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Role Models in Career Development: New Directions for Theory and Research
Abstract
Career theory proposes the importance of role models as helping to guide individual development. Furthermore, the media often depict role models as essential to career success. However, research on role models as a construct distinct from developmental relationships with mentors and behavioral models has waned. This article makes the case for reinvigorating the role model construct. A revised definition is provided, depicting role models as cognitive constructions based on an individual’s needs, wants, and ambitions. Drawing on recent advances in social comparison and self-concept theories, a dimensional approach to role models integrates current theory and research, suggesting that role models should be construed along two cognitive dimensions (positive/negative, global/specific), and two structural dimensions (close/distant, up/across-down). The article concludes by suggesting new research directions prompted by this new view of the role model construct.
... Research shows that role models might be able to counteract this barrier, by being examples of people breaking the stereotype [10]. However, several gaps have been identified in the research on role models and their impact [10], [11], something this study seeks to address. ...
... Nevertheless, Drury et al. [13] found that the gender of the role model matters more in the retention of female students, and not as much in recruitment. Role models are also considered low cost [11], given that individuals chose their own role models, making them easier to implement than e.g. mentoring programs, which is another popular intervention for gender balance in computer science [20]. ...
... Proximity in age being of importance is not a surprise considering the current literature on role models. When closer in age, the student can more easily perceive similarities with the role model, which is an important part of the process [11], [27]. The other main attribute mentioned was the role model's passion. ...
Context: The lack of gender diversity has been a persistent challenge for computing fields for decades now. Both in education and in the workforce, men are in a significant majority, which poses a threat not only to social fairness and gender equality, but also to the quality and inclusiveness of new technology produced by computing teams. Efforts have been made to improve diversity, equity, and inclusion in the computing field, especially in computing education. Studies suggest that role models would be a helpful intervention for improved gender diversity and equality, but little research has been done to explore the concept more in-depth and specifically within the computing education context.Objective: The research objective of this paper is to explore the impact of role models on gender inclusion in computing education. The lack of thorough research on role models in the field has motivated the following research questions (RQs):RQ1: What recent research exists that explores the impact of role models on computing students?RQ2: Who functions as role models in computing education?Method: The method used to answer the RQs is a systematic literature review (SLR).Results: The SLR included 16 primary papers published between 2015 and 2023. The results, presenting what current literature exists regarding the impact of role models on computing students, reveal a lack of focus on non-US-based contexts and on the retention, not only the recruitment, of non-male identifying students to computing. The paper also provides insight into who are considered to be role models in the context of computing education, what attributes appear important, and why they are considered role models.Conclusion: The results indicated a scarcity of global research on the usefulness of role models for gender diversity within computing education, which calls for further explorations. Teachers and older students are the most commonly identified role models, and they work as role models by breaking down stereotypes and other barriers faced by girls in computing, but certain features must be present in order for them to fulfill such roles. Relatability in gender, age, and passion was identified as significant attributes of role models.
... The provision of an opportunity for students to regularly have an interactive session with established entrepreneurs develop in them a desire and confidence to start their own businesses which will serve as a recipe for job creation in post Covid-19 era. Gibson (2014) observed that the importance of interacting with established entrepreneurs consists of three interdependent functions: "to provide learning, to provide motivation and inspiration and to help individuals define their self-concept". Inviting well-known business moguls such as Dr. ...
... Again,information on hypothesis 2 on Table 3revealed that there was no significant difference in the mean ratings of male and female students on the extent to which partnership with established entrepreneurs for promoting entrepreneurship education enhance job creation among undergraduate students of Rivers State University in post Covid-19 erawith zcalculated value of -0.74 which was less than the z-critical value of ±1.96. This finding corroborateswith Gibson (2014) who observed that the importance of interacting with established entrepreneurs consists of three interdependent functions: "to provide learning, to provide motivation and inspiration and to help individuals define their self-concept". This finding is also in line with BarNir, Watson and Hutchins (2011) who asserted that exposing students on talk shows with established entrepreneurs provides specific guidance and support by creating an environment that triggers entrepreneurial behavior. ...
This study investigated management strategies for promoting entrepreneurship education for job creation among undergraduate students in Rivers State University in post Covid-19 era. Two objectives, two research questions and two hypotheses guided the study. The study adopted descriptive survey design. The total population was 2,360 undergraduate students consisting of 624 males and 1,736 females from the Faculty of Education in Rivers State University. A sample size of 342 undergraduate students consisting of 113 males and 229 females was derived through Taro Yamane's formula and simple random sampling technique. The instrument was a thirteen (13) self-structured questionnaire titled "Management Strategies for Promoting Entrepreneurship Education for Job Creation among Undergraduate Students Questionnaire" which was face and content validated by experts in the Departments of Measurement and Evaluation and Educational Management. Cronbach Alpha statistics was used for the reliability of the instrument which yielded reliability indexes of 0.94 and 0.87. Mean and standard deviation were used to answer the research questions while z-test was used in testing the formulated null hypotheses at 0.05 level of significance.
... Demographic factors help in the assessment of the external environment as well as the decision to enact any behavior (Bandura, 1997). Contextual factors such as family background, socialization experiences, previous work experiences, and the existence of entrepreneurial role models play significant roles in shaping EIs (Gibson, 2004;Gohar et al., 2022;Otache et al., 2022). ...
... Role Models (RMs) are defined as "individuals who provide an example of the kind of success that one may achieve, and often also provide a template of the behaviours that are needed to achieve success" (Lockwood et al., 2006, p. 36). While (Gibson, 2004) defined the entrepreneurial role model as "a cognitive construction based on the attributes of people in social roles an individual perceives to be similar to him or herself to some extent and desires to increase perceived similarity by emulating those attributes" (Adesola et al., 2019). SCT highlights that individuals' behaviours can be influenced by constant interaction with role models (Al Halbusi et al., 2022) where people are encouraged to learn behaviours that are valued in society (Nwosu et al., 2022). ...
Purpose - This research aims to explore the impact of learning orientation and role models on students' entrepreneurial intentions (SEIs) by uniquely combining these external environmental factors with students’ personality traits (creativity, proactiveness, and opportunism) to understand the formation of SEIs in Pakistani context. Study Design/Methodology/Approach - Data was collected through a questionnaire from university-level students enrolled in Undergraduate and master’s programs. The Preacher and Hayes process model and structural equation modeling method were used to analyze the data. Correlation analysis and reliability were checked by SPSS version 23.0. Findings- The findings suggest a positive influence of RM and LO on students' entrepreneurial intention, which indicates that the RM and LO contribute to entrepreneurship development, particularly in enhancing EI. Among the three personality characteristics creativity seems to be partially influenced by the existence of role models, but along with proactiveness makes strong antecedents of EI. Originality/Novelty- This study contributes to existing literature by providing information to educational policymakers for successfully designing, assessing, and implementing entrepreneurship programs. In addition, this study contributes to the knowledge by investigating the factors that might boost or impede students' entrepreneurial intention among Pakistani students.
... This result aligns with the study of Kim et al. (2018), where TCKs reported understanding Korean culture, characterized as collectivistic or competitive, as a career barrier. Additionally, our findings are consistent with reports of TCKs in college culture, as they often feel a sense of detachment due to cultural differences (Gibson, 2004;Pollock and Van Reken, 2009). Kim et al. (2018) noted that the adaptation period to a new culture contributes to TCKs' delayed career development. ...
... According to Ra et al. (2024), TCKs often seek to share their experiences with someone who has undergone similar cross-cultural experiences. In the selection of role model, empirical evidence strongly supports the role of perceptions of similarity as a variable (Gibson, 2004). Gibson noted that role models with a similar background can offer opportunities for learning, motivation, and self-definition. ...
Introduction
The purpose of this study is to explore career experiences of South Korean Third Culture Kids (TCKs) and to examine their career barriers and career preparation behaviors.
Methods
For these aims, eight South Korean TCKs were interviewed and Consensual Qualitative Research (CQR) was used to analyze the interview data.
Results
As results, two domains, career barriers and career preparation behaviors were developed. For career barriers and career preparation behaviors of TCKs, five each core ideas were reported.
Discussion
At the end of the study, we offered discussions and implications for higher education professionals and career counselors. The findings of the present study will contribute to the career development of TCK populations.
... A supervisor, also known as an experienced leader, possesses problem-solving skills and serves as a role model within the first level of organizational management (Gibson, 2004). As experienced leaders, supervisors are actively involved in training programmes. ...
... As experienced leaders, supervisors are actively involved in training programmes. These programs involve establishing objectives, selecting trainers, developing lesson plans, choosing appropriate methods and techniques, preparing materials, scheduling programs, and conducting training needs analysis (Gibson, 2004;Elangovan & Karakowsky 1999). suggests that supervisors can also act as trainers for employees, guiding them through operational processes, particularly when new procedures are introduced. ...
... Furthermore, the growing labor demand unpredictability easily makes the existing educational profiles obsolete and requires graduates to complement the qualifications and knowledge provided by the academic courses with ongoing skills updates [7,8]. The difficulty in making predictions about which skills will actually be useful in the short term implies that higher education employability 2 policies have to move beyond traditional knowledge and skills provision (see for instance, the socalled "skills agenda" [9]; or competency-based models [10]), and curricular and extra-curricular opportunities (e.g. ...
... This ongoing proactive process involves making sense of and engaging with professional social settings and enables graduates to align their current performance and potential with envisioned professional objectives and emerging employment opportunities [9,19,35]. In turn, strengthening their professional identity helps graduates to progressively move from the periphery of the organization's workforce to higher, more legitimized professional roles [7,19]. In line with this, our model conceives employability as a process where the graduates' agentic capabilities link their psychological capital to career expectations and in turn proactive strategies. ...
To handle the challenges and uncertainties of the actual labor market, the concept of employability becomes increasingly relevant, especially for graduates facing the transition from university to work. Graduate employability is a complex concept comprising different dimensions that may trigger effective job search and career management. This study introduces a new multifaceted tool, labeled the Orientamentis Questionnaire, to assess graduate employability from an agentic perspective, testing its psychometric properties. The Orientamentis questionnaire measures 14 dimensions merged into four 4 areas, namely graduate psychological capital, graduate agentic capabilities, graduate career perspective, and graduate proactive strategies. The tool was administered to a sample of 1238 graduate students (66% females) examining its factorial structure and reliability. To test its criterion validity, associations with three occupational outcomes collected one year later were explored on a subsample of 273 participants (66% females). Results attested the factorial structure of the Orientamentis questionnaire and the reliability of all dimensions. Moreover, the four areas and most of the dimensions were differently related to at least one subsequent occupational outcome. The Orientamentis Questionnaire represents a sound and reliable tool providing a multifaceted profile of graduate employability strengths and weaknesses, that could be used in academic placement programs to foster graduates’ self-awareness and proactive job search.
... The SuperPower Pack program was challenged in that in-person role models could not be used. We selected collectible cards and a get-to-know-you letter as a replacement for live role models based on work by Gibson (2004), who defined role models as cognitive constructions that individuals create from multiple others who are similar to themselves and who have attributes and behaviors that the individual desires to emulate or avoid. In lieu of in-person role models, we provided children the materials for which to create their own cognitive constructions of relatable role models that incorporated the key features from the Motivational Theory of Role Modeling (Morgenroth et al., 2015): 1) a photograph of the role model as an adult and child to facilitate the child envisioning themselves as a veterinarian, 2) the story of where the role model grew up, their dreams, and their current career to demonstrate goal attainment was possible, 3) the role models' superpowers to reflect behaviors that help them be successful, and 4) an inspirational message to provide encouragement for the child. ...
... In lieu of in-person role models, we provided children the materials for which to create their own cognitive constructions of relatable role models that incorporated the key features from the Motivational Theory of Role Modeling (Morgenroth et al., 2015): 1) a photograph of the role model as an adult and child to facilitate the child envisioning themselves as a veterinarian, 2) the story of where the role model grew up, their dreams, and their current career to demonstrate goal attainment was possible, 3) the role models' superpowers to reflect behaviors that help them be successful, and 4) an inspirational message to provide encouragement for the child. The results of this study demonstrate the effectiveness of this strategy and support the view that role models can have profound effects even without a physical presence (Gibson 2004;Lockwood and Kunda, 1997). ...
League of VetaHumanz uses a nationwide network of university-community partnerships to provide veterinary STEM learning experiences for children who are more likely to lack access to enriching, supplemental educational opportunities due to systemic barriers based on their race, ethnicity, or socioeconomic status. To include participation beyond in-person programming, SuperPower Packs, self-guided, learning experiences, were developed. Leveraging social cognitive career theory and the “Batman Effect,” SuperPower Packs are designed to build self-efficacy, and seed STEM and veterinary science career aspirations by engaging children in STEM learning through connections with a veterinary role model. Four SuperPower Packs were developed. Beginning in the fall of 2021, for 17 months, 16,655 SuperPower Packs were distributed to children in 23 states. A small portion of children who received the game (3.8%, N = 614, 6-12 years old) returned evaluation surveys that measured activity engagement, likelihood of role model identification and demographics. Participants indicated variation in their experiences, but mean scale scores show desirable perceptions of engagement (MRange = 2.38 – 2.90/3) and role model identification (MRange = 2.15 – 2.94/3). These positive learning and role model experiences help set the stage to encourage youth to pursue similar learning and career opportunities in the future.
... People look up to role models, and they can influence or motivate others to choose a job (Bosma et al., 2012). Consequently, role models are essential for teaching, inspiring and encouraging others (Gibson, 2004;Kabonga et al., 2021a). The reason role models are vital is that by being viewed as reliable and competent individuals, they assist others in developing favorable self-images ( Gist and Mitchell, 1992). ...
... These figures have a significant impact on individuals, serving as examples to be emulated and motivating others when making career decisions (Bosma et al., 2012). The role models in the realm of social entrepreneurship play a crucial role in providing guidance, motivation and inspiration to those who aspire to make a positive social impact through their ventures (Gibson, 2004;Kabonga et al., 2021a). Their influence extends beyond mere emulation, as they contribute to the development of positive self-images among individuals by being perceived as SEJ trustworthy and professional figures ( Gist and Mitchell, 1992). ...
Purpose
This study aims to investigate how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator.
Design/methodology/approach
A cross-sectional survey of 261 pupils in the South African province of the Eastern Cape was used in the research study. Structural equation modeling was used to test hypotheses.
Findings
The research revealed that having social entrepreneurial role models has a positive impact on both social entrepreneurial self-efficacy and social entrepreneurial intent. In addition, a connection was found between social entrepreneurial intent and entrepreneurial action. The influence of moral obligation was found to be a positive and a significant moderator. Moreover, the association between social entrepreneurial role models and social entrepreneurial intent was mediated by social entrepreneurial self-efficacy.
Research limitations/implications
The findings are not generalizable to nonstudent samples because students constituted the sample for gathering data. Future study therefore requires considering nonstudents to generalize the outcomes. This research should be replicated in other South African provinces and other developing countries for comparative outcomes.
Practical implications
Since social entrepreneurial role models have been practically linked to social entrepreneurship intent and entrepreneurial efficacy, understanding the factors that influence student’s decision to start a social enterprise is critical in South Africa to develop targeted interventions aimed at encouraging young people to start new businesses. Policymakers, society and entrepreneurial education will all benefit from the findings.
Originality/value
This study contributes to bridging the knowledge gap as it investigates how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator. Encouraging social entrepreneurship among South African youth would also help address societal issues. This is a pioneering study in the context of an emerging economy such as South Africa, where social entrepreneurship is so integral.
... For this study, the family, which is a crucial institution alongside all university students and which is part of their life framework, will be considered. Therefore, evidence shows that parents can become role models for young people, providing inspiration, learning and motivation (Gibson, 2004;Lee et al., 2021). However, the controversial results regarding the influence of parents when approaching the entrepreneurial career option give cause for reflection. ...
Societies that are more oriented on being traditional, as in Latin America, emphasize the institution of family; hence, family businesses may be supported by laws, regulations, services, and education and training. Therefore, in these kinds of developing countries, family is the first school, where values and norms shape the practices that are shaped (Verbeke et al., A values-based analysis of bifurcation bias and its impact on family firm internationalization. Asia Pacific Journal of Management, 1–29, 2019). Evidence shows that parents can become role models for the youngest (Lee et al., Entrepreneurship education and founding passion: The moderating role of entrepreneurial family background. Frontiers in Psychology,12(743672), 2021). Undergraduates with family business traditions are more inclined to choose the entrepreneurial route (Cieślik & van Stel, Explaining university students’ career path intentions from their current entrepreneurial exposure. Journal of Small Business and Enterprise Development, 24(2), 313–332, 2017). Notwithstanding controversial results concerning parents as role models’ influence when dealing with the entrepreneurial career option (Abd El Basset et al., Reducing barriers to female entrepreneurship in Oman: Does family matter? Journal of Enterprising Communities: People and Places in the Global Economy, 2022). Few studies have been done in Latin America, especially in countries such as Mexico and Peru. These countries have higher entrepreneurial capacity (Bosma & Kelley, Global Entrepreneurship Monitor [GEM] 2018/2019 Global Report. GEM Global Entrepreneurship Monitor. https://www.gemconsortium.org/file/open, 2019; GEM, Global Entrepreneurship Monitor 2022/2023 Global Report: Adapting to a “New Normal”. GEM, 2023). In Mexico, higher education institutions are working to foster entrepreneurship in the community, and other higher education institutions are trying to build more robust entrepreneurial ecosystems in their institutions. Peru is among the first four countries with the most significant entrepreneurial activity within the group of efficiency-based economies (Bosma & Kelley, Global Entrepreneurship Monitor [GEM] 2018/2019 Global Report. GEM Global Entrepreneurship Monitor. https://www.gemconsortium.org/file/open, 2019); the country has been advised about the relevance of entrepreneurial education necessary in the educational system to help reduce the level of the business survival indicator (GEM, Global Entrepreneurship Monitor 2017/18. GEM, 2018). Therefore, understanding the perspective of students from different entrepreneurial university ecosystems becomes important.
