания эмоционального благополучия российских школьников. Методология, методы и методики. В рамках данной работы для достижения поставленной цели нами использовались теоретические методы, такие как обзор научной литературы современных отечественных и зарубежных авторов, системный, сравнительный и логический анализ современных подходов к рассмотрению эмоционального благополучия школьников. Методологическая основа исследования представлена положениями позитивной психологии, а также основана на концепциях субъективного благополучия (N. Bradburn, E. Dinner) и психологического благополучия (C. Ryff), теории самодетерминации личности (M. Seligman, R. M. Ryan, E. L. Deci), теории экологических систем (U. Bronfenbrenner). Результаты и научная новизна. Выделены научные подходы к рассмотрению эмоционального благополучия школьника, на основании которых проведена операционализация данного понятия, выделены направления оценивания эмоционального благополучия, классифицированные по двум основаниям: социальная среда и личностные особенности школьника. Практическая значимость. Полученные результаты будут положены в основу разработки дизайна эмпирического исследования особенностей эмоционального благополучия российских школьников. На основе полученных эмпирических данных станет возможным разработка программы поддержки эмоционального благополучия школьников как ключевого фактора, определяющего его эмоциональное самочувствие в образовательной среде в условиях постоянных общественных трансформаций.Исследование выполнено при финансовой поддержке Российского научного фонда в рамках научного проекта № 23-28-01515 «Эмоциональное благополучие школьника: особенности индивидуальных различий и академическая успешность».The study was financially supported by the Russian Science Foundation within the framework of research project No. 23-28-01515 “Emotional Well-Being of a Schoolchild: Features of Individual Differences and Academic Progress”

A resource-based view and dynamic capabilities approach in the context of a region’s international attractiveness: The recent case of Western Australia

This exploratory study proposes a framework based on the resource view theory and the dynamic capabilities approach to further the understanding of a region’s attractiveness, particularly from an international perspective. The case of Western Australia is examined through in-depth, face-to-face interviews with nine country consuls experienced in international trade. The findings revealed significant ways in which Western Australia could enhance its future commercial appeal. The findings revealed the value of synergies between this state and other countries, particularly exchanging expertise, transferring knowledge, or exporting know-how, education, both university and industry-focused, research and development and expertise. These forms of regional attractiveness emphasise the strategic role of industry resources and dynamic capabilities, thus, underscoring the usefulness and applicability of the proposed framework. While the state’s mineral exports will continue to drive its economy, harnessing its potential in other areas is crucial to adapt to changing business environments and to build sustained competitive advantage. © 2018, The Author(s) 2018

Explaining the causes and effects of dynamic capabilities generation: a multiple indicator multiple case modeling approach

The purpose of this paper is to develop a multiple‐indicator multiple‐cause model to explain dynamic capabilities generation. We use one of the main common effects of dynamic capabilities (operational, structural and strategic flexibility) to design a measurement tool for dynamic capabilities generation. Based on this measurement tool, we test the influence of several factors identified in the specialized literature as potential causes that trigger and promote dynamic capabilities generation. We use data from a survey of 200 CEOs of Spanish firms to test the model. The results show that only organizations whose managers have perceived a high degree of environmental dynamism have generated dynamic capabilities. The results also show that knowledge codification and technical innovation are significantly related to dynamic capabilities generation. We attempt to shed light on current theoretical debates about dynamic capabilities generation and provide a practical guide to explain the origin and results of dynamic capabilities that have been tested empirically