Persuasion in Business and Professional Contexts

2021 ◽  
pp. 239-259
Author(s):  
Shawn T. Wahl
2020 ◽  
Vol 47 (1) ◽  
pp. 207-236
Author(s):  
Meredith L. Woehler ◽  
Kristin L. Cullen-Lester ◽  
Caitlin M. Porter ◽  
Katherine A. Frear

Substantial research has documented challenges women experience building and benefiting from networks to achieve career success. Yet fundamental questions remain regarding which aspects of men’s and women’s networks differ and how differences impact their careers. To spur future research to address these questions, we present an integrative framework to clarify how and why gender and networks—in concert—may explain career inequality. We delineate two distinct, complementary explanations: (1) unequal network characteristics (UNC) asserts that men and women have different network characteristics, which account for differences in career success; (2) unequal network returns (UNR) asserts that even when men and women have the same network characteristics, they yield different degrees of career success. Further, we explain why UNC and UNR emerge by identifying mechanisms related to professional contexts, actors, and contacts. Using this framework, we review evidence of UNC and UNR for specific network characteristics. We found that men’s and women’s networks are similar in structure (i.e., size, openness, closeness, contacts’ average and structural status) but differ in composition (i.e., proportion of men, same-gender, and kin contacts). Many differences mattered for career success. We identified evidence of UNC only (same-gender contacts), UNR only (actors’ and contacts’ network openness, contacts’ relative status), neither UNC nor UNR (size), and both UNC and UNR (proportion of men contacts). Based on these initial findings, we offer guidance to organizations aiming to address inequality resulting from gender differences in network creation and utilization, and we present a research agenda for scholars to advance these efforts.


2021 ◽  
Vol 11 (4) ◽  
pp. 451
Author(s):  
Miriam Gade ◽  
Kathrin Schlemmer

Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.


2021 ◽  
pp. 001083672110008
Author(s):  
Anne Menzel

The professionalization of transitional justice (TJ) has received extensive academic attention in TJ and related international relations and peacebuilding scholarship. This article adds an element that has received hardly any attention: namely the presence of activism even among professional and usually donor-funded TJ work. I argue that noticing activism in professional contexts requires attention to the ‘everyday’, meaning to life in between, aside and beyond high politics and officially important actors, actions, processes and events. Based on field research in Sierra Leone and Kenya, I describe and discuss everyday examples of a specific form of activism, namely tacit activism that I encountered with three key interlocutors, one Sierra Leonean and two Kenyan nationals involved in professional donor-funded TJ work. Their activism was ’tacit’ in the sense that it was not part of their official project activities and my interlocutors did not advertise their extra plans and efforts to (prospective) donors. And yet, it was precisely through these tacit plans and efforts that they hoped to meet at least some of the expectations that had been raised in the context of professional TJ projects.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.


2020 ◽  
Vol 48 (S4) ◽  
pp. 39-46
Author(s):  
Samuel A. Kuhn ◽  
Tracey L. Meares

This qualitative study identifies police interactions with gun violence co-victims as a crucial, overlooked component of police unresponsiveness, particularly in minority communities where perceptions of police illegitimacy and legal estrangement are relatively high. Gun violence co-victims in three cities participated in online surveys, in which they described pervasive disregard by police in the aftermath of their loved ones' shooting victimization. We build on the checklist model that has improved public safety outcomes in other complex, high-intensity professional contexts to propose a checklist for police detectives to follow in the aftermath of gun violence. To build the checklist, we also reviewed the general orders of five police departments to better understand what guidance, if any, is currently given to police personnel regarding how they should interact with gun violence victims.


2019 ◽  
Vol 25 (3) ◽  
pp. 553-578 ◽  
Author(s):  
Kevin Daniel André Carillo ◽  
Nadine Galy ◽  
Cameron Guthrie ◽  
Anne Vanhems

Purpose The purpose of this paper is to emphasize the need to engender a positive attitude toward business analytics in order for firms to more effectively transform into data-driven businesses, and for business schools to better prepare future managers. Design/methodology/approach This paper develops and validates a measurement instrument that captures the attitude toward business statistics, the foundation of business analytics. A multi-stage approach is implemented and the validation is conducted with a sample of 311 students from a business school. Findings The instrument has strong psychometric properties. It is designed so that it can be easily extrapolated to professional contexts and extended to the entire domain of business analytics. Research limitations/implications As the advent of a data-driven business world will impact the way organizations function and the way individuals think, work, communicate and interact, it is crucial to engage a transdisciplinary dialogue among domains that have the expertise to help train and transform current and future professionals. Practical implications The contribution provides educators and organizations with a means to measure and monitor attitudes toward statistics, the most anxiogenic component of business analytics. This is a first step in monitoring and developing an analytics mindset in both managers and students. Originality/value By demonstrating how the advent of the data-driven business era is transforming the DNA and functioning of organizations, this paper highlights the key importance of changing managers’ and all employees’ (to a lesser extent) mindset and way of thinking.


2011 ◽  
Vol 113 (3) ◽  
pp. 658-697 ◽  
Author(s):  
Motoko Akiba

Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.


2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.


2019 ◽  
Vol 7 (1) ◽  
pp. 1-3
Author(s):  
Leen D’Haenens ◽  
Willem Joris

This editorial delivers an introduction to the <em>Media and Communication </em>thematic issue on “Communicating on/with Minorities” around the world. This thematic issue presents a multidisciplinary look at the field of communicating on and with different members of minority groups who, based on gender, ethnicity, sexual orientation, or a background in migration, experience relative disadvantage and marginalization compared to the dominant social group. The contributors to this thematic issue present a variety of professional contexts (i.e., portrayals in journalistic content, in fiction and non-fiction audiovisual content, on social media platforms and in health care). Taken together, the contributions examine various theoretical angles, thereby adopting new research directions through the use of quantitative, qualitative or mixed methodologies.


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