... Though in-person interaction can be beneficial, role models can be effective even when there is no physical interaction (Gibson, 2004;Riley, 2017). Role models introduced through written biographies (Shin et al., 2016) or video vignettes (Murray et al., 2009) have been effective at changing students' perceptions. ...
Increasing representation of women and minorities in STEM disciplines is imperative. We employ Social Identity Theory in conjunction with Self-Determination Theory to explain how STEM-related stereotypes keep students from following STEM pathways. We conducted an experimental investigation using 70 10th-grade students to determine if exposure to virtual role models improved the STEM identity compatibility and STEM dispositions of participants. Analysis of pre-/post-survey data suggests that individuals who viewed the role model videos demonstrated improved alignment between their gender identity and a STEM identity, as well as greater interest and excitement for STEM. The results also suggest that viewing the role model videos helped maintain students’ perceptions related to STEM even when they were struggling with difficult content in STEM classes.
... This meets their needs for positive professional recognition and respect, triggering imitation of others' behavior largely drive individual behavioral changes (Bandura, 1978). When the example being imitated is more successful, credible, and holds a higher status (Gibson, 2004), observers are more likely to learn from and imitate their behavior. Given their high task visibility, star employees are often perceived by colleagues as successful and respected individuals in their careers, making them prime candidates for vicarious learning and imitation. ...
Achieving high-quality development holds significant importance in the contemporary era, making it imperative to nurture and promote the craftsman spirit to its fullest extent. Enterprises are increasingly focusing on enhancing their human capital to establish core competitiveness. In this pursuit, they recognize the pivotal role of exemplary employees, often referred to as “star employees”, and envision creating a career platform resembling a metaphorical “dance with the stars” within the organizational context. Cognitive appraisal theory of emotion suggests how the contribution and task visibility of star employee as external stimulus positively influence colleagues’ emotions, attitudes and behaviors. Through an analysis of 263 leader-employee paired samples, the current study empirically confirms that the exceptional contribution and task visibility of star employees significantly impact the craftsman spirit and professional pride of their colleagues. Furthermore, this study also proves that perceived external prestige and perceived internal respect not only positively strengthened the influence of contribution and task visibility of star employees on professional pride of colleagues, but also positively moderated the mediating role of colleagues’ professional pride between contribution and task visibility of star employees and craftsman spirit of colleagues. Through these findings, the study unveils the specific psychological mechanisms and motivational conditions underlying how star employees’ contribution and task visibility influence their colleagues’ craftsman spirit, providing valuable insights for enterprises seeking to further stimulate the craftsman spirit of employees.
... For example, Gibson [7] defines role models as "a cognitive construction based on the attributes of people in social roles an individual perceives to be similar to him or herself to some extent and desires to increase perceived similarity by emulating those attributes". This definition emphasises that role models are actively constructed by individuals based on their perceptions and goals. ...
This study explores the experiences and perspectives of female Computing Science students regarding the role models that inspired them to study the subject. Findings from 14 qualitative interviews reveal that role models are often identified through personal interactions in educational, professional, and family settings, with their effectiveness determined by factors such as perceived competence, shared experiences, attainability, encouragement, and approachability. Interviewees emphasise the importance of having relatable role models, particularly for underrepresented groups such as women in male-dominated fields like technology. The study highlights the evolving nature of mentorship, with interviewees’ needs and expectations shifting from general inspiration to specific guidance as they progress in their careers. While many interviewees report positive experiences with their role models, some identify areas for improvement, including the need for more diverse representation, engaging communication, and increased availability of mentors. The findings underscore the crucial part that role models – or mentors – play in inspiring and guiding the next generation of computing professionals, and suggest that by addressing identified areas for improvement, mentorship programs can more effectively support and empower individuals in their educational and professional journeys. The study contributes to our understanding of the impact and dynamics of role models in computing and offers insights for enhancing role model initiatives to foster greater diversity and success in these fields.
... When people are more engaged in social comparison, they strive to gain more skills, which in turn affects their FMB. This is supported by Gibson (2004), who illustrates how social comparison through role modeling can enhance decisionmaking by providing clear examples of effective behavior to emulate. ...
Purpose
This study aims to explore the impact of social comparison orientation (SCO) on financial management behavior (FMB) in a developing country with a collectivist culture. It examines how SCO is related to FMB directly and through financial self-efficacy (FSE) and how financial socialization (FS) moderates the SCO–FMB relationship.
Design/methodology/approach
Data was collected from 301 adults in Dhaka, Bangladesh, using self-administered survey questionnaires. Mediation and moderation analyses were performed using Smart PLS software.
Findings
The results indicate that SCO was positively associated with FMB. FSE mediates this relationship, enhancing SCO’s positive impact on FMB. Additionally, FS moderates the effect of SCO on FMB, with higher levels of FS strengthening this positive relationship.
Research limitations/implications
The primary implication of this research is the revelation that SCO can positively impact FMB, contrary to traditional views, particularly when FSE mediates the relationship and FS moderates it. The findings suggest that interventions aimed at enhancing FSE and promoting FS can improve FMB. These insights are valuable for financial educators, policymakers and individuals in developing countries seeking to improve financial behavior.
Originality/value
This study makes four significant contributions: first, it demonstrates a positive direct relationship between SCO and FMB. Second, it reveals that FSE mediates the relationship between SCO and FMB. Third, it shows that FS moderates the SCO–FMB relationship. Fourth, it focuses on a sample from the emerging middle class in a developing country representing a collectivist culture, providing unique insights into this dynamic segment.
... Experiences of social integration but also of exclusion shape this process (Welzer, 1993). So, whether newcomers manage to orient themselves in the realm of work and to successfully transit from learners to full members of the community of practice largely depends on their Page 6 of 33 Arianta and Goller Empirical Res Voc Ed Train (2024) 16:17 colleagues and how they understand their function as gatekeepers and role models (Cohen-Scali 2003;FAME Consortium 2007;Gibson 2004;Kutscha et al. 2009). However, successful entry into the community of practice depends not only on the integrative action of its particular members, but also on the agency and proactivity of the trainees themselves (Brown 1997;. ...
Taking the perspective of career choice as a lifelong, iterative, constructive, and agentic process, the present study focuses on the development of vocational aspirations of nursing trainees; that is, thoughts about a long-term perspective in nursing (i.e., persistence), ideas of finishing the training but changing into another profession after some time (i.e., withdrawal), and decisions to terminate the training before completing the programme through a final examination (i.e., dropout). In order to generate detailed insights about the dynamics behind the development of such aspirations during the initial training phase, a qualitative, longitudinal, within-subject study design based on grounded theory was employed. The results mainly show that social interactions with more experienced nurses, practical work experiences, encounters with environments that are either conducive to learning or not, the satisfaction of different needs (e.g., autonomy, competence, belonging, sense of meaningfulness), as well as the associated feelings of well-being affect how vocational aspirations develop over the first year of training. In addition, the study identifies four different patterns of how trainees typically oscillate between thoughts of staying in nursing and leaving the profession in the short or long run: (a) arriving and wanting to stay, (b) staying as a transitional passage, (c) seeking to stay, and (d) exiting as a knee-jerk reaction. The patterns present evidence of a variety of approaches regarding how trainees deal with certain experiences during their training and how the combination of experiences might affect young professionals’ subsequent career choices.
... Wishful identification with an influential role model in gaming can possibly explain esports career planning as it can involve the desire to acquire new skills and effective strategies in the game after observing successful gamers' gameplay [16]. Based on pioneering social psychological theories such as the role theory by Biddle [19] and the social learning theory [20], Gibson [21] explained that individuals actively seek role models with similar attributes to them (e.g., social role, preferences). Empirical evidence supported this notion also regarding demographics (e.g., gender and age, see [22,23]. ...
Background: The popularity of video games has considerably increased in recent years, with approximately 3.24
billion players worldwide in 2021. Empirical evidence suggests that the quality of engagement in video games
can determine whether a gaming activity is associated with psychological distress (i.e., problematic gaming) or
self-enhancing outcomes (i.e., esports career pursuits). This study investigates the role of influential gaming role
models and other external factors relating to fame appeal in gamers’ different ways of engagement.
Methods: A total of 803 adolescent and adult gamers (89.29 % male, Mage = 24.90 years, SD = 6.13) were
recruited through an online questionnaire.
Results: A path analysis was constructed demonstrating that wishful identification partially mediated the relationship between desire for fame and esports career planning. Moreover, maladaptive daydreaming fully
mediated the association between desire for fame and gaming disorder symptoms. Wishful identification with
gaming role models predicted both esports career planning and gaming disorder symptoms.
Conclusions: The findings shed light on the importance of considering the role of gaming role models in predicting
healthy and problematic gaming patterns.
... Rol modellerle özdeşleşme kariyer kararı verme sürecinde büyük öneme sahiptir (bkz. Gibson, 2004). Araştırmalar, rol model etkisi ile kariyer hedefleri (Nauta,Epperson, ve Kahn, 1998 ve kariyer seçimi (DeSantis ve Quimby, 2004) gibi kariyerle ilgili çeşitli sonuçlar arasında bir ilişki olduğunu göstermiştir. ...
Öğrencileri STEM kariyerine yönlendirmek küresel refahı geliştirmede kritik önem arz
etmekte, bu durum STEM kariyerini etkileyen faktörlerin bilinmesini gerekli kılmaktadır.
Karma yöntem araştırması olan bu çalışmanın nicel bölümünde STEM tutumu ve kariyerine etkileyen değişkenler sosyal ağ analizi gibi veri madenciliği yöntemleri ile zenginleştirilmiş ve
yeni değişkenlerin diziliminde ortaya çıkan fenomenler belirlenmiştir. Bu fenomenleri
barındıran öğrenciler nitel analiz amacı ile seçilmiş, yapılan bir gömülü teori çalışması
sonucunda fenomenlerin altında yatan kök sebepler belirlenmiştir. Ortaokul 5,6,7 ve
8.sınıflarından 535 öğrencinin katılımı ile gerçekleştirilen bu araştırmada Holland teorisine dayanan Kısa Küre Envanteri ve STEM’e Karşı Tutum envanterinin yanı sıra, öğrencilerin deneme sınavı puanları ile O*Net veri tabanı STEM meslekleri endeksi veri toplama aracı olarak kullanılmıştır. Araştırma nicel analiz boyutunda geniş örneklemlerde sosyal fenomenlerin belirlenmesine yönelik olarak denetimli öğrenme temelli olasılıksal Bayesyan bir ağ modelinin oluşturulabileceğini göstermenin yanı sıra, fenomene bağlı seçilen örneklemde yürütülen bir gömülü teori çalışmasında bu fenomenleri açıklayabilmiştir. Araştırma sonucunda STEM kariyer kararına etki eden değişkenler kariyer algısı, öz düzenleme, çevresel etki ve STEM meslekleri hakkında bilgi olmak üzere dört tema şeklinde ortaya çıkmıştır.
Araştırmamızın bulguları özellikle ‘öz yeterlik’ ve ‘öz düzenleme’ faktörleri ve ‘çevresel etki’ bağlamında Holland tipolojisine göre mesleki eğilimleri Bandura’nın sosyal öğrenme kuramına dayanan sosyal bilişsel kariyer teorisine bağlayarak bir köprü oluşturmaktadır. Araştırma sonunda ortaya konulan “STEM Kariyer Karar Modeli” ile STEM meslekleri açısından yaşanan iş gücü sorunun çözümünde bir karar destek sistemi olarak kullanılabileceği düşünülmektedir.
Guiding students towards STEM careers is critical in improving global prosperity,
which makes it necessary to know the factors affecting STEM careers. In the quantitative part of this study, which is a mixed method research, the variables affecting STEM attitudes and careers were enriched with data mining methods such as social network analysis and phenomena emerging in the sequence of new variables were identified. The students who harbor these phenomena were selected for qualitative analysis, and the root causes underlying the phenomena were determined as a result of a grounded theory study. In this study, which was conducted with the participation of 535 students from the 5th, 6th, 7th and 8th grades of middle
school, the Short Sphere Inventory and Attitude Towards STEM inventory based on Holland theory, as well as the students' mock exam scores and the O*Net database STEM professions index were used as data collection tools. In addition to showing that a supervised learning-based probabilistic Bayesian network model can be created to social phenomena in large samples in the quantitative analysis dimension, the research was able to explain these phenomena in a grounded theory study conducted in the selected sample depending on the phenomenon. As a result of the research, four themes emerged: career perception, self-regulation, environmental impact and knowledge about STEM professions. Our research findings, especially in the context of 'self-efficacy' and 'self-regulation' factors and 'environmental impact', form a bridge by linking vocational tendencies according to Holland typology to social cognitive career theory based on Bandura's social learning theory. The ‘STEM Career Decision Model’ proposed at the end of the research can be used as a decision support system to solve the workforce problem in STEM professions.
... The impact of role modeling, as evidenced by our participants, is a recurring theme, and its significance becomes even more pronounced within the context of collectivist cultures. According to Gibson (2004), a role model is defined as "a cognitive construction based on the attributes of people in social roles an individual perceives to be similar to him or herself to some extent and desires to increase perceived similarity by emulating those attributes" (p. 136). ...
This phenomenological study explores how 10 African American doctoral students experience their same-race peers at a predominantly white institution in the Midwest United States. The study utilized collectivism as a conceptual framework to understand how intra-racial peer groups contribute to African American doctoral students’ success during their academic journey. Applying Seidman's three-step interview process, each participant engaged in three semi-structured 90-minute sessions spread over an academic year. The study found the role of African American intra-racial peers as instrumental in several areas: acting as role models, serving as a means to combat isolation, fostering academic achievement, and emphasizing communal needs over individual desires. The study provides implications for understanding the importance of collectivism in the retention and success of African American doctoral students in today's sociopolitical climate and underscores the necessity to cultivate more collectivist approaches to creating inclusive and supportive academic environments for African American graduate students.
... However, role models like common adult athletes who engage in sport for fun, fitness, validation, empowerment, and other known outcomes from Masters sport participation, may be seen as more similar to the average youth sport participant. Sport role models who are perceived as similar to oneself and who have pursued a pathway that is well known and attainable are known to be more beneficial (Gibson, 2004). Thus, MAs may be prime role models for youth to continue sport participation, especially MAs that are a regular part of youths' lives (like parents, aunts, uncles, grandparents, teachers, etc.). ...
... While role models must be relevant figures with achievable attainments, it is helpful if they share similar demographics. In the case of gender, emulation of role-model behavior and goals can be most cognitively feasible with male-male and female-female pairings [22]. This is more of an ideal than a requirement though. ...
... Role modeling has been described as individuals (e.g., coaches, mentors) displaying a positive disposition toward their work and promoting open communication, collaboration, and creativity among others (Benge et al., 2020;Rich, 1997). Some disagreement exists regarding whether all mentors are also role models, but when they are perceived as role models, then protégés are likely to benefit from the satisfaction of interacting with individuals who share similarities, improved self-efficacy, and insight into their own self-concept (Gibson, 2003). Safrit and Owen (2010) recommended that Extension mentors share the positive aspects of their profession and model how to balance work and life issues. ...
Extension mentors are charged with guiding early-career agents in many states, but little is known about what they do and how it compares to best practices. The purpose of our study was to identify the behaviors and needs of UF/IFAS Extension agents serving as mentors. We used an online survey of active mentors to collect data about their self-perceptions of their mentor functions, communication with their protégés, and the types of desired support. Mentors felt they were performing role modeling and career development functions more than psychosocial support functions. More comprehensive professional development is recommended to improve mentoring quality.
... By this definition, siblings can serve as role models for entrepreneurship as well. Gibson (2004) argues that a role model is much more than just an example of behaviour to imitate; it also refers to the cognitive frameworks developed by the individuals who create their ideal, maybe in light of their own developmental needs and objectives. finds a positive impact of entrepreneurial ecosystem pillars on family business performance in the UAE, with no moderating effect from universities on this relationship. ...
This research aims to explore the interplay among entrepreneurial education, role models, and gender on students' entrepreneurial competence and mindset. Using purposive sampling, 306 participants enrolled in entrepreneurship and innovation-related courses at UAEU completed an online survey. The research used statistical analyses, including Spearman's Rank Correlations, Cramer's V correlation, Mann–Whitney U, and multiple linear regression, to explore variable relationships. Findings indicate that access to entrepreneurial role models is associated with higher competence, emphasizing resource mobilization and fostering a growth mindset. Active engagement in entrepreneurship courses correlates with enhanced innovative thinking and networking. Despite gender-based disparities, statistical analysis indicates minimal impact on students' ability to generate novel business ideas. This study contributes insights to entrepreneurship education literature, offering practical implications for educators and institutions.
