A multi-level investigation of psychological contract breach and organizational identification through the lens of perceived organizational membership:testing a moderated-mediated model

Drawing on the perceived organizational membership theoretical framework and the social identity view of dissonance theory, I examined in this study the dynamics of the relationship between psychological contract breach and organizational identification. I included group-level transformational and transactional leadership as well as procedural justice in the hypothesized model as key antecedents for organizational membership processes. I further explored the mediating role of psychological contract breach in the relationship between leadership, procedural justice climate, and organizational identification and proposed separateness–connectedness self-schema as an important moderator of the above mediated relationship. Hierarchical linear modeling results from a sample of 864 employees from 162 work units in 10 Greek organizations indicated that employees' perception of psychological contract breach negatively affected their organizational identification. I also found psychological contract breach to mediate the impact of transformational and transactional leadership on organizational identification. Results further provided support for moderated mediation and showed that the indirect effects of transformational and transactional leadership on identification through psychological contract breach were stronger for employees with a low connectedness self-schema.

The effects of ingroup-outgroup membership on minority influence when group membership is determined by a trivial categorisation

Two experiments are reported which investigate the influence of ingroup and outgroup minority influence where group membership was determined according to a trivial dimension. The results of the first experiment replicate an earlier study and show that an ingroup minority has significantly more influence than an outgroup minority. In the second study the connotations associated with membership of the ingroup and outgroup (positive/negative) were experimentally manipulated. When ingroup/outgroup membership was associated with a positive/negative image respectively, the ingroup minority had the most influence. However, when ingroup/outgroup membership was associated with a negative/positive image, as predicted, an outgroup minority had more influence than an ingroup minority. These results are interpreted as supporting an intergroup analysis of minority influence processes.

Engineering the future:CDIO as a tool for combating retention difficulties

With the demand for engineering graduates at what may be defined as an unprecedented high, many universities find themselves facing significant levels of student attrition-with high "drop-out levels" being a major issue in engineering education. In order to address this, Aston University in the UK has radically changed its undergraduate engineering education curriculum, introducing capstone CDIO (Conceive, Design, Implement, Operate) modules for all first year students studying Mechanical Engineering and Design. The introduction of CDIO is aimed at making project / problem based learning the norm. Utilising this approach, the learning and teaching in engineering purposefully aims to promote innovative thinking, thus equipping students with high-level problem-solving skills in a way that builds on theory whilst enhancing practical competencies and abilities. This chapter provides an overview of an Action Research study undertaken contemporaneously with the development, introduction, and administration of the first two semesters of CDIO. It identifies the challenges and benefits of the approach and concludes by arguing that whilst CDIO is hard work for staff, it can make a real difference to students' learning experiences, thereby positively impacting retention. © 2012, IGI Global.

24-Karat or fool’s gold? Consequences of real team and co-acting group membership in healthcare organizations

Although theory on team membership is emerging, limited empirical attention has been paid to the effects of different types of team membership on outcomes. We propose that an important but overlooked distinction is that between membership of real teams and membership of co-acting groups, with the former being characterized by members who report that their teams have shared objectives, and structural interdependence and engage in team reflexivity. We hypothesize that real team membership will be associated with more positive individual- and organizational-level outcomes. These predictions were tested in the English National Health Service, using data from 62,733 respondents from 147 acute hospitals. The results revealed that individuals reporting the characteristics of real team membership, in comparison with those reporting the characteristics of co-acting group membership, witnessed fewer errors and incidents, experienced fewer work related injuries and illness, were less likely to be victims of violence and harassment, and were less likely to intend to leave their current employment. At the organizational level, hospitals with higher proportions of staff reporting the characteristics of real team membership had lower levels of patient mortality and sickness absence. The results suggest the need to clearly delineate real team membership in order to advance scientific understanding of the processes and outcomes of organizational teamwork.

Fuzzy Membership Functions in a Fuzzy Decision Making Problem

Authors analyses questions of the subjective uncertainty and inexactness situations in the moment of using expert information and another questions which are connected with expert information uncertainty by fuzzy sets with rough membership functions in this article. You can find information about integral problems of individual expert marks and about connection among total marks “degree of inexactness” with sensibility of measurement scale. A lot of different situation which are connected with distribution of the function accessory significance and orientation of the concrete take to task decision making are analyses here.

