Bridging the Knowledge Gap in Collaborative Research—in Dialogues We Trust

By building upon the prior work exploring the nature of practicing and knowing in collaborative research (CR), this article argues that focusing on how trust evolves in collaborative dialogue could enhance the learning potential in CR projects. Drawing from 42 workshops within a CR project, we analyze how dialogue and learning practices develop trust. We use the dialogical framework developed by Walton and Krabbe (1995) to identify and classify 107 dialogues. From our data, we identify three distinct dialogical patterns (educating, inquiring and practicing). These three dialogical patterns are related to four learning practices that are conceptualized as knowledge sharing, knowledge gapping, knowledge bettering and knowledge speculating. Combined, these dialogical patterns and learning practices develop collaborative trust in CR projects. We propose that these results represent an emerging conceptual language that addresses the development of trust in managing CR projects. This conceptual language can both improve managerial practice in the CR context and inspire future theory building.

Fostering an entrepreneurial mindset: A typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations

Entrepreneurship education in higher education institutions (HEIs) increasingly aims at fostering an entrepreneurial mindset (EM) in students. However, large heterogeneity exists in conceptualizations of EM. This is a challenge for educators as it is difficult to develop instructional strategies to foster students’ EM when there is no clarity about what this mindset is. The purpose of the article is to address this challenge. It does so by analysing and synthesizing current literature in the field of entrepreneurship education in HEIs and develops a taxonomy that depicts three dominant conceptualizations of EM, their theoretical origins and the type of attributes typically associated with each conceptualization. The article goes beyond the integrative literature review by reflecting on the consequences for the design of entrepreneurship education of the simultaneous existence of these three dominant conceptualizations. The author develops a typology for aligning instructional strategies with the EM conceptualizations and thus contributes to practice by providing a better understanding of how to achieve coherence between learning outcomes and instructional choices. The article advances the field’s conceptual knowledge about EM and thereby facilitates future theory generation.

The basic income: Initiating the needed discussion in industrial, work, and organizational psychology

The basic income (BI) involves regular and unconditional cash payments to all members of a political community, without the requirement or expectation to work in return. Whereas the BI is increasingly discussed by political parties, organizational practitioners, and in other academic disciplines, the field of industrial, work, and organizational (IWO) psychology has so far remained silent on the concept. In this article, we first explain why there is a growing interest in the BI and outline potential reasons why the BI, despite its topical relevance, has not been discussed by IWO psychologists. Next, to initiate the needed discussion on the BI, we outline the most important background information on the concept, including its definition, history, financial aspects, main criticisms, and potential advantages. We further provide first answers to common questions about the BI from an IWO psychology perspective, such as “(Why) would people still work if they received a BI?” We conclude with a discussion of potential positive and negative consequences of the BI as well implications for future theory development, empirical research, and practical applications.

Strength and Vulnerability: Indirect Effects of Age on Changes in Occupational Well-Being through Emotion Regulation and Physiological Disease

The strength and vulnerability integration (SAVI) model posits that development across the adult lifespan is accompanied by improvements in emotion regulation and declines in physiological flexibility. Due to these age-related changes, emotional well-being is expected to be higher among older (vs. younger) adults when they experience no or only minor stressors. In contrast, more intense stressors should lead to lower well-being among older adults. We develop and test a conceptual model based on the SAVI model in the work context that focuses on experienced incivility as a moderator of the indirect effects of employee age on changes in two indicators of occupational well-being (i.e., job satisfaction, emotional exhaustion) through emotion regulation and physiological disease. Experienced incivility is a workplace stressor that may weaken the beneficial effects of emotion regulation and intensify the detrimental effects of physiological disease. Data were collected from 781 employees across three time points, spanning four months. Results showed that age had indirect effects on (a) increases in job satisfaction through emotion regulation, (b) decreases in emotional exhaustion through emotion regulation, (c) decreases in job satisfaction through physiological disease, and (d) increases in emotional exhaustion through physiological disease. Out of four hypothesized interaction effects, only the indirect effect of age on decreases in emotional exhaustion through emotion regulation was, as expected, weaker and non-significant when experienced incivility was high (vs. low). These findings provide partial support for our model and imply that future theory development on age and occupational well-being should consider both age-related strengths and vulnerabilities.

Intervention effects in clefts: a study in quantitative computational syntax

Clefts structures show an important asymmetry in interpretation: subject clefts can provide both corrective or new information foci, while non-subjects (objects, adjuncts) are only corrective. According to Belletti (2015), such an asymmetry arises from the fact that movement deriving subject clefts can target two focus positions, but non-subjects can target only one. In both cases a long-distance dependency is created, triggering locality effects. In this paper, we show that intervention effects causing ungrammaticality in certain configurations give rise to lower-than-expected frequencies in corresponding grammatical configurations. Based on sets of features that play a role in the syntactic computation of locality, we compare the theoretically expected and the actually observed counts of features in a corpus of thirteen syntactically annotated treebanks for three languages (English, French, Italian). We find the quantitative effects predicted by the theory of intervention locality. First, subject clefts, where no intervention is at play, are more frequent than object clefts, where intervention is at play. Secondly, object clefts are less frequent than expected in intervention configuration, while subject clefts are roughly as frequent as expected. Finally, we also find that the differential and direction of difference between expected and observed counts is directly proportional to the number of features that establish the intervention, the strength of the intervention. These results provide a three-fold contribution. First, they extend the empirical evidence in favour of the intervention theory of locality. Second, they provide theory-driven quantitative evidence, thus extending in a novel way the sources of evidence used to adjudicate theories. Finally, the paper provides a blueprint for future theory-driven quantitative investigations.

