Managerial Resourcefulness and Quality Service Delivery: The Place of Information Sharing in Public Sector Organizations

Service delivery is a key factor to be taken seriously for organizations that wants to survive and thrive. This study examines the influence of managerial resourcefulness on quality services delivery while assessing the relevance of information sharing in the process. The theory of learned resourcefulness was adopted to serve as an undergirded model in this review. It was concluded that; organizations can make excellence in customer service their hall work of success if they take advantage of the opportunity to have resourceful managers who will not feel discouraged and withdrawn in the face of a challenge, but who are posit to think critically and demonstrate readiness and enthusiasm to turn such situations around in favor of the organization. Therefore, organizational leadership should: Pay active attention to changes, events, and trends in the business environment and take practical steps to adapt to these changes to increase customer traffic to the organization in a seamless manner. Adopt a flexible disposition that allows the organization to modify these changes, events, and trends in the business environment and better understand what can drive the organization to succeed. Allow customers to prioritize change to help management get a better understanding of their expectations and respond sufficiently to improve the user experiences of these customers. Provide a lasting purpose to make informed decisions that will generate greater productivity and boosts organizational growth through effective collaborations. Give room for information sharing to dispense knowledge and competencies that will help in resource utilization, and cost-effective operation to improve service delivery.

Pandemic makers: Emergent networks of collective entrepreneurship in response to crisis

In response to COVID-19 and the shortage of personal protective equipment, the maker community activated local networks in a display of collective action. We conducted a multiple case study of emergent networks to understand how makers self-organized for collective entrepreneurial action while facing resource constraints and legitimacy deficits. Although the maker community has endeavored to break free from institutional constraints, they nonetheless formed relationships with institutions in need. They deployed learned resourcefulness and learned legitimation strategies with varying degrees of effectiveness. Our findings contribute to the literature on resourcefulness, legitimation, and collective action in entrepreneurship processes.

Pandemic makers: Emergent networks of collective entrepreneurship in response to crisis

In response to COVID-19 and the shortage of personal protective equipment, the maker community activated local networks in a display of collective action. We conducted a multiple case study of emergent networks to understand how makers self-organized for collective entrepreneurial action while facing resource constraints and legitimacy deficits. Although the maker community has endeavored to break free from institutional constraints, they nonetheless formed relationships with institutions in need. They deployed learned resourcefulness and learned legitimation strategies with varying degrees of effectiveness. Our findings contribute to the literature on resourcefulness, legitimation, and collective action in entrepreneurship processes.

Relationship Between Learned Resourcefulness and Academic Procrastination in Students Studying in Sports Departments

The aim of this study was to investigate the relationship between the learned resourcefulness levels and academic procrastination of students studying in sports departments. A total of 372 students who studied in Bingöl University at School of Physical Education and Sports participated in the study as volunteers. In the study, the personal information form, learned resourcefulness scale, and academic procrastination scale were used as data collection tools. In the analysis of the obtained data, Pearson Correlation and Linear Regression analysis were applied by using the SPSS package program. According to the research findings, it was determined that there was a positive relationship between the learned resourcefulness level and the level of academic procrastination, and the learned resourcefulness predicted the academic procrastination level by 8%. As a result; it was concluded that there was a low level and a positive correlation between learned resourcefulness level and academic procrastination, and learned resourcefulness power affects academic procrastination. In this context, it was thought that coping with the difficulties faced by students was important in both achieving their academic goals in school life and maintaining their psychological health.

EXAMINATION OF DECISION SELF-ESTEEM AND DECISION-MAKING STYLES OF UNIVERSITY STUDENTS ACCORDING TO METACOGNITION AND LEARNED RESOURCEFULNESS

This is a descriptive study conducted to examine whether decision self-esteem and decision-making styles of university students differ according to metacognition, learned resourcefulness, and gender. The study sample consists of a total of 467 university students. The collected data were analyzed by MANOVA-Wilks’ Lambda(λ) Test, Pillai’s Trace Test, t-test and Discriminant Analysis Test. The study results demonstrate that the niversity students with functional metacognition and high learned resourcefulness have a high levels of self-confident decision making. The university students with functional metacognition and high learned resourcefulness were found to have avoidance, panic, and procrastination decision-making styles which are significantly lower than those of the university students with dysfunctional metacognition and low learned resourcefulness. The study found that female university students have a high levels of panic decision-making style. Key Words: Metacognition, Learned Resourcefulness, Decision Self-Esteem, Decision-Making Styles, University Students

Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens

Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand the “why and how” disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness in conjunction with an inductive, data-driven coding, and theme generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies.