Department of Organizational Behaviour, Human Resources Management and Management
Permanent link for this collection
Browse
Browsing Department of Organizational Behaviour, Human Resources Management and Management by Author "Chika-James, Theresa"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Becoming a community engaged professional in management studies using relational pedagogy(2019) Chika-James, Theresa; Salem, TarekOverview: Roles of community engaged professionals: Understand the concepts of community engaged scholarship. Collaborate with students and community organizations as co educators, co learners, co generators of knowledge. Integrate research, teaching and service through community engagement. Mentor students and faculty to build community engagement scholarship and portfolio. Provide leadership to advance community engagement scholarship in higher institution of learning (e.g. MacEwan University School of Business).Item Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection(2020) Chika-James, TheresaService-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of service-learning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in service-learning and directions for further research.Item Fundamentals of organisational culture change: who and what really matters in a Nigerian organisational context(2019) Chika-James, TheresaIn light of the documented influence of culture on organisational performance (Kotter and Heskett, 1992; Denison and Mishra, 1995), several organisations have embarked on organisational culture change initiatives (see Krisher, 2012; Simons, 2012; Wankhade and Brinkman, 2014). Consequently, a steady stream of research has focused on the implications, feasibility and complexity of attempts to change culture in organisations (Ogbonna, 1993; Grugulis and Wilkinson, 2002; Harris, 2002; Smith, 2003) in order to produce actionable knowledge that can be used to enhance the effectiveness of organisational culture change efforts. Most of these studies, however, have concentrated on analysing Western organisational contexts. This chapter, therefore, attempts to provide an understanding of culture change and factors that influence change efforts in an African organisational context. Drawing on Ogbonna and Harris's (2002) finding that like societal culture, organisational culture can and does change, and such change process is largely influenced by several factors, this chapter aims to uncover factors that influence culture change efforts within an African organisation. The chapter starts with a brief overview of the varied conceptualisations of organisational culture and organisational culture change. It then outlines the different frameworks of organisational culture change and presents the intricacies involved in the process based on extant research. Building on the preceding conceptual discussion, the chapter presents an analysis of culture change in an African organisational context using a Nigerian oil and gas company as a case study. The penultimate section provides an extended discussion of the findings, and the final section concludes with implications for change management in an African organisational context.Item It follows! The relationship between perceived prior experienced co-worker interpersonal mistreatment on newcomer employee social integration(2021) Oyet, Mercy C.; Chika-James, TheresaThis article investigated whether and how the negative outcomes of perceived prior experienced coworker interpersonal mistreatment persist even when the targeted individual quits and joins a new organization. Drawing from the stressor–strain model, the perseverative cognition model of stress, and social exchange theory, we proposed that individuals’ rumination about perceived prior experienced coworker interpersonal mistreatment following turnover and up to entry into the new organization negatively impacts their mental health and ability to socially integrate into the new organization. We further posit that the negative relationship between individuals’ reduced mental health and their social integration will be weaker for newcomer employees with high propensity to trust (PTT). Using a time-lagged survey (6 months apart) of 71 employees, we found that the negative outcomes of perceived experienced coworker interpersonal mistreatment perpetuate after the individual quits and joins a new organization by negatively impacting the individual’s social integration via the individual’s rumination and reduced mental health. Contrary to our hypothesis, we did not find that the negative relationship between individuals’ reduced mental health and their social integration was weaker for those with high PTT. Overall, this study’s findings contribute insights into the extensiveness of the negative outcomes of experienced coworker interpersonal mistreatment. We conclude with a discussion of the theoretical and practical implications of our study.Item Our gains, pains, and hopes: Community partners’ perspectives of service-learning in an undergraduate business education(2022) Chika-James, Theresa; Salem, Tarek; Oyet, Mercy C.In assessing the impact of service-learning, most studies focus on its effects on students’ learning than community partners and the communities served; leaving largely unanswered, the question of whether service-learning in business education still contributes value to community organizations and the wider society. This study investigates the impact of service-learning on communities through the perspectives of community partners from nonprofit and for-profit organizations in Canadian urban communities. Using semi-structured interviews and qualitative analysis, the authors collected and analyzed data from 30 participants to confirm their perspectives of service-learning in an undergraduate business education. The study found that service-learning offered practical benefits to communities and presented challenges that impacted partners’ experiences of service-learning. The penultimate sections of the paper provide recommendations for the improvement of the pedagogical practices of service-learning and advancement of community organizations. Key recommendations to maximize benefits for community partners include more faculty-community partners’ collaboration and creating networking opportunities for community partners.Item Students’ RateMyProfessors.com evaluations as antecedents of faculty-to-faculty incivility: a theoretical examination(2022) Oyet, Mercy C.; Chika-James, TheresaFaculty-to-faculty incivility is a common occurrence in academia and presents deleterious outcomes for those targeted by such behaviours (Clark, 2013; Keashly, 2021; Keashly & Neuman, 2010; McClendon et al., 2019; Peters & King, 2017; Twale & DeLuca, 2008). Workplace incivility is defined as a “low intensity deviant behaviour with ambiguous intent to harm the target in violation of workplace norms for mutual respect. Uncivil behaviours are characteristically rude and discourteous, displaying a lack of regard for others” (Andersson & Pearson, 1999, p. 457). Faculty-to-faculty incivility occurs when faculty members of higher learning institutions perpetrate uncivil behaviours against other faculty members (Clark et al., 2013). Examples of faculty-to faculty incivility behaviours include rude and condescending behaviours, opposing change, threatening comments, physical threats, slurs, personal attacks, not paying attention during meetings, and failing to meet assigned workload (Clark, 2013; McClendon et al., 2019). In a study that examined the prevalence of faculty-to-faculty incivility among nursing faculty, Clark et al. (2013) found that 68% of respondents (n = 588) reported faculty-to-faculty incivility to be a moderate to serious problem. In a more recent study, McClendon et al. (2019) reported that over 58% of respondents surveyed (n = 215) indicated that faculty-to-faculty incivility is a moderate to serious problem in the social work academic discipline.