No abstract

This paper proposes a metatheory of work motivation incorporating theories of self-concept that have been proposed in the sociological and psychological literatures. Traditional theories of work motivation are reviewed, and the selfconcept-based sources of motivation are presented. How the self-concept influences behavior in organizations is explained and used to develop a metatheory of motivational sources. Both research and managerial implications of the model are presented.

This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence among students. Our results point to the need to further examine the connections among academic institutional structures, ethics pedagogy, and students’ moral development. Copyright Springer Science+Business Media B.V. 2007business education, ethical culture, ethics teaching, moral competence, moral judgment, moral reasoning,

In order to test the stability and meaning of its dimensionality, the union commitment measure developed by Gordon, Philpot, Burt, Thompson, and Spiller (1980) was administered to nonprofessional (n = 426) and professional (« = 334) members of a white-collar union. Four orthogonal factors were extracted, which, when rotated to the original factor structure presented in Gordon et al., could be interpreted in the same manner: Union Loyalty, Responsibility to the Union, Willingness to Work for the Union, and Belief in Unionism. Factor comparisons both between the union of the present study and the union of the original study, and between professional and nonprofessional members within the same union suggest that the factors developed by Gordon et al. are consistent and generalizable across these populations. The use of these factors in practical research is thereby supported.

This study investigated changes in union, organizational, and dual commitment among 267 faculty of a public university in the U.S. over a 6.5-month period (from the beginning of contract negotiations to contract settlement). Specifically, it was hypothesized that labor-management relationship climate, union involvement, perceived pay equity, and the implementation of a multi-tier salary plan would differentially affect faculty members' commitment levels. In addition, three established methods of measuring dual commitment were utilized to assess their convergent validity. Results indicated that organizational commitment and, in some cases, dual commitment increased over the time period. Further, the correlational and classification methods of measuring dual commitment detected changes in commitment, while Angle and Perry's (1986) five-item dual commitment scale was found to have questionable reliability and validity. Theoretical, methodological, and practical implications of the study's findings were discussed.