CSR practices and labor retention: How can these variables be related?

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

The impact of high involvement human resources practices on resistance to change: The mediator effect of commitment to change and the influence of ethical leadership

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Corporate social responsibility: How internal and external CSR perceptions influence employee outcomes

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Return on entrepreneurial passion: A study of funding success and timely delivery in crowdfunding

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Da responsabilidade civil por abandono afetivo

This study, in the Family Law area, aims to examine the civil liability for emotional distance from a multidisciplinary perspective. The work and reflection made thereunder tend to corroborate the cognizance that self-representation, sociability and the ability of future adults to define their life’s projects, depend, to a large extent, on the emotional stability and maturity that has been assured to them, as children, by the material and emotional care that has been provided to them by both parents. It is therefore crucial to tend to the feelings of loss and to the potential lack of self-esteem that the affective rupture with either parents may cause. Thus, we promote an analysis of the sustainability, under Portuguese law, of the imposition of compensatory measures, independent from other injunctions foreseen in civil and guardianship law, upon the dissolution of family ties in result of a guilty injury of parental obligations, which have caused serious and evident injuries to the children.

A mediated moderation study to explain the negative relationship between job insecurity and employee supportive voice

Double degree

Corporate social responsibility

There is general consensus nowadays that CSR is not just altruistic do-gooding but rather a way for both companies and society to prosper. Companies themselves increasingly recognize that their sustainability depends on their willingness to assume responsibility for social and environmental issues. Academic research has, in the past, tried to theorize exactly how CSR improves business, employee satisfaction and productivity. However, few studies have a) separated the different effects of internal CSR and external CSR and b) studied these effects in times of internal organizational distrust. Hence, this paper examines the relationship between each type of CSR with two outcome variables related to employee attitudes: affective organizational commitment (AOC) and turnover intentions (TI). Furthermore, it investigates whether organizational distrust works as a moderator in each of these relationships by testing the hypothesis using a sample of 212 employees from a company that is currently going through a moment of internal crisis. Findings suggest that although all variables are strongly correlated, distrust works as a moderator for external CSR but not for internal CSR. The theoretical and practical implications of these findings conclude the paper.

Ethical consumption (in)decisons

Consumers’ indecisions about the ethical value of their choices are amongst the highest concerns regarding ethical products’ purchasing. This is especially true for Fair Trade certified products where the ethical attribute information provided by the packaging is often unacknowledged by consumers. While well-informed consumers are likely to generate positive consumer reactions to ethical products and increase its ethical consumption, less knowledgeable buyers show different purchasing patterns. In such circumstances, decisions are often driven by socio-cultural beliefs about the low functional performance of ethical or sustainable attributes. For instance, products more congruent with sustainability (e.g., produce) are considered to be simpler but less tasty than less sustainable products. Less sustainable products instead, are considered to be more sophisticated and to provide consumers with more hedonic pleasures (e.g., chocolate mousse). The extent that ethicality is linked with experiences that provide consumers with more pain than pleasure is also manifested in pro-social social behaviors. More specifically through conspicuous self-sacrificial consumption experiences like running for charity in marathons with wide public exposure. The willingness of consumers to engage in such costly initiatives is moderated by gender differences and further, mediated by the chronic productivity orientation of some individuals to use time in a productive manner. Using experimental design studies, I show that consumers (1) use a set of affective and cognitive associations with on-package elements to interpret ethical attributes, (2) implicitly associate ethicality with simplicity, and that (3) men versus women show different preferences in their forms of contribution to pro-social causes.

Ethical leadership and reputation: Combined indirect effects on organizational deviance

This is a pre-copyedited, author-produced PDF of an article accepted for publication in Journal of Business Ethics following peer review. The version of record Neves, P., & Story, J. (2015). Ethical Leadership and Reputation: Combined Indirect Effects on Organizational Deviance. Journal of Business Ethics, 127(1), 165–176. “The final publication is available at Springer via http://dx.doi.org/10.1007/s10551-013-1997-3”.

Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and the other a self- declared less cohesive group, both at B1 level. It studies how learners talk cohesion into being and considers how this talk leads to learning opportunities in these groups. The study was classroom-based and was carried out over the period of an academic year. Research was conducted in the classrooms and the tasks were part of regular class work. The research was framed within a sociocognitive perspective of second language learning and data came from a number of sources, namely questionnaires, interviews and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. These audio recordings were transcribed and analysed qualitatively for interactions which encouraged a positive social dimension and behaviours which led to learning opportunities, using conversation analysis. In addition, recordings were analysed quantitatively for learning opportunities and quantity and quality of language produced. Results show that learners in both classes exhibited multiple behaviours in interaction which could promote a positive social dimension, although behaviours which could discourage positive affect amongst group members were also found. Analysis of interactions also revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed that a number of factors including how learners approach a task, the decisions they make at zones of interactional transition and the affective relationship between participants influence the amount of learning opportunities created, as well as the quality and quantity of language produced. The main conclusion of the study is that it is not the cohesive nature of the group as a whole but the nature of the relationship between the individual members of the small group completing the task which influences the effectiveness of oral interaction for learning.This study contributes to our understanding of the way in which learners individualise the learning space and highlights the situated nature of language learning. It shows how individuals interact with each other and the task, and how talk in interaction changes moment-by-moment as learners react to the ‘here and now’ of the classroom environment.