What’s important for relationship management? The mediating roles of relational trust and satisfaction for loyalty of cooperative banks’ customers

Building on the corporate reputation model, this study investigates the drivers of customer-based corporate reputation. We consider two corporate reputation dimensions (i.e., the cognitive dimension competence and the affective dimension likeability, and their effects on customer satisfaction and loyalty). Adapting the model to the banking sector, we theoretically extend this model by reasoning that customer satisfaction and relational trust are mediators of the relationship between the two corporate reputation dimensions and loyalty. Studying a sample of 675 customers and members of cooperative banks in Germany, we find perceived attractiveness to be the most important driver of corporate reputation. Furthermore, we confirm a positive relationship between corporate reputation and loyalty, and a mediating effect of both satisfaction and relational trust. With our study, we give support for the proposition of customer satisfaction's as well as relational trust’s role as mediators of the relationship between corporate reputation and loyalty. With this research, we expand our knowledge on the well-known corporate reputation model, which has high relevance and important implications for marketing research and relationship management practice.

Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice

In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.

Social capital of the agricultural sphere: indicators of measurement for conditions of formation and results of use

Purpose. The aim of the article is to reveal the theoretical and methodological approaches to the assessment of social capital and to build a system of indicators of its formation and results of use in the agricultural sector. Methodology / approach. The theoretical-and-methodological basis of the study are the conceptual provisions of economic theory, which allow determining the principles of creation and use of social capital. In the research we used methods of theoretical generalization, analysis and synthesis (to determine the object and objectives of the study); system approach (to identify components of social capital); systematization and classification (to determine the system of indicators that determine the formation and use of social capital); analysis of hierarchies (for comparative analysis of social capital of agricultural holdings). Results. Based on a critical review of literature sources, scientific trends in the assessment of social capital were systematized. There are determined new conceptual approaches to the development of indicators of social capital of the agricultural sector for meso- and microlevels, which take into account industry specifics, are determined by groups of factors of its formation and results of use, and reflect the main components of social capital – innovation (norms), relational (trust) and structural (social networks) social capital. On the basis of the method of analysis of hierarchies the comparative it was carried out an estimation of factors of formation of social capital of two domestic agroholdings which results correspond to results of the analysis of indicators of results of its use Originality / scientific novelty. The methodological bases of the analysis of social capital of the agrarian sphere through complex measurement of its components by means of system of indicators on meso- and microlevels taking into account branch features were improved, factors of formation and results of use of social capital were systematized. Practical value / implications. The obtained results allow substantiating the key approaches to measuring the social capital of the agricultural sector, which makes it possible to obtain comprehensive information for decision-making regarding its further formation and effective use.

Strengthening the Relational Trust between a Professional Leader and the Team

<p>Relational trust is defined by Bryk and Schneider as the “connective tissue that binds individuals together to advance the education and welfare of students” (2003, p.44). It is the Professional Leader’s role to consciously look for ways to cultivate closeness within the team, as it is this trusting relationship with each other that provides the impetus for teachers to strive for optimal performance individually and collectively (Bloom, 2003). The aim of this research was to discover what leadership conceptual understandings and practices would help strengthen the relational trust between a Professional Leader and the team. This research took form of a case study within an interpretive paradigm. Data were collected from four different sources – two online surveys, professional conversations, four observations and anecdotes from a personal journal. Findings revealed five key attributes that were important for a Professional Leader to have in order to strengthen their relational trust with the team. These are: communication, active listening, availability/approachability, accountability and consistency. Several recommendations for three stakeholders arise from this study – for centre owners/managers, for the Ministry of Education and the Education Council, and finally, for researchers.</p>

Strengthening the Relational Trust between a Professional Leader and the Team

<p>Relational trust is defined by Bryk and Schneider as the “connective tissue that binds individuals together to advance the education and welfare of students” (2003, p.44). It is the Professional Leader’s role to consciously look for ways to cultivate closeness within the team, as it is this trusting relationship with each other that provides the impetus for teachers to strive for optimal performance individually and collectively (Bloom, 2003). The aim of this research was to discover what leadership conceptual understandings and practices would help strengthen the relational trust between a Professional Leader and the team. This research took form of a case study within an interpretive paradigm. Data were collected from four different sources – two online surveys, professional conversations, four observations and anecdotes from a personal journal. Findings revealed five key attributes that were important for a Professional Leader to have in order to strengthen their relational trust with the team. These are: communication, active listening, availability/approachability, accountability and consistency. Several recommendations for three stakeholders arise from this study – for centre owners/managers, for the Ministry of Education and the Education Council, and finally, for researchers.</p>

Trust in the Nonprofit Domain: Towards an Understanding of Public’s Trust in Nonprofit Organizations

Trust in the nonprofit domain has been subject to a large interest both among scholars and practitioners over the past few years. Today, we differentiate between a range of different forms of trust, namely, organizational and sectoral trust as well as more generalized and institutional trust. Another differentiation in nonprofit literature relates to the subject that forms trust towards a nonprofit organization, reflected by the strength of the individual-organizational-relationship. In that, two forms of trust, namely, a narrow form of relational trust and broader trust among the public have evolved. While previous research provides varying conceptual approaches for explaining public’s trust in the nonprofit sector, most scholars, however, approach public trust from a rather narrow relationship management perspective. This chapter conceptualizes and operationalizes public trust from a broader perspective and emphasizes that to get public support to ultimately further their missions, nonprofit organizations should strive for building, maintaining, and restoring public’s trust. This chapter accordingly presents five mechanisms that are associated with public’s trust in nonprofit organizations: 1) promise of mission and values, 2) organizational reputation, 3) transparency and accountability, 4) performance and social impact, and 5) use of contributions. Thereby, recent trends in academic literature are identified—nonprofit branding and nonprofit accountability—that have great ability to address these mechanisms to successfully improve public trust. Results from this chapter provide nonprofit scholars with insights into a broader conceptualization and operationalization of public trust in nonprofit organizations, and with future research ideas. Nonprofit managers may benefit by gaining insights into how to sustainably improve trust among the general public by focusing on nonprofit branding and accountability strategies.

I’ll be Good for Grandma: Institutional and Relational Trust and COVID-19 Restriction Compliance

behavior with health campaigns. We examine Guayaquil, Ecuador which was hit particularly hard in the first few months of the pandemic. As lockdowns and social distancing led families to rely on others to secure food or medical assistance, perceptions on trust and the dynamics of social capital during the initial (and worst) months of the pandemic were particularly important. Methods: This paper uses a unique dataset of people receiving a COVID test after suspicion of infection. People in our dataset were active during the height of the pandemic and faced the possibility of needing to rely on others in the case of testing positive. We use regression analysis to study the relation between compliance with mobility restrictions and institutional and relational trust.Results: We find that trusting that close relations (such as family) will be there for you in the case of falling ill is associated with a significant increase in the probability of complying with health campaigns. Additionally, we find that trust in the government has a weak relationship to compliance. However, compliance decreases when examining increased trust in the police but increases with trust in the military.Conclusions: The findings show that enhancing trust may improve compliance with social distancing measures. However, increasing trust in specific groups could have negative consequences. Importantly, compliance could be increased by emphasizing in campaigns that your behavior could influence the health of those who you care about.

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students’ learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students’ and teachers’ expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students’ and teachers’ perspectives are brought to each other’s attention and negotiated locally. Finally, recommendations for restoring trust are given.