A Taxonomy of Identity Safety Cues Based on Gender and Race: From a Promising Past to an Intersectional and Translational Future

Identity safety cues refer to aspects of the environment or social setting that communicate one is valued and the threat of discrimination is limited. In this article, we review the content of identity safety cues, their strengths and limitations, and implications for future theory, research, and practice. A close analysis of the identity safety cue literature can inform the efforts of individuals and organizations who aim to enhance social inclusion and promote diversity. Searching databases for safety cue research (e.g., Google Scholar, PsycINFO), we found more than 35 peer-reviewed articles that explicitly addressed identity safety cues. We synthesized the literature to produce a novel taxonomy of identity safety cues that target stigmatized groups, namely those minoritized by gender and race. A taxonomy of identity safety cues can facilitate clear and universal communication about the science, delineate types of operational definitions, and direct future research and theorizing. Our review revealed that knowledge of cues is often limited by unidimensional identity characteristics (i.e., targeting gender or race, not both), and we discovered four cue categories that induced identity safety: minority representation, diversity philosophies and programming, environmental features, and identity-safe information. The significance of this review is that, beyond establishing the only known taxonomy of identity safety cues, we critically examine the strengths and weaknesses of cue efficacy and provide a forward-thinking discussion of theoretical implications and broader impacts, focusing on the expansion of intersectionality theorizing and the translation of identity safety cue research.

Dealing with disappointment: How can a ‘coexisting imperatives’ view help us understand the unfulfilled dialogical promise of digital media

The association between the concept of dialogue and the expansion of digital media in public relations started as a theoretical ‘promise’ and was later followed by a feeling of disappointment. This article argues that the dialogic promise of new media was in great measure a consequence of a well-established belief according to which the field was rapidly moving from a ‘functional’ to a ‘cocreational’ approach, whereas in fact both cocreational and functional imperatives persist and coexist in complex manners that need to be disentangled. This idea is explored through a critical analysis of highly cited literature about dialogue and digital technology in public relations. Implications for future theory-building, research and practice are discussed.

Presentation order but not duration affects binary risky choice

Risky choice behaviour often deviates from the predictions of normative models. The information search process has been suggested as a source of some reported "biases". Specifically, gaze-dependent evidence accumulation models, where unfixated alternatives' signals are discounted, propose a mechanistic account of observed associations between eye movements, choices and response times, with longer fixated alternatives being chosen more frequently. It remains debated, however, whether gaze causally influences the choice process, or rather reflects emerging preferences. Furthermore, other aspects the information search process, like the order in which information is inspected, can be confounded with gaze duration, complicating the identification of their causal influences. In our preregistered study 179 participants made repeated incentivized choices between two sequentially presented risky gambles, allowing the experimental control of presentation duration, order, and format (i.e., alternative-wise or attribute-wise). Across presentation formats, we find evidence against an influence of presentation duration on choice. The order in which participants were shown stimulus information, however, causally affected choices, with alternatives shown last being chosen more frequently. Notably, while gaze-dependent accumulation models generally capture effects of gaze duration, causal effects of stimulus order are only predicted by some models, identifying potential for future theory development.

Intention to Use Wiki-Based Knowledge Tools: Survey of Quebec Emergency Health Professionals

Background Clinical decision support systems are information technologies that assist clinicians in making better decisions. Their adoption has been limited because their content is difficult to adapt to local contexts and slow to adapt to emerging evidence. Collaborative writing applications such as wikis have the potential to increase access to existing and emerging evidence-based knowledge at the point of care, standardize emergency clinical decision making, and quickly adapt this knowledge to local contexts. However, little is known about the factors influencing health professionals’ use of wiki-based knowledge tools. Objective This study aims to measure emergency physicians’ (EPs) and other acute care health professionals’ (ACHPs) intentions to use wiki-based knowledge tools in trauma care and identify determinants of this intention that can be used in future theory-based interventions for promoting the use of wiki-based knowledge tools in trauma care. Methods In total, 266 EPs and 907 ACHPs (nurses, respiratory therapists, and pharmacists) from 12 Quebec trauma centers were asked to answer a survey based on the theory of planned behavior (TPB). The TPB constructs were measured using a 7-point Likert scale. Descriptive statistics and Pearson correlations between the TPB constructs and intention were calculated. Multiple linear regression analysis was conducted to identify the salient beliefs. Results Among the eligible participants, 57.1% (152/266) of EPs and 31.9% (290/907) of ACHPs completed the questionnaire. For EPs, we found that attitude, perceived behavioral control (PBC), and subjective norm (SN) were significant determinants of the intention to use wiki-based knowledge tools and explained 62% of its variance. None of the sociodemographic variables were related to EPs’ intentions to use wiki-based knowledge tools. The regression model identified two normative beliefs ("approval by physicians" and "approval by patients") and two behavioral beliefs ("refreshes my memory" and "reduces errors"). For ACHPs, attitude, PBC, SN, and two sociodemographic variables (profession and the previous personal use of a wiki) were significantly related to the intention to use wiki-based knowledge tools and explained 60% of the variance in behavioral intention. The final regression model for ACHPs included two normative beliefs ("approval by the hospital trauma team" and "people less comfortable with information technology"), one control belief ("time constraints"), and one behavioral belief ("access to evidence"). Conclusions The intentions of EPs and ACHPs to use wiki-based knowledge tools to promote best practices in trauma care can be predicted in part by attitude, SN, and PBC. We also identified salient beliefs that future theory-based interventions should promote for the use of wiki-based knowledge tools in trauma care. These interventions will address the barriers to using wiki-based knowledge tools, find ways to ensure the quality of their content, foster contributions, and support the exploration of wiki-based knowledge tools as potential effective knowledge translation tools in trauma care.