PurposeTelework is an alternative work relationship with demonstrated positive benefits for individuals and society, yet it has not been implemented with enthusiasm by most organizations. This could be due to the lacking, consolidated evidence for management regarding whether or not telework is a good thing for the firm. The purpose of this paper is to integrate multidisciplinary literature that reports effects of telework on organizational outcomes with the aim of providing a clearer answer to the question: is telework effective for organizations?Design/methodology/approachMeta‐analytical methods were used, beginning with an interdisciplinary search for effect sizes in eight databases. Limited to scholarly journals and dissertations, results included 991 articles scanned for inclusion criteria. The independent variable is telework, measured as a dichotomous variable. Dependent variables are outcomes of interest to organizations: productivity, retention, turnover intention, commitment, and performance. In total, 22 studies were double coded and meta‐analyzed using Hunter and Schmidt's approach, followed by five exploratory moderator analyses: level of analysis, level of the employee, response rate, proportion of females, and country of the study. Significant results are discussed.FindingsReview and meta analysis of 32 correlations from empirical studies find that there is a small but positive relationship between telework and organizational outcomes. Telework is perceived to increase productivity, secure retention, strengthen organizational commitment, and to improve performance within the organization. In other words, it is indeed beneficial for organizations. All five hypotheses are supported. H1 (productivity), rc=0.23 (k=5, n=620), (95% CI=0.13−0.33). H2 (retention), r=0.10 (k=6, n=1652), (95% CI=0.04−0.16). H3 (commitment), r=0.11 (k=8, n=3144), (95% CI=0.03−0.18); moderator analysis shows sample age is significant (F(1,4)=4.715, p<0.05, R2=0.80). H4 (performance), r=0.16 (k=10, n=2522). H5 (organizational outcomes), r=0.17 (k=19, n=5502), (95% CI=0.1−0.20).Originality/valueTo the authors' knowledge, this is the first meta‐analysis of telework research at the organizational level, providing a unique contribution to the field in filling the gap between research on effects to the individual and society. Additional contributions resulted from the moderator analyses: first, in finding that the relationship between telework and performance is moderated by whether or not the sample was one individual per firm, or many individuals from one; and second, in finding that the relationship between telework and organizational commitment is moderated by age. Thus, the paper provides unique contributions with both scholarly and practical implications.
We have developed a simple, reversed-phase high-performance liquid chromatography (RP-HPLC) method for the determination of bisphenol A (BPA) in thermal paper cash register receipts (CRs). The method is suitable for analysis of other types of bisphenols and it involves an overnight extraction of CRs with acetonitrile (AN) at 50 °C followed by the HPLC analysis on a Supelcosil LC18 column (150 × 4.6 mm, particle size: 5 μ) using 50% AN in water as the mobile phase (5 min, isocratic). The composition of AN in the mobile phase changed to 100% over a 10 min period (linear gradient) and then held at 100% AN for 10 min (isocratic). The flow rate was set at 1 mL/min (injection volume: 20 μL) and the eluent was monitored at 234 nm. The authentic BPA eluted with a retention time of 5.9 min and gave a linear detector response in the concentration range of 0.23-50 mg/L. BPA in the CR extracts also eluted with the same retention and had identical absorbance properties as the standard. When CR extracts were co-injected with authentic BPA, they were resolved as a single peak. Further, GC/MS/EI analysis of authentic BPA and the HPLC-purified CR extracts have identical ion chromatograms and fragmentation of the molecular ion (m/z = 228). We have analyzed 170 CRs collected from 62 different vendors including supermarkets, fast food restaurants, gas stations and banking outlets. Almost all cash receipts (n = 168) showed the presence of BPA in the concentration range of 0.45-4.26% (M ± SD, 1.54 ± 0.73%).
This study examined the frequency of cellphone distraction during face-to-face encounters, comparing rates in men and women. It also assessed whether people report that expression of empathy suffers as a result of cellphone use. Individual differences in annoyance associated with others' attending to their mobile devices were also evaluated. Nearly a third of the young adults surveyed (30%) reported routinely being ignored by their significant other due to mobile device use; only 9% of respondents reported having never been ignored. Roughly half stated that female friends routinely ignore them; nearly as many male friends reportedly did the same. Nearly half (44%) of the respondents reported being bothered by this. About a third of participants admitted that they themselves routinely ignore others during face-to-face encounters due to cellphone use. Personality differences appeared to mediate reactions to cellphone relationship disruption. As expected, perspectivetaking was associated with less ignoring of others. Self-esteem seemed to affect perceptions of others' distraction; those higher in self-esteem perceived less interference. Both low self-esteem and depression were associated with greater belief that mobile devices interfere with empathy and greater irritation with others' cellphone use.
This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.
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