The development of a new construct : the emotional dimension of organizational culture

Qualitative organisational culture studies reveal the emotional side of organisational life. Yet, in a recent review of the quantitative organisational culture survey measures available, 10 summary dimensions were identified intended to be representative of the major dimensional categories in the organisational culture literature, and an emotional dimension was notably absent. The PhD aims to address this gap in the literature by (a) developing a theoretical definition of the newly proposed dimension; and (b) developing and validating an instrument for its measurement. The talk presents the findings of the studies conducted to date and discusses the inherent challenges of bringing the rigours of psychometric development to areas more commonly associated with qualitative research. The theoretical bases for adopting a multidimensional, relational approach that draws on theories within the psychoanalytically oriented and feminist traditions is provided. A strength of this approach is that the research can potentially contribute to explaining the nature of the ties between organisational members that is currently lacking in organisational research.

Assessing indicant directionality of a media consumption construct using confirmatory tetrad analysis

When assessing the psychometric properties of measures and estimate relations among latent variables, many studies in the social sciences (including marketing) often fail to comprehensively appraise the directionality of indicants. Such failures can lead to model misspecification and inaccurate parameter estimates (Jarvis et al. 2003). In order to further assess the correct directionality of a ‘media consumption’ construct’s indicants, this paper employs confirmatory tetrad analysis (CTA). Previous studies advocate this construct being best viewed as formative. However, our CTA suggests it could be modelled using a reflective orientation. We then conclude the paper drawing recommendations for future studies advocating that when assessing item directionality researchers should implement pre and post hoc tests.

An exploration of the notion and nature of the construct of cultural safety and its applicability to the Australian health care context

Cultural safety has been promoted by its New Zealand proponents as an effective process for managing cultural risk in health care and improving the cultural responsiveness of mainstream health services when delivering care to culturally diverse populations. Its effectiveness in this regard has not, however, been comprehensively investigated. A key purpose of this study was to explore and describe what is known and understood about the notion of cultural safety and its possible application to and in Australian health care domains. Findings from the study indicate that the notion of cultural safety is conceptually problematic, poorly understood, and underresearched and, unless substantially revised, cannot be meaningfully applied to the cultural context of Australia.

A construct of the 'ethos of codes of ethics' (ECE) : the case of private and public Sweden

Purpose – The objective of this paper is to develop and describe a construct of the “ethos of the codes of ethics” (i.e. an ECE construct) in the private and public sectors of Sweden.

Design/methodology/approach – The paper takes a cross-sector approach to codes of ethics amongst the top private sector companies and the top public sector organisations. The paper then examines the measures put in place by the dual sample in order to describe the ethos of their codes of ethics.

Findings – The multivariate techniques used in the statistical analysis indicated that the ECE-construct consists of five dimensions: ethical bodies, ethical tools, ethical support procedures, internal ethics usage, and external ethics usage.

Research limitations/implications – It should be noted that the ECE construct has been derived from large companies and organisations in private and public Sweden, which may indicate less applicability to smaller operations. Another limitation may be the validity and reliability across other cultural samples. The dual sample contains a variety of different types of operations, but it may not be transferable to other countries.

Practical implications – The outcome is based on data from private companies and public organisations that indicated they had corporate codes of ethics. Therefore, a suggestion for further research is to examine the ECE construct in other countries/cultures that differ from the ones in this research effort performed in the private and public sectors of Sweden.

Originality/value – The ECE construct introduced makes a contribution to theory and practice in the field as it is based upon a dual sample. It makes a contribution to theory as it outlines a construct for the benefit of other researchers working in both the private and the public sectors. The authors also believe that it may be of managerial interest as it provides a grounded framework of areas to be considered in the implementation of the codes of ethics in both private companies and public organisations.

Instructional strategies integrating cognitive style construct : a meta-knowledge processing model

The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.

Construct of power : Bosnia and Herzegovina post-cold war

The thesis seeks to assess the concept of power in relation to Bosnia's experience after the Cold War. It argues that power is best conceptualised as compromising two parts: 'agent power' which involves an ability of an actor to directly influence another and 'impersonal governance' which refers to the indirect effects of power.

Subjective wellbeing as an affective construct

The affective component of Subjective Wellbeing (SWB) was investigated according to the Circumplex model of affect. Structural equation modelling demonstrated that affect is the dominant component of SWB and it is concluded that core affect is the central component of SWB, and the driving force behind SWB homeostasis.

Subjective Wellbeing as an affective construct

This thesis quantifies the normative characteristics of Subjective Wellbeing amongst Australian high-school age students using the Personal Wellbeing Index adapted for school children. No previous study has undertaken this task. The results confirm the homeostatic model and corroborate previous research suggesting that Subjective Wellbeing is a construct driven primarily by Core Affect.

Abstracting by constructing and revising a ‘partially correct construct’ : a case study

This study draws on data from a broader video-stimulated interview study of the role of optimism in collaborative problem solving. It examines the activity of a Grade 5 student, Tom, whose initial constructing activity resulted in a ‘Partially Correct Construct’. Insistent questioning from another group member pressuring for clarification led to Tom developing a ‘more correct construct’ with further potential for revision. This paper raises questions about influences that can stimulate or inhibit construct refinement.