... b. Referentes, mentoring y patrocinio: La presencia de modelos femeninos en puestos de liderazgo y el acceso a programas de mentoring y patrocino es crucial para fomentar la presencia y el éxito de las mujeres en el liderazgo empresarial. Tener modelos femeninos en posiciones de liderazgo inspira y guía a otras mujeres, subrayando la importancia de poder identificarse con figuras de su mismo género para su desarrollo personal y profesional (Gibson, 2003;2004;Sealy y Singh, 2010). Sin embargo, la limitada presencia femenina en roles de liderazgo actúa como un obstáculo, muchas veces forzando a las mujeres a buscar modelos a seguir fuera de sus entornos laborales inmediatos (Eriksson-Zetterquist, 2008;Kelan y Mah, 2014;Sealy y Singh, 2010;Singh et al., 2006). ...
Report produced by CEU San Pablo University and EJE&CON, which analyzes in a comparative study the best practices for talent management and competitiveness improvement in Spanish companies.
... Individuals are required to draw on system guides and manuals (explicit knowledge) and develop practical insights (tacit knowledge) by learning from direct or indirect experience (Rotatori, Lee, and Sleeva 2021). Learning becomes more self-directed and generative as they seek to improvise and develop workarounds to exercise greater control over what they learn and how they can apply it to their work to achieve the desired outcomes (Gibson 2004). ...
... In addition, contextual support or barriers may also affect career motivations. Similar to role-model theory (Gibson, 2004), SCCT anticipates engaging (via self-concept) and authentic (via outcome expectation) pedagogies in science classrooms to promote STEM career interests. This is because, first, students may develop their occupational self-concept as they observe and model teachers' behavior, forming career outcome expectations by noticing the teachers' success, quality, and charm (Mendez et al., 2017). ...
This study examines the often‐heard assumption in science teaching that some pedagogies in science classrooms can serve a dual function—improve the student‐perceived teacher quality and improve students' affinity to STEM professions. We asked 7507 freshmen from 40 colleges in the United States, selected in a stratified random procedure, to retrospectively report their experiences of a list of 32 pedagogies during high school biology, chemistry, and physics classes. Our survey also asked students to rate each teachers' quality and to report their Science, Technology, Engineering, or Mathematics career interests at the beginning and end of high school. We found that teachers' chosen pedagogies, on the whole, had a stronger impact on how students rated them than on students' career interests. Interestingly, we also found considerable differences between the disciplines.
... In summary, some of the most prominent models for this type of learning have not been labeled as teaching staff. Research has demonstrated that role models and mentors can improve a person's performance and professional advancement [6][7][8], promote motivation [9], and lessen stereotype danger [10]. ...
This study investigates the effects of learning through AI-generated virtual instructors while incorporating a unique element - the ability for students to choose their admired role model or celebrity as a personalized learning guide in terms of face and voice. We aim to assess the potential enhancements in learning outcomes and performance when employing various test scenarios: face and audio instruction of the admired role model, audio of the admired role model but different face; face of the admired model but audio different; normal (physical) instructor instruction. Our research maintains a crucial focus on preserving the student-teacher relationship by exploring ways in which AI can complement traditional instructional methods. The study also investigates the advancement of AI technology in assisting instructors and engaging students effectively. For a test sample of 105 students for a 5 minutes’ class, students felt it as an interesting concept, but with a small sample and time of class, it will not be correct to say this method alone will bring drastic learning improvement. In the first instance, students were curious and highly attentive, which is evident on the result that 76% of students answered the questions correctly compared to other groups. This system can be further improved by providing body/hand gestures with AI instructors, or allowing students to customize their own AI instructor.
... Lockwood (2006) menggambarkan bahwa model panutan sebagai seseorang yang dapat menjadi contoh dari suatu kesuksesan yang dicapainya dan sering menjadi panutan bagi orang lain berdasarkan sikapnya untuk mencapai kesuksesan. Model panutan mempunyai tiga fungsi utama dan saling terkait yaitu untuk memberikan pembelajaran, motivasi serta inspirasi yang dapat membantu seseorang mendefinisikan konsep dirinya (Gibson, 2004). Dalam pembelajaran kewirausahaan, model panutan merupakan penerapan dari teori kognitif sosial yang berfokus pada apa dan bagaimana seseorang belajar dari yang lain melalui model praktik yang baik (Ormrod, 1999). ...
ABSTRAK Intensi berwirausaha merupakan landasan dasar bagi seseorang untuk berwirausaha. Tujuan penelitian ini adalah untuk menganalisis model panutan sebagai penentu intensi berwirausaha, sekaligus menguji pengaruh model panutan terhadap beberapa variabel terkait dengan perilaku seperti sikap, norma subjektif, dan kendali perilaku. Teori perilaku terencana (theory of planned behavior) digunakan sebagai dasar untuk pengujian model yang memengaruhi intensi berwirausaha mahasiswa. Convenience sampling sebagai Teknik pengambilan sampel digunakan dalam penelitian ini dengan menggunakan sampel 330 responden mahasiswa Universitas Tarumanagara dari Fakultas Ekonomi dan Bisnis serta mahasiswa Fakultas Seni Rupa dan Disain. Berdasarkan data yang digunakan, dipilih teknik pengolahan data dengan metode analisis data Partial Least Square-Structural Equation Modelling (PLS-SEM). Hasil pengujian dalam penelitian ini diperoleh hasil bahwa model panutan tidak berpengaruh secara langsung terhadap intensi berwirausaha, namun model panutan berpengaruh positif dan signifikan terhadap sikap berwirausaha, norma subjektif serta kendali perilaku. Selanjutnya intensi berwirausaha mahasiswa dipengaruhi secara positif dan signifikan oleh variabel sikap berwirausaha, demikian pula intensi berwirausaha mahasiswa dipengaruhi secara positif dan signifikan dari variabel norma subjektif serta kendali perilaku. Dalam penelitian ini diperoleh hasil bahwa sikap, norma subjektif dan kendali perilaku mampu berperan sebagai mediasi pengaruh model panutan terhadap intensi berwirausaha. Berdasarkan hasil hipotesis sebelumnya meskipun model panutan tidak berpengaruh secara langsung dan signifikan terhadap intensi berwirausaha, namun intensi berwirausaha dipengaruhi oleh model panutan ketika ditambahkan variabel mediasi sikap, norma subjektif dan kendali perilaku, di mana ketiga variabel tersebut mampu memediasi penuh terhadap intensi berwirausaha mahasiswa. Berdasarkan kesimpulan penelitian ini diharapkan dapat berkontribusi di dalam peningkatan serta pembelajaran kewirausahaan di universitas dengan salah satu sasarannya adalah membangun intensi berwirausaha mahasiswa. Kata Kunci: model panutan, intensi berwirausaha, sikap, norma subjektif, kendali perilaku ABSTRACT Entrepreneurial intention is the basic foundation for someone to become an entrepreneur. The purpose of this paper is to examine the role model as a determinant of entrepreneurial intention, as well as to examine the role model for attitudes, subjective norms, and behavioral control. The theory of planned behavior is used as a basis for testing behavioral models in testing the determinants of students' entrepreneurial intentions. This study used convenience sampling technique and used a sample of 330 respondents from Tarumanagara University students from the Faculty of Economics and Business and students from the Faculty of Fine Arts and Design. Data processing is done by using data analysis method Partial Least Square-Structural Equation Modeling (PLS-SEM). Furthermore, based on the test results, it was found that the role model had no direct effect on entrepreneurial intentions, but the role model had a positive and significant effect on entrepreneurial attitudes, on subjective norms and on behavioral control. Furthermore, entrepreneurial attitudes have a positive and significant effect on entrepreneurial intentions, as well as subjective norms and behavioral control have a positive and significant effect on students' entrepreneurial intentions. In this study, it was found that attitudes, subjective norms and behavioral control were able to mediate role models for entrepreneurship intentions. Based on the results of the previous hypothesis, although the role model does not significantly affect the entrepreneurial intention, the role model becomes able to influence the entrepreneurial intention when added mediating variables of attitude, subjective norm and behavioral control, where the three
... Consistent with prior research (e.g., Ronkainen et al., 2019), during the process of identity formation, this study highlighted the importance of students receiving exposure to a diversity of support structures, role models, and learning opportunities. Through access to role models and multiple sources of support, students can experience a change in their own 'imagined' or 'possible' selves (Gibson, 2004). Yet, one implication of the current findings is that students may be more likely to be inspired by and internalise messages from role models when there are similarities between themselves and the role model figure in relation to interests, backgrounds, life experience, gender, and age (Armour & Duncombe, 2012). ...
... Although hands-on activities generate an interest in STEM, it is the interaction with role-models that is instrumental in generating a lasting interest in technical careers. [14][15][16][17][18] ...
... Notes: The p value is indicated in parentheses, while statistical significance is indicated as follows: p < 0.1; **p < 0.05; ***p < 0.01 Source: Authors' own work JEEE These results offer an interesting perspective that may be explained considering the reference groups in which the scientists are found. Given that they work in a highly qualified and competitive environment, it is likely that they seek inspiration and role models among their peers, i.e. those who share a similar status, which may lead them to adopt attributes that increase the perceived similarity with these role models (Gibson, 2004). In this vein, these findings are presented in alignment with what Krueger (1993) documented, arguing that prior positive exposure to business activity plays a critical role in the formation of EI (Table 4). ...
