Scholars have suggested that leader diversity ideologies are imbued with ethical or normative content (e.g., Nkomo & Hoobler, 2014). We advance this literature by examining the ethical consequences ...of leader diversity ideologies. Specifically, we integrate the ethical leadership framework and the theory of recognition to suggest that leaders who communicate about diversity by acknowledging individuals' racial/ethnic identities (i.e., use identity-conscious ideology) are deemed by followers as more ethical than leaders who do not (i.e., use identity-blind ideologies). We further suggest that this effect is stronger for followers who are higher in institutional discrimination awareness (defined as those who are more likely to view racial/ethnic identities as consequential within society). Finally, we assert that this interactive effect on ethical leadership will subsequently influence follower engagement in discretionary, proactive behavior directed toward the organization. We found support for our predictions across two experiments and a field study. Overall, our findings illustrate the ethical consequences of leader diversity ideologies.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Recently, many critics have questioned the idea of universal citizenship by pointing to the racial, class, and gendered exclusions on which the notion of universality rests. Rather than jettison the ...idea of universal citizenship, however, R. Andrés Guzmán builds on these critiques to reaffirm it especially within the fields of Latina/o and ethnic studies. Beyond conceptualizing citizenship as an outcome of recognition and admittance by the nation-state—in a negotiation for the right to have rights—he asserts that, insofar as universal citizenship entails a forceful entrance into the political from the latter’s foundational exclusions, it emerges at the limits of legality and illegality via a process that exceeds identitarian capture. Drawing on Lacanian psychoanalysis and philosopher Alain Badiou’s notion of “generic politics," Guzmán advances his argument through close analyses of various literary, cultural, and legal texts that foreground contention over the limits of political belonging. These include the French Revolution, responses to Arizona’s H.B. 2281, the 2006 immigrant rights protests in the United States, the writings of Oscar “Zeta" Acosta, Frantz Fanon’s account of Algeria’s anticolonial struggle, and more. In each case, Guzmán traces the advent of the “citizen" as a collective subject made up of anyone who seeks to radically transform the organizational coordinates of the place in which she or he lives.
This study puts forward a comprehensive digital citizenship scale based on carefully calibrated, overarching, inclusive components of digital citizenship that can be used to measure abilities, ...perceptions, and levels of participation of young adults in Internet based community. The Digital Citizenship Scale (DCS) had a 26-item five-factor model that was extracted using an Exploratory Factor Analysis (EFA), and then cross-validated through a Confirmatory Factor Analysis (CFA). The DCS had respectable good reliability and construct validity, supported by a concept analysis of digital citizenship, the expert panel review, EFA, and CFA. In addition, the DCS was shown to have a convergent relationship with Internet self-efficacy and a divergent relationship with Internet anxiety. As a theoretically rigorous and well developed digital citizenship scale, this study will help understand individuals' perceptions of their abilities and trajectories as active and/or critical members of online communities as part of their everyday lives on local, national, and global levels.
•We developed a valid and reliable digital citizenship scale.•Exploratory factor analysis extracted a 26-item five-factor model.•Confirmatory factor analysis cross-validated the model.•Digital citizenship was associated with Internet self-efficacy & Internet anxiety.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
The nature of the consequences of knowledge hiding, defined as an intentional attempt to withhold knowledge that has been requested, and the mechanisms through which knowledge hiding affects outcomes ...are undertheorized. In this research, we propose that knowledge hiding can evoke guilt and shame in the knowledge hiding perpetrator. We zoom into the three types of knowledge hiding – evasive hiding, playing dumb, and rationalized hiding – and predict that the more deceptive knowledge hiding types, namely evasive hiding and playing dumb, evoke stronger feelings of guilt and shame than rationalized hiding. We further argue that guilt and shame trigger differential emotion‐based reparatory mechanisms, such that guilt induces the motivation to correct one's transgressions through organizational citizenship behaviour (OCB), whereas shame induces the tendency to withdraw after hiding knowledge, as reflected in lower levels of OCB. We test the proposed positive indirect relation between knowledge hiding and OCB via guilt, and the proposed negative indirect relation via shame in a scenario‐based experiment and a two‐wave field study. The studies provided support for most of our hypotheses. We discuss how the proposed emotion pathway can facilitate nuanced theorizing about consequences of knowledge hiding for different types of negative emotions and subsequent compensatory work behaviours.
Practitioner points
Hiding knowledge from colleagues can lead to experiences of guilt and shame. Playing dumb (in contrast to evasive hiding and rationalized hiding) in particular elicits these negative emotional experiences. Practitioners should therefore aim to prevent knowledge hiding, and especially playing dumb, in organizations.
Guilt and shame elicit differential action tendencies in knowledge hiding perpetrators, which entails that negative emotions as a result of playing dumb can sometimes lead to positive behavioural consequences.
