The perception of trust is at the center of the organization-employee relationship, and to attract and retain employees in the 21 st century organizations must provide a climate of trust. In an employment climate saturated with unrelenting news of unethical business behaviors, creating a positive image of a company is crucial to enhancing applicant evaluations and positive judgments of employment opportunities (Allen, Mahto, & Otondo, 2007). In addition, more and more people are insisting on a positive quality of life at work, which has become an essential component of employment branding (Sturges & Guest, 2004). Thus, as organizations seek to become employers of choice, it is imperative that they develop a brand known for quality of work life. Although the notion of quality of work life encompasses many variables, having a healthy emotional and ethically sound climate is a key aspect of what people desire in an employer (Guest & Conway, 2002). Furthermore, there is a strong argument that positive ethical climate may promote employee engagement and enhance motivation. Ethical Climate Ethical climate reflects shared perceptions about what is allowed and what is prohibited in respect to moral issues in the organization. Victor and Cullen (1988a) suggest that ethical organizational climate may also be considered an element of organizational culture. In particular, they claim that ethical climate relates specifically to organizational norms that have a direct influence on organizational
Nowadays, more and more business organizations are encouraged to find ways to produce high-quality products that are offered to users for their temporary enjoyment and then redistributed or sent to the next user pending. This is done without being conditioned to believe that we need to own something, use it for certain functions for a limited amount of time, and then throw it away. Toys are a perfect candidate for this approach. Given the lack of case studies explaining how companies can design and implement a circular economy in practice, especially in the toy industry, this study aimed to develop a case study based on Evertoys, a start-up operating in Romania, which is a country where the circular economy is only in an infancy phase. This study’s objective was to analyze this business model from the circular economy perspective. Regarding the methodology, the work followed the research strategy of the case study, which was developed by analyzing the opportunities and challenges of this toy-as-a-service model and taking into consideration the components of the Business Model Canvas. Our findings indicated the presence of driving factors, as well as barriers, in the implementation of circular economy practices.
Psychological contract breach (PCB) received theoretical and research attention due to its prevalence and its severe individual and organisational consequences. Responding to calls to study organisational contexts and theoretically based moderators on employees' reactions to PCB, the current study investigated the associations between PCB and LMX, and PCB and organisational justice, and the moderation of perceived ethical climate (PEC) on these associations. A research questionnaire measuring the study variables was completed by 716 participants. Regression analyses were executed to examine the research hypotheses. PCB was negatively related to LMX and to organisational justice. In addition, PEC moderated the associations between PCB and LMX, as well as procedural and interactional justice. Findings are discussed and both theoretical and practical implications are addressed.
The emergence of mobile technology provides people alternatives not only in interpersonal communication and Internet access, but also in learning and teaching. The fast growth of new generation of mobile devices as well as the frequent use of wireless technology has capitalized the great potential of mobile learning in becoming an effective tool for education. Mobile learning technologies offer teachers and students a more flexible approach to learning. Mobile devices have greater functionality, giving teachers the opportunity to provide contextualized and personalized learning resources, unrestricted by spatial and temporal constraints and allowing learners to use readily-available, handheld computing devices and communication technology to access information from anywhere and at anytime. In this context, the purpose of this paper is twofold. The first goal is to analyze various theoretical approaches of the m-learning and, secondly, this paper aims to present the findings of a research among undergraduate and graduated students from The Bucharest University of Economic Studies. The objectives of the survey were to explore the ways students are already using mobile technologies to support their learning and to identify students' readiness and also willingness towards the use of mobile devices in learning situations. Our research shows that students are ready to adopt mobile learning due to their higher ownership of mobile devices and greater familiarity with the use of technology in learning contexts. Considering the research findings, our paper will also present different ways to incorporate mobile technologies into educational processes to foster collaboration and social interaction and for enhancing their potential for both formal and informal learning.
Collaboration is one of the most important components of learning experiences. However, implementing suitable teaching tools that allow interactivity and collaboration depends greatly on the nature and content of the course. From our point of view, e-Commerce is one of the few subjects which cannot be taught without implementing active learning. Creating a collaborative learning environment is an important factor especially that within this discipline information and communication technologies can facilitate the collaborative and active learning process for students by giving them additional tools to support their work. The purpose of this article is to present different collaborative learning methods (especially those based on web 2.0 tools) and ways in which these could be implemented in teaching e-Commerce given our experience of conducting courses and seminars on this subject. Assuming that it is essential to understand how learners perceive and evaluate these tools, we conducted an exploratory research among graduate students who have attended for Electronic Commerce subject in Master's program in Business from Faculty of Commerce - Academy of Economic Studies, in order to identify best practices for collaborative learning and ways to better fulfill the teachers' and students' requirements in e-Commerce courses and seminars. Our case study seeks to identify learner perceptions of the usefulness of such tecniques, but taking into consideration variables like age, gender, learner attitude and interest, computer proficiency and Internet skills before enrolling in e-Commerce course, educational and professional background, previously active or collaborative experiences in other disciplines in this master's program or in other circumstances.
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