Trained Neural Network Characterizing Variables for Predicting Organic Retention by Nanofiltration Membranes

Many organic compounds cause an irreversible damage to human health and the ecosystem and are present in water resources. Among these hazard substances, phenolic compounds play an important role on the actual contamination. Utilization of membrane technology is increasing exponentially in drinking water production and waste water treatment. The removal of organic compounds by nanofiltration membranes is characterized not only by molecular sieving effects but also by membrane-solute interactions. Influence of the sieving parameters (molecular weight and molecular diameter) and the physicochemical interactions (dissociation constant and molecular hydrophobicity) on the membrane rejection of the organic solutes were studied. The molecular hydrophobicity is expressed as logarithm of octanol-water partition coefficient. This paper proposes a method used that can be used for symbolic knowledge extraction from a trained neural network, once they have been trained with the desired performance and is based on detect the more important variables in problems where exist multicolineality among the input variables.

Evaluation of the EU membership of the new member states

When analysing the impacts of EU membership on NMCs, and in particular on the Hungarian economy, we consider integration maturity as a theoretical framework. Integration maturity can be defined as a capability to exploit the benefits of the given form of integration to the maximum, while the costs and drawbacks can be minimised. Integration maturity can be measured by comparing costs and benefits. A country is mature for integration if membership on the whole is advantageous for it.

Alternative Monetary Strategies before EMU Membership in Central Europe

As more and more transition coutries join the eurozone it is becoming reasonable to investigate what monetary policy might be most successful for countries prior to the introduction of the euro. One possible alternative is inflation targeting, which has found application in numerous economies in the last two decades, including the Visegrád Countries. In this paper I am introducing some important aspects and an empirical examination of the monetary policy of the Visegrád Countries. I am providing an overview of previous empirical findings and trying to make some comparisons of new EU and recommendations for pre-accession countries, such as Croatia.

Az európai uniós tagság mint modernizációs hajtóerő. Gondolatok a kelet-közép-európai országok EU-tagságának 10. évfordulóján = EU membership as a driving force of modernization. Ideas on the 10th anniversary of EU membership of East Central European countries

A szerző az Európai Unióhoz az elmúlt évtizedben csatlakozott országok felzárkózásának összefüggéseit vizsgálja, rámutatva arra, hogy a kelet-közép-európai térség országainak természetes modernizációs központja az Európai Unió. Az európai integrációba történő szerves beépülésnek nem volt és a jövőben sincs reális alternatívája. Annak ellenére, hogy a nemzetközi pénzügyi és gazdasági válság rendkívül kedvezőtlen fordulatot hozott, az új tagországok többségében jelentős ütemű felzárkózási folyamat indult el: egy évtizeden belül relatív pozíciójuk az uniós átlaghoz képest átlagosan 15 százalékpont javult a vásárlóerő-paritáson mért egy főre jutó GDP-t tekintve. A tagság számos előnye közül ki kell emelni, hogy az uniós költségvetésből származó közvetlen transzferek hatására az új tagállamok számottevő külső forráshoz jutottak, aminek révén hosszú távú fejlődésüket és versenyképességüket befolyásoló területeken jelentős beruházásokat hajthattak végre. E transzferek kapcsán a szerző felhívja a figyelmet arra, hogy a szűk látókörűen számított nettó haszonélvezői pozíció valójában kölcsönös előnyöket rejt: az EU fejlettebb országai számára is komoly előnyök származnak a megnövekedett importkeresletből és általában a bővülés kereskedelemteremtő hatásaiból. _____ The author analyses some catch-up aspects of countries joining the EU in 2004 and 2007, pointing out that the EU is an obvious centre of modernization for the countries in East Central Europe. There was no realistic alternative to participating in the European integration process and this applies also to the future. Contrary to the extremely bad general environment caused by the international financial and economic crisis, most new member-states were able to converge on the EU average quite fast: within a decade the relative regional level of development measured in GDP per capita terms and compared with the EU average increased by 15 per cent. It should be stressed that among several advantages of EU membership, direct transfers from the EU-level budget played a crucial role in improving competitiveness through investment. Looking beyond narrow-minded net budgetary positions, the author sees mutual comprehensive benefits: the more developed member-states can enjoy additional demand for their products, and in general benefit from the trade-creating effects of enlargement.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received.