Purpose
This study aims to analyze the entrepreneurial intention (EI) of Colombian researchers using machine learning (ML) techniques, considering their academic activity, contexts and social norms (SN).
Design/methodology/approach
Unsupervised classification techniques were applied, including principal component analysis, hierarchical clustering with the Ward method and a logistic model to evaluate the classification. This was done to group researchers according to their characteristics and EI.
Findings
The methodology used allowed the identification of three groups of academics with distinct characteristics, of which two showed a high presence of EI. The results indicate that EI is influenced by the connection with the private sector (consulting, intellectual property and applied research) and by the lack of institutional support from universities. Regarding SN, only the preference for entrepreneurial activity over being an employee and the social appreciation of entrepreneurial dedication were identified as predictors of EI.
Originality/value
The use of ML techniques to study the EI of researchers is uncommon. This study highlights the ability of the methodology used to identify differences between two groups of academics with similar characteristics but different levels of EI. One group was identified that, despite rejecting values associated with entrepreneurs, has a high predisposition to develop a career as an entrepreneur. This provides valuable information for designing policies that promote EI among Colombian researchers.
... Patokan yang dimaksudkan oleh Responden C dapat dianggap sebagai hubungan antara role model dan the self dimana dalam salah satu penelitian dijelaskan bahwa role model dan seseorang dapat terjalin hubungan ketika mereka memiliki relevansi, kesuksesannya dapat dicapai, dapat menginspirasi (Lockwood & Kunda, 1997). Role model akan sangat berguna dalam meningkatkan performa dalam berbagai bidang (Gibson, 2004;Herrmann et al., 2016;Lafuente et al., 2007). ...
Pendidikan seksual menjadi aspek penting yang perlu diajarkan kepada siswa sejak usia dini sebagai fondasi untuk menjaga diri dari berbagai jenis kekerasan seksual pada anak yang terjadi di Indonesia. Sebagai salah satu penyelenggara pendidikan anak untuk usia dini dalam bentuk formal, Islamic pre-school menjadi pilihan yang populer di kalangan orang tua. Penelitian ini bertujuan untuk mengeksplorasi sikap dan persepsi guru Islamic pre-school terhadap pendidikan anak usia dini di Makassar. Hasil penelitian ini menujukan bahwa pendidikan seksual di Islamic pre-school dilaksanakan dengan menyandingkan nilai-nilai ajaran agama Islam sehingga bentuk pengajaran semakin kompleks dan memberikan banyak manfaat. Pengetahuan guru dalam menerapkan tentang pendidikan seksual ini bersumber dari partisipasi mereka di masyarakat sehingga terdapat pemaknaan yang berbeda tentang pendidikan seksual dari setiap guru. Beberapa orang tua siswa juga masih menganggap tabu sehingga kurang mampu mengajarkan pendidikan seksual di rumah, padahal peran pendidikan seksual yang diajarkan oleh guru di Islamic pre-school harus juga diterapkan di lingkungan keluarga. Meski demikian, pendidikan seksual mendapatkan respon positif dari orang tua siswa.
Background
This study investigates the influence of perceived follower–leader congruence in basic moral behaviors, as defined by the morality-as-cooperation theory (MAC), on the perceived level of ethical leadership. Although important for the leadership theory and practice, this association is scarcely covered by the literature.
Methods
The study employed a mixed-methods approach, consisting of a one-site quantitative survey in Phase 1 carried out in a Russophone logistics company, and a follow-up series of semi-structured interviews within the same population in Phase 2.
Results
The results of Phase 1 showed a moderate positive correlation (r(54) = [.34;.64], p < .05) between perceived congruence in each MAC element and the perceived level of ethical leadership, whereas the findings from Phase 2 demonstrated that this association is causal. Moreover, the research unexpectedly revealed that the influence of the congruence in care for kin, heroism, and deference is mediated by the congruence in loyalty to the group and reciprocity, with the significance level at p < .05 for all indirect effects. The study also found a moderating role of duration of leader’s moral behavior observation by followers.
Conclusions
This research advances ethical leadership literature by applying the MAC theory to studying the antecedents of the perceived leaders’ ethicality and revealing the mediating role of some basic moral values in assessing a leader’s ethicality. Besides, the study contributes to the cross-cultural validity of both MAC and ethical leadership theories by testing the respective instruments in a Russophone organization.
Purpose-The study empirically explores the influence of reorganization on entrepreneurial intentions and family business generational transfers among small and medium enterprises (SMEs).
Design/methodology/approach-Using multi-group analysis and partial least square structural equation models, data from 252 family-owned businesses were analyzed.
Findings-The results reveal that reorganization partially mediates the relationship between entrepreneurial intentions and family business generational transfers among SMEs.
Research limitations/implications-The study used a cross-sectional survey approach and focused on Kampala business district. If required and funding permits, a longitudinal study in this field may be conducted.
Practical implications-Family business owners ought to involve their family members in the management of the business from an early age, including them in the decision-making process, and use social exchange to strike a balance between their personal goals and the objectives of the business. In order to protect the business's goals, the business founder should mentor the next generation through quality family social interactions.
Originality/value-Integrating entrepreneurial intentions and reorganization is likely to improve the survival rate of family business generational transfers among SMEs in Uganda using social exchange theory.
Transferring knowledge and technology from academia to industry is usually understood as a process. While previous research focuses on phenomena along the process and its outcomes, the starting point of the process—the initiation of a transfer activity—remains unstudied. We conceptualize this initiation as a simultaneous recognition of a transfer opportunity and the choice of a transfer channel and provide first empirical insights into the initiation of the transfer process. We use survey data from 1149 scientists from the German state of Thuringia and their activities in science–industry collaboration, intellectual property rights, and spin-off creation. We employ seemingly unrelated regressions to account for selection and multiple channel choices in our econometric approach. Our results show a positive relationship between scientists’ different kinds of prior knowledge and the probability of recognizing a transfer opportunity. Contrary to our expectations, scientific impact reduces the likelihood of recognizing a transfer opportunity. For the choice of the transfer channel, the results show a positive relationship between choosing the spin-off channel and risk willingness, as well as basic research. Applied research increases the likelihood of choosing intellectual property rights as a channel. Furthermore, role models are positively associated with these two channels.
This chapter presents an overview of the conceptual understanding of ‘women in management’ to develop the conceptual framework. The study has examined the three theoretical approaches in the field of women in management, namely gender-centred perspective, organisational perspective and gender-organisational-system perspective (Akpinar-Sposito, 2013). Further, it also adds a fourth dimension—work perspective. It identifies different variables and possible associations among them under four dimensions—Personal, Work, Organisational and Social. It touches upon personal factors vital for career growth which include personality, experience, skills and family responsibilities. It introduces the reader to organisational factors associated with career growth at the management level positions. It discusses mentoring and counselling, training and development opportunities and networking which are essential for career growth. It highlights the work factors which may change the workplace diversity compositions. These factors include the type of work, key assignments, department, average number of office hours in a week, average number of outdoor duty hours, work environment, nature of work and work pressures. It includes social factors like gender stereotypes, occupational segregation and patriarchy. (This chapter is based on two unpublished works of the authors. One is a doctoral thesis of Sanskruti Kadam, and another is a research report on women in management done by Samapti Guha sponsored by ICSSR, India).
Preservice teachers' self‐regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self‐regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self‐Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self‐regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self‐regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self‐regulation skills. Therefore, we have concluded that self‐regulation is an ongoing process at early ages and adulthood.
This study illuminates the leadership experiences of undergraduate business students undertaking a 1‐year work placement. Semi‐structured interviews and reflective journals were used to explore the students’ leadership experiences before and during their placement. Through reflection on these experiences, students were able to make sense of their own leadership learning as well as develop their leadership identity. A main contribution of this study has been the formulation of a theoretical model that fully acknowledges prior lived experience, and the multi‐layered and complex process of leadership identity development.
This paper describes the outcomes for adolescents taking part in a 12-week group behavioural mentoring programme and possible causal mechanisms involved, using Law's (1981) Community Interaction Theory as a theoretical framework. The two-stage qualitative research with four groups of students aged 13-14 showed that there were changes to their understanding of self, their self-confidence, their ability to control emotions and behaviour and, importantly, changes in their career aspirations. Interacting with their mentors (adults from outside their previous communities) appeared to have a significant impact on them. The data suggests this was via the creation of a new community which moderated existing beliefs about who they were, and what opportunities were open to them. The mentors provided feedback, support and information, and were perceived as a credible and trusted role model. The study offers an application of Law's theory to the younger students it was developed for and provides evidence suggestive of the importance of interactions with wider communities in career development and widening participation, although future research should consider long-term follow-up of mentees.
