Revisiting followership through a social identity perspective: The role of collective follower emotion and action

We review the concept of followership, with a specific focus on how followers actively influence leadership outcomes. We examine in particular research from four key areas: social identity perspectives on leadership, intergroup emotion theory, collective action, and reciprocal affect within leader–follower interactions. Our central proposition is that followers engage in actions, driven by both cognitive and affective-based processes, which affect leadership outcomes. Moreover, because leaders are part of the groups they lead and therefore embedded within the social context of a group, we propose that any action that affirms or threatens the salient group will trigger both cognitive and emotional responses from followers towards leaders. These include the extent to which a leader engages in actions that are perceived as (1) self-sacrificial, (2) procedurally fair, and (3) expressing emotions congruent with that of their group. We also propose that the extent to which followers translate their perceptions and emotions towards collective action towards their leaders will be moderated by individual-level group identification and group-level shared identity. To conclude, we highlight theoretical implications in light of these propositions and suggest areas for further research on followership.     

Achieving Post-Acquisition Success: The Role of Corporate Entrepreneurship

Corporate entrepreneurship can play a central role in the integration of mergers and acquisitions. This paper describes a study spanning seven years for six mergers and acquisitions that involved UK, US and Swedish acquisitions of East German firms. The authors used the respective strengths of corporate entrepreneurship to predict the likely success or failure of each M&A, with very accurate results when they revisited the companies in 2001. The authors draw further lessons from the study by linking corporate entrepreneurship to the learning organisation and providing practical lessons for managers.     

“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms

Abstract

This paper considers the implications of the neoclassical dominant narrative in economics education and conceptualizes specific responses that teachers and teacher educators can take to promote a humanizing economics pedagogy. I briefly describe alternative economic paradigms and contrast them with neoclassical fundamentals. Then, I include economic lesson ideas to showcase ways to teach traditional economic content in ways that attend to neoclassicism but expand the potential of the discipline into new paradigms. By interrogating the fundamentals of neoclassical economics, students and teachers of economics can use these new economic paradigms to foster a counternarrative that is more critical and humanizing and can help address the prevailing themes of an era marked by systemic oppression.     

Re-aligning the Stakeholders in Management Research: Lessons from Industrial, Work and Organizational Psychology

The publication of the Starkey and Madan (2001) report represents a timely and valuable contribution to an ongoing debate across a range of applied disciplines, concerning the nature and purpose of social research. The call for stakeholder alignment, culminating in the production of new knowledge that is both theoretically and methodologically rigorous on the one hand, and socially relevant on the other, is, in our view, to be greatly welcomed. However, the Mode 2 approach advocated by Starkey and Madan will not satisfy these fundamental requirements. Drawing on recent analyses of the nature, causes and consequences of the academic-practitioner divide in the subfield of industrial, work and organizational psychology, we offer an alternative, four-fold taxonomy of the varieties of managerial knowledge. Within our alternative framework, research that is low on rigour but high on relevance (a likely consequence of the wholesale adoption of a Mode 2 approach) is characterized as 'Popularist Science'. 'Pedantic Science', by contrast, is high on rigour but low on relevance, while 'Puerile Science' meets neither requirement. Only 'Pragmatic Science' will meet the twin imperatives of rigour and relevance. Whilst it is highly desirable that Pragmatic Science should dominate the management field, there are considerable barriers that impede its widespread adoption at the present time, not least the limited availability of researchers who possess the requisite sociopolitical and methodological competencies. The immediate imperative that has to be addressed, therefore, is the question of how best to close this competency gap, a fundamental precondition of stakeholder realignment.     

Estimation of an Asymmetric Stochastic Volatility Model for Asset Returns

A stochastic volatility model may be estimated by a quasi-maximum likelihood procedure by transforming to a linear state-space form. The method is extended to handle correlation between the two disturbances in the model and applied to data on stock returns     

Kolmogorov-Smirnov Test Statistic and Critical Values for the Erlang-3 and Erlang-4 Distributions

Following a procedure applied to the Erlang-2 distribution in a recent paper, an adjusted Kolmogorov-Smirnov statistic and critical values are developed for the Erlang-3 and -4 cases using data from Monte Carlo simulations. The test statistic produced features of compactness and ease of implementation. It is quite accurate for sample sizes as low as ten.     

Working around the Barriers to Creating and Sharing Knowledge in Capital Goods Projects: the Client's Perspective*

The article considers knowledge management issues from the client's perspective. In the example presented, a sludge treatment centre procured by Northumbrian Water Ltd (NWL), the task faced by the client was to manage knowledge in a context where the core technology being procured was new and resulted in the need for new knowledge to be created and shared both pre‐ and post‐delivery. In exploring these issues, the article reveals the problems of (and some solutions to) managing knowledge across the project life‐cycle and between different groups, where the motivation for generating and sharing knowledge was not the same for all participants.