The efficacy of the Ellison model as a retention initiative for first semester freshmen

The freshman year is the most critical year of matriculation for students in higher education. One in four freshman students drops out of higher education after the first year. In fact, the first two to six weeks of college represent a very critical transition period when students make the decision to persist or depart from the institution. Many students leave because they are unable to make a connection with the institution. Retention is often profoundly affected by student involvement in the academic environment, satisfaction with the campus climate and the institution's response to diversity. Therefore, the purpose of this study was to examine and evaluate an effective institutional response that promotes freshman retention and academic success. The tenets (diversity training, conflict management, and community building) of a mentoring model were applied to the freshman experience seminar class (experimental group) as a pedagogical method of instruction to determine its efficacy as a retention initiative when compared with the traditional freshman experience seminar class (comparison group). ^ The quantitative study employed a quasi-experimental research design based on Astin's (1993) I-E-O model. The model examined the relationships between the characteristics students bring with them to college, called inputs, their experiences in the environment during college, and the outcomes students achieved during matriculation. Fifty-two students enrolled in the freshman seminar class participated in the study. ^ Demographic data and input variables between groups were analyzed using chi-square, t-tests and multivariate analyses. Overall, students in the experimental group had significantly higher satisfaction (campus climate) scores than the comparison group. An analysis of the students' willingness to interact with others from diverse groups indicated a significant difference between groups, with the experimental group scoring higher than the comparison group. Students in the experimental group were significantly more involved in campus activities than students in the comparison group. No significant differences were found between groups relative to the mean grade point average and re-enrollment for fall semester 2001. ^ While the mentoring model did not directly affect re-enrollment of students, the model did promote student satisfaction with the institution, an appreciation for diversity of contact and it encouraged involvement in the campus community. These are all essential outcomes of a quality retention program. ^

Predictors of first semester attrition and their relation to retention of generic associate degree nursing students

In community college nursing programs the high rate of attrition was a major concern to faculty and administrators. Since first semester attrition could lead to permanent loss of students and low retention in nursing programs, it was important to identify at-risk students early and develop proactive approaches to assist them to be successful. The goal of nursing programs was to graduate students who were eligible to take the national council licensing examination (RN). This was especially important during a time of critical shortage in the nursing workforce. ^ This study took place at a large, multi-campus community college, and used Tinto's (1975) Student Integration Model of persistence as the framework. A correlational study was conducted to determine whether the independent variables, past academic achievement, English proficiency, achievement tendency, weekly hours of employment and financial resources, could discriminate between the two grade groups, pass and not pass. Establishing the relationship between the selected variables and successful course completion might be used to reduce attrition and improve retention. Three research instruments were used to collect data. A Demographic Information form developed by the researcher was used to obtain academic data, the research questionnaire Measure of Achieving Tendency measured achievement motivation, and the Test of Adult Basic Education (TABE), Form 8, Level A, Tests 1, 4, and 5 measured the level of English proficiency. The Department of Nursing academic policy, requiring a minimum course grade of “C” or better was used to determine the final course outcome. A stepwise discriminant analysis procedure indicated that college language level and pre-semester grade point average were significant predictors of final course outcome. ^ Based on the findings of the study recommendations focused on assessing students' English proficiency prior to admission into the nursing program, an intensive remediation plan in language comprehension for at-risk students, and the selection of alternate textbooks and readings that more closely matched the English proficiency level of the students. A pilot study should be conducted to investigate the benefit of raising the admission grade point average. ^

Consistency and accuracy in memory: Effects of schema-typicality, retention interval and question-format

This study examined the effect of schemas on consistency and accuracy of memory across interviews, providing theoretical hypotheses explaining why inconsistencies may occur. The design manipulated schema-typicality of items (schema-typical and atypical), question format (free-recall, cued-recall and recognition) and retention interval (immediate/2 week and 2 week/4 week). Consistency, accuracy and experiential quality of memory were measured. ^ All independent variables affected accuracy and experiential quality of memory while question format was the only variable affecting consistency. These results challenge the commonly held notion in the legal arena that consistency is a proxy for accuracy. The study also demonstrates that other variables, such as item-typicality and retention interval have different effects on consistency and accuracy in memory. ^

The effect of an enriched learning community on success and retention in chemistry courses

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). ^ A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. ^ Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms. ^