Buku ini membahas tentang Konsep Dasar Wirausaha, Peran dan Fungsi Wirausaha, Pendidikan Kebutuhan Berprestasi dan Kreativitas, Jalan Menuju Wirausaha Sukses, Identifikasi Peluang dalam Berwirausaha, Alat Analisis Peluang Usaha, Cara Identifikasi Peluang Usaha Bisnis, Manajemen Produksi dan Keuangan, Manajemen Pemasaran dan SDM dalam Wirausaha, Komunikasi Bisnis dan Negosiasi, Etika Bisnis dalam Wirausaha, Pengembangan Wirausaha dan UMKM, Strategi Pengembangan Wirausaha Pada UMKM.
This chapter introduces how the humanistic leader Mao Zhongqun, founder and Chairman of the Board of Directors of Fotile Group, creates an organizational culture of high engagement by cultivating employees’ behaviours. Fotile produces kitchen appliances and has almost 20,000 employees. The company promotes a humanistic culture by encouraging employees to practice self-reflection on the “Five Ones” practices to achieve the Fotile culture. This chapter introduces the practices and explains how they help guide employees’ behaviours. We also explore how they have made the company a role model for thousands of other companies in China to learn from Fotile. The results have been very positive. Our work adds to previous literature by showing that a strong company culture is a determinant of employee engagement. It also promotes healthy performance and social development of the enterprise. This research explores how humanistic leaders can increase employee engagement through the company culture. This chapter provides insights for business leaders who are interested in enhancing employee engagement and promoting a positive company culture by cultivating humanitarian behaviours.
Cet article étudie la perception de la marque employeur (ME) de jeunes engagés de l’armée de terre durant leur première année de contrat, afin de comprendre l’influence de l’expérience collaborateur sur la perception de la facette interne de la marque au cours du temps. Cette étude diachronique repose sur 65 entretiens, 40 réalisés à l’entrée dans l’organisation et 25 au terme de la première année d’expérience. L’analyse qualitative des données vise à qualifier l’évolution de la ME dans le temps, et d’identifier certains facteurs explicatifs au travers du récit de l’expérience en emploi. Les résultats permettent d’observer une évolution du contenu de la ME sur la première année de contrat. Notoirement, l’image perçue se complexifie : certains attributs initialement présents s’estompent quand d’autres émergent. Dans la perspective du contrat psychologique, cela signifie que la compréhension des attentes initiales lors du recrutement est insuffisante pour expliquer l’engagement et la fidélité futurs. L’évolution perceptive observée semble s’ancrer dans un processus relationnel et comparatif, notamment via une personnification de la ME par la figure de ses cadres de proximité.
The "hidden curriculum" in medical school includes a stressful work environment, un-empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence-based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real-world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Linkages between a global measure of mentoring experiences, gender, and four outcome variables were investigated. Also, the moderating effects of gender were examined to determine whether mentoring is differentially associated with career outcomes for men and women. Business school graduates (147 women and 173 men) provided information about their backgrounds, companies, positions, mentoring practices, compensation, and compensation satisfaction. Individuals experiencing extensive mentoring relationships reported receiving more promotions, had higher incomes, and were more satisfied with their pay and benefits than individuals experiencing less extensive mentoring relationships. There were no gender differences with regard to the frequency of mentoring activities, and gender did not moderate mentoring-outcome relationships. The results are discussed within the context of a $7,990 income difference between men and women.
We introduce social networks theory and methods as a way of understanding mentoring in the current career context. We first introduce a typology of "developmental networks" using core concepts from social networks theory-network diversity and tie strength-to view mentoring as a multiple relationship phenomenon. We then propose a framework illustrating factors that shape developmental network structures and offer propositions focusing on the developmental consequences for individuals having different types of developmental networks in their careers. We conclude with strategies both for testing our propositions and for researching multiple developmental relationships further.
This paper presents a new theory of work role transitions, linking personal and organizational adjustment outcomes with the characteristics of the person, the role, and the organization. The need for theory is argued in a brief overview of the field, and a conceptual framework for analyzing modes of adjustment to transition is presented. The main body of the theory for predicting adjustment modes is set out, and the implications and predictions of the theory for changing patterns of adjustment over work histories and lifetime careers are discussed.
Employing a national sample of 1,162 employees, we examined the relationship be-tween joh and career attitudes and the presence of a mentor, the mentor's type (formal or informal), the quality ofthe mentoring relationship, and the perceived effectiveness and design of a formal mentoring program. Satisfaction with a mentoring relationship had a stronger impact on attitudes than the presence of a mentor, whether the rela-tionship was formal or informal, or the design of a formal mentoring program. Mentoring has been the focus of much research and discussion over the past decade. Comparisons of nonmentored and mentored individuals yield consistent results: compared to nonmentored indi-viduals, individuals with informal mentors report greater career satisfaction (Fagenson, 1989), career commitment (Colarelli & Bishop, 1990), and career mobility (Scandura, 1992). Informal proteges also report more positive job attitudes than nonmen-tored individuals (cf.. Many organizations have attempted to replicate the benefits of informal mentoring by developing formal mentoring programs (Burke & McKeen, 1989). Formal mentoring relationships develop with organizational assistance or intervention, which is usually in the form of matching mentors and proteges. A third of the nation's major compa-nies apparently have formal mentoring programs (Bragg, 1989), and formal mentoring has been iden-tified as an emerging trend in the new millennium (Tyler, 1998). Three questions come to mind when viewing these emerging trends. First, are all mentoring re-lationships created equal? Existing studies imply this assumption by comparing mentored and non-This study was supported by a 1991 grant from the Women's Bureau of the U.S. Department of Labor. We would like to thank the editor and the three anonymous reviewers for their excellent feedback and help with our manuscript: this was reviewing at its best.
A comprehensive review of the mentoring literature reveals that unpleasant aspects of mentoring relationships at work have been understudied. This persists, despite evidence that dysfunctions may be occurring in mentoring relationships. A typology of negative mentoring styles is presented. Next, a model of outcomes that may be associated with dysfunctional mentoring is developed to underscore the need to investigate the full range of mentorship in future work.
Mentoring provides career guidance and psychological support to employees. However, women may have difficulty establishing a mentoring relationship. This paper describes the individual and organizational factors that may inhibit the development of mentorships for women. An agenda for research on the development and dynamics of mentoring relationships is proposed.
While previous literature tends to focus on role models as significant other people, particularly in one's early life, this study finds that individuals tend to construe their role models as a selection process of attributes from others throughout their career. I discovered that individuals primarily construe their role models along positive/negative, global/specific, close/distant, and hierarchically superior/peer-subordinate dimensions, and that across the career span, the tendency to observe role models did not change. Rather, the emphasis placed on different dimensions of role models changes. Early-stage respondents who are working on creating a viable self-concept were more likely to construe their role models as positive, close, and sources of a range of attributes. Middle- and late-stage respondents were more likely to see their role models as sources of specific, and often negative, attributes. The study suggests that these observed patterns are related to individuals' increasing confidence in their professional self-concept. In early stages, individuals pay attention to role models to create a viable self-concept; in middle stages, they seek to refine their self-concept, and in late stages, they seek to enhance and affirm their self-concept.
This study investigates the criteria for acceptance of an employee's superior as a role model, with special attention placed on the effect of superior/subordinate gender. The data for the study were collected from 1579 senior managers from three large Canadian public and quasi-public organizations. While significant gender differences were found, they were relatively unimportant determinants of role model acceptance. By far the most important determinant of subordinate acceptance of a superior as a role model is the subordinate's perception of the superior's performance.
For years, partners at professional service firms considered the leap from professional to partner a function of "natural selection"-a test of survival of the fittest. But that model is on the verge of extinction: in today's firms, securing and retaining talent is becoming paramount as young MBAs, once willing to log years of hard labor in hopes of being made partner, are leaving in hordes for hot new Internet companies. So how can companies keep the talent they've worked so hard to cultivate? One way, Ibarra says, is to have partners take a more active mentoring role in helping junior professionals create a partner persona. She explains the three steps that senior colleagues can take to guide junior professionals on this journey. The first has to do with observing role models. By taking a collage approach, young professionals can survey a broad range of personalities and so accumulate a larger repertoire of possible styles to choose from. For their part, partners can assist in this observation process by communicating explicitly what styles work for them and why. The second step partners can take is to encourage professionals to develop a repertoire of role models; by working with many senior professionals, junior colleagues are more apt to find just the right mix of mentors. And third, senior people can take extra care to support young professionals at the most difficult moments in the process. Indeed, the leap from professional to partner is difficult-even trying at times. But for those willing and daring enough to take the leap-and for those who've already made it-understanding the associated psychological and emotional obstacles is critical to success.
