Data obtained with a questionnaire instrument from managerial employees (N = 200) in Singapore were used to examine some antecedents of subjective career success. The choice of antecedents was informed by recent calls to place research on career issues in the context of an individual's life roles. Confirmatory factor analysis (LISREL VII) was used to examine the one-factor and three-factor models hypothesized to underlie the subjective career success data. The results revealed a three-factor model to have adequate fit statistics - financial and hierarchical success, and career satisfaction. The antecedent sets of human capital, work values, family and structural or work variables accounted for over 40% of the explained variance in each career success dimension. While the career success dimensions were influenced by different variables, individual-organizational value congruity, quality of parental role and internal labor market emerged as consistent antecedents of the career success dimensions. The pattern of significant antecedents of the career success dimensions was interpreted as providing support for the approach that underpinned the study. The limitations of the study, and practical and theoretical implications of the findings are discussed.

This study examined the relationship between workplace justice afforded by the grievance system and the union outcomes of citizenship behavior and turnover intentions and the mechanisms that underpin these relationships. Respondents (N = 187) were members of a large public sector union in Singapore. Results revealed that perceived union support and union instrumentality fully mediated the relationship between the dimensions of workplace justice and citizenship behavior directed toward the union (OCBO) and citizenship behavior directed at other union members (OCBI). Union instrumentality partially mediated the procedural justice-turnover intentions relationship.

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a b s t r a c tThis paper features a competency-enhancing social networking application which provides a solution for the dilemma of non-participating (non-engaged) students in class: 'pedagogical tweeting'. Twitter's micro-blogging service enables both instructors and students to send and read messages (tweets) of up to 140 characters, incl. links to blogs, web pages, photos, videos, etc. As Twitter can be accessed from a website, via applications on PC/Mac, iPhone, Android phones, etc., it represents an effective tool to engage students, e.g. by taking up questions during in-class and out-of-class discussions or by providing advice on assignments etc. Students in turn can generate their own learning context and benefit from collaborative knowledge creation. We share respective tweeting experiences made during a course on Knowledge Management (KM) taught at Singapore Management University (SMU) backed up by exploratory research on students' micro-blogging activities. We discuss challenges ahead and propose four hypotheses about the effective deployment of social awareness streams such as Twitter in higher education.

SummaryData obtained with the aid of structured questionnaires from a Singaporean managerial sample (N = 228) were used to examine receptivity to an expatriate assignment in terms of the cultural similarity or dissimilarity of the country of relocation. Results of a paired t-test indicated that respondents were significantly more receptive to an expatriate assignment in a culturally similar location than in a culturally dissimilar location.Results of hierarchical regression analyses revealed mixed support for the study's propositions and explained only modest amounts of the variance in the culturally similar (R2 = 22 per cent) and dissimilar (R2 = 20 per cent) models. Limitations of the study, directions for future research and implications of the findings are discussed.