To effectively manage the consequences of knowledge hiding, practitioners should try to elicit constructive negative emotions (guilt) rather than destructive emotions (shame) as a reaction to employees' knowledge hiding. This can facilitate employees' compensation for their transgressions through organizational citizenship behaviour, rather than withdrawal from the situation.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Traditionally, scientific- and practitioner-oriented publications tend to categorize employees in groups of either “good” or “bad” employees, thereby omitting that one category of employees might ...engage in organizational citizenship behavior (OCB-O) and counterproductive work behavior (CWB-O). In this study, we concurrently examine the mediating role of moral credits and credentials, as well as the moderating role of subjective temporal focus. Specifically, we argue that when employees enact OCB-O, they obtain moral credits and credentials, which in turn might make employees more likely to enact CWB-O. Moreover, we argue that the latter relationships depend on an employee’s subjective temporal focus, resulting in an OCB-O—CWB-O relationship that is (1) positive for a past temporal focus, (2) negative for a future temporal focus, and (3) non-significant for a present temporal focus. We examined these hypotheses by means of a multilevel weekly survey study and largely found support for our hypotheses, especially with regard to the role of moral credentials as the mediating mechanism and the aggravating versus attenuating effect of past versus future temporal focus, respectively. We end with a discussion on implications, suggestions for future research, and recommendations for practice.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The purpose of this study is to examine the dynamic relationship between daily job characteristics proposed by job characteristics theory (job autonomy, task variety, significance, identity, and ...feedback) and change oriented organizational citizenship behavior (OCB-CH). A daily diary survey study design was used, in which 61 employees working in different organizations in Greece, completed a structured questionnaire for five consecutive working days (N = 305 occasions). Results from multilevel regression analysis supported the role of daily job autonomy, daily task significance and daily job feedback as within-person positive correlates of OCB-CH. Our model explained 17.72% of the variance in OCB-CH ratings. The study highlights the importance of core job characteristics, for the execution of daily OCB-CH in organizations. However not all job characteristics are suitable for promoting the execution of daily OCB-CH. Managers can enhance their employees' daily OCB-CH by interventions aiming at increasing daily task variety, and task significance along with the degree of daily job autonomy granted to employees.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Education for Global Citizenship (GCE) is a key issue in current educational debates. Throughout this study, through a review of the literature, a historical journey is made through the past, present ...and future lines of GCE. This theoretical journey covers the evolution of GCE from the 1960s to the present to allow us to gain perspective on how it has become increasingly important in this global and interconnected society. The future directions guide a Critical Global Citizenship in which the important thing is not only to raise awareness and promote action, but also to be able to critically understand social reality and existing inequalities in order to transform the world into a better place, free of oppression and injustice.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Redobândirea cetățeniei române de către cetățeni ai Republicii Moldova și ai Ucrainei a cunoscut o îmbunătățire graduală a cadrului legislativ. Politica statului român de a acorda cetățenie română ...cetățenilor moldoveni și ucraineni a creat tensiuni regionale în diferite perioade de timp, iar perioada de soluționare a unei cereri de redobândire a cetățeniei române a crescut de la câteva luni între anii 1991 și 2001 la aproximativ doi, trei ani în prezent. Dacă între anii 2001 și 2007 procedura redobândirii cetățeniei române a fost aproape blocată, atunci după aderarea României la Uniunea Europeană și la NATO această procedură va cunoaște o îmbunătățire considerabilă. În mod special ne referim la modificările legislative operate în anul 2010 în legea cetățeniei române, care redefinesc fundamental dreptul la redobândirea cetățeniei române și reorganizează din temelii aparatul instituțional administrativ care supervizează implementarea lui.Singura provocare actuală în domeniul redobândirii cetățeniei române o reprezintă termenul exagerat de lung pentru analizarea/soluționarea unei astfel de cereri.
ROMANIAN CITIZENSHIP REGAINING BY CITIZENS OF
THE REPUBLIC OF MOLDOVA AND UKRAINEThe regain of Romanian citizenship by citizens of the Republic of Moldova and Ukraine has seen a gradual improvement of the legislative framework. The Romanian state's policy of granting Romanian citizenship to Moldovan and Ukrainian citizens created regional tensions over various periods of time, and the period for resolving a request for regaining Romanian citizenship has increased from several months between 1991-2001 to about two or three years at the moment. If between 2001 and 2007 the procedure for regaining the Romanian citizenship was almost blocked, after Romania's accession to the European Union and NATO this procedure will experience considerable improvement, in particular I refer to legislative changes occurring in 2010 on the law of Romanian citizenship, which fundamentally redefine the right to regain the Romanian citizenship and reorganize from the ground up the administrative institutional apparatus that oversees its implementation.The only current challenge in the field of regaining Romanian citizenship is the excessively long term for analysing/resolving such a request.
El objetivo de este artículo es establecer la importancia de la cultura de paz y la formación ciudadana dentro del reto de educar para la paz. El estudio consiste en una revisión narrativa ...desarrollada desde la realidad colombiana, tomando como fuente de información documentos académicos e institucionales. El análisis permitió identificar que la cultura de paz y la formación ciudadana constituyen conceptos cruciales e inherentes a la educación para la paz, por lo tanto, adquieren una dinámica de interdependencia que se torna imprescindible promover en sociedades donde ha prevalecido la violencia, como es el caso de Colombia.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
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