Review of the literature on mentoring suggests that having multiple mentors may enhance mentoring outcomes. Multivariate analysis of covariance is used to test possible effects of multiple mentors on six attitudinal outcomes - organizational commitment, job satisfaction, career expectations, role conflict, role ambiguity, and perceived employment alternatives - in a sample of 275 executives. Results of this study indicate that experiencing one or more mentoring relationships in the workplace may result in greater organizational commitment, greater job satisfaction, enhanced career expectations, increased perceptions of alternative employment, and lower ambiguity about one's work role. Role conflict may increase as the number of mentors increases beyond one, however. New areas for research suggested by these results are discussed.
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This paper examines the impact of women's proportional representation in the upper echelons of organizations on hierarchical and peer relationships among professional women at work. I propose that social identity is the principal mechanism through which the representation of women influences their relationships. Both quantitative and qualitative analyses of interview and questionnaire data are used to compare women's same-sex relationships in firms with relatively low and high proportions of senior women. Compared with women in firms with many senior women, women in firms with few senior women were less likely to experience common gender as a positive basis for identification with women, less likely to perceive senior women as role models with legitimate authority, more likely to perceive competition in relationships with women peers, and less likely to find support in these relationships. These results challenge person-centered views about the psychology of women's same-sex work relationships and suggest that social identity may link an organization's demographic composition with individuals' workplace experiences.
Vicarious learning and modeling are important processes in the acquisition, development, and alteration of behavior in organizations. The authors argue that a primary basis for vicarious learning is a cognitively held "script" on the part of the observer of a model. A script is a procedural knowledge structure or schema for understanding and enacting behaviors. The close parallels are drawn between scripts and vicarious learning as vehicles for both understanding and influencing organizational behavior.
The social learning theory notion of vicarious learning through modeling can elucidate the phenomenon of behavioral change in organizations. Vicarious learning encompasses attentional, retention, motor reproduction, and motivational processes. If any of these processes is lacking or impaired, the learner is less likely to perform an observed behavior. Whether or not a model is attractive, competent, and successful contributes to the overall probability of that model's behavior being imitated by others. Managers need to use modeling effectively to enhance the achievement of organizational and personal goals. In particular, attention should be given to day-to-day modeling as well as to formal training to effect organizational behavior changes.
The effects of awareness of a model's task achievement on observers' task goals, performance, and performance satisfaction were studied in a laboratory setting. One hundred seventy-four subjects were exposed to either a high- or low-performing model in the context of viewing a task “training film.” Approximately half of the subjects were allowed to practice the task before observing the film. All subjects then worked on the task, and their goals, performance, and performance satisfaction were assessed. Results showed that observation of the model's achievement level had a significant effect on the goals and performance of subjects without prior experience but had less influence on the goals and performance of subjects who were familiar with the task before being exposed to the model. However, regardless of task familiarity, subjects in all conditions used the model as a standard for evaluating their own performance. The results are discussed in terms of social factors which influence the goals individuals personally set when approaching tasks and the way organizational members seek to reduce uncertainty created by new task environments.
Despite renewed vigor in the social comparison literature, little attention has been paid to methods of studying social comparison. This article examines frequently used measures and procedures in social comparison research. The question of whether a method truly captures social comparison requires a clear understanding of what social comparison is; hence a definition of social comparison is proposed, multiple ancillary processes in social comparison are identified, and definitional controversies are addressed. Then, methods are examined for how strongly they imply social comparison and for whether they capture social comparisons as they would occur naturally. It is argued that some methods may not truly capture social comparison, that some methods may be too vulnerable to alternative interpretations to be useful, and that some methods may paint an inaccurate picture of social comparison.
Using a statistical model, this study examined the correlates and outcomes of mentoring among a sample of 635 technically skilled, professional, and managerial hospital employees (men and women). Whereas individual as well as group and organizational characteristics influenced mentoring, group and orgnizational variables accounted for more variance in mentoring than did the individual variables. Mentoring increased with the protege's organizatoal rank, with leader approachability, and with group effectiveness; it decreased as the protégé's tenure in the organization increased. Men reported more mentoring than women, and non-White minority individuals reported higher levels of mentoring than did White individuals. Mentoring was also associated with increased job satisfaction and decreased work alienation.
This study examined mentoring relationships in organizations as experienced by protégés. The sample, 80 men and women in early career stages, provided data using questionnaires. Three-quarters of the group had one or more mentors. The findings were both supportive of some previous conclusions and contradictory to others. In general, the mentoring experience was a positive one for proteges. Implications for management development are offered. The presence of mentoring in organizations is also considered in relation to specific organizational outcome variables.
This study examined changes in levels of self efficacy and aspiration among participants in role model activities of the Hispanic Mother-Daughter Program. The results suggest caution about the use ofself-reportfeedbackfor evaluative purposes, and the manner in which role models are used as means for inspiring confidence in general, or affecting levels of self efficacy or aspirations in particular.
Proteges′ and nonproteges′ relationships with their peers, superiors, and departments were compared. Evaluations were made by proteges′ mentors and nonproteges′ supervisors as well as by proteges and nonproteges. The prediction that proteges would be perceived to have less favorable relationships with their peers, superiors, and departments than nonproteges was partially supported. Mentors rated their proteges′ relationships with their peers, superiors, and departments less favorably than proteges rated their own relationships. Supervisors rated their nonproteges′ relationships with their superiors and departments more favorably than nonproteges rated them. Mentors′ and supervisors′ ratings of their proteges′/nonproteges′ relationships did not differ nor did proteges′ and nonproteges′ ratings of their own relationships.
Score on a personality test was to be used for selection to a desirable seminar (Hi Mot) or an undesirable seminar (Lo Mot). Subject chose to compare his own score with the score of someone 1, 2, or 3 ranks above or below him in a group of 7. It was found that (a) subject chose the score of someone adjacent to him in the rank order, (b) subject chose the score of someone above him in the rank order, (c) choice of someone high in the rank order was greater in the Hi Mot condition than in the Lo Mot condition, and (d) choice of someone high in the rank order was positively correlated with assumed similarity with someone high in the rank order. These results were interpreted in terms of motivation leading to assumed similarity, the latter leading in turn to comparison choices expected to confirm the assumption of similarity.
This article describes how people adapt to new roles by experimenting with provisional selves that serve as trials for possible but not yet fully elaborated professional identities. Qualitative data collected from professionals in transition to more senior roles reveal that adaptation involves three basic tasks: (1) observing role models to identify potential identities, (2) experimenting with provisional selves, and (3) evaluating experiments against internal standards and external feedback. Choices within tasks are guided by an evolving repertory that includes images about the kind of professional one might become and the styles, skills, attitudes, and routines available to the person for constructing those identities. A conceptual framework is proposed in which individual and situational factors influence adaptation behaviors indirectly by shaping the repertory of possibilities that guides self-construction.
This review examines the personal and situational variables that influence an individual's choice of comparative referent. Earlier models (Goodman, 1974; Levine & Moreland, 1987) are considered, which predict referent choice based on the availability of referent information and the relevance of the referent. These models are then expanded to consider situational and personal variables that may influence availability and relevance. Hypotheses detailing the effects of these personal and situational variables on referent choice are presented, and the potential impact of these choices for organizations is explored.
Attitude and opinion data provide a basis for inferring the meaning of opinions held by individuals and groups and also for
predictions about their future behavior. Such inferences and predictions, if they are to be made effectively, require a theoretical
foundation which explains the processes by which people adopt and express particular opinions. Here is a theory of three processes
by which persons respond to social influence.
Proportions, that is, relative numbers of socially and culturally different people in a group, are seen as critical in shaping interaction dinamics, and four group types are identified in the basis of varying proportional compositions. "Skewed" groups contain a large preponderance of one type (the numerical "dominants") over another (the rare "tokens"). A framework is developed for conceptualizing the processes that occur between dominants and tokens. Three perceptual phenomena are associated with tokens: visibility (tokens capture a disproportionate awareness share), polarization (differences between tokens and dominants are exaggerated), and assimilation (tokens' attributes are distorted to fit preexisting generalizations about their social type). Visibility generates performance pressures; polarization leads dominants to heighten their group boundaries; and assimilation leads to the tokens' role entrapment. Illustrations are drawn from a field study in a large industrial corporation. Concepts are exten...
The initiation of formal mentoring has become a widespread practice in public and private organizations. This paper reports results from a one-year longitudinal quasi-experiment which examined the effectiveness of a formal mentoring program at a Fortune 100 corporation. Employees who participated in the program were compared with a control group who reported never having had a mentor. Results showed that subjects with formal mentors reported significantly higher levels of job satisfaction. While a small to medium effect for participation in the mentor program was observed for organizational commitment, this effect failed to reach statistical significance in the current study. Subjects participating in the mentor program did not differ from their nonmentored counterparts in terms of work-role stress or self-esteem at work. These results suggest that a formal mentor program can have positive effects on individual and organizational outcomes, but its effectiveness may not be as extensive as widely assumed.