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Journal articles on the topic 'Collective engagement'

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Author: Grafiati

Published: 1 June 2024

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1

Meyer, Debra K., and Dennis W. Smithenry. "Scaffolding Collective Engagement." Teachers College Record: The Voice of Scholarship in Education 116, no. 13 (April 2014): 124–45. http://dx.doi.org/10.1177/016146811411601313.

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While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.

2

Griffin, Barbara. "Collective norms of engagement link to individual engagement." Journal of Managerial Psychology 30, no. 7 (September 14, 2015): 847–60. http://dx.doi.org/10.1108/jmp-12-2012-0393.

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Purpose – The purpose of this paper is to apply a group norm approach to explain how average engagement across an organization is related to an individual’s level of engagement. Design/methodology/approach – Survey data were collected from over 46,000 participants from 140 organizations. Multi-level analysis tested the hypotheses that similarity (in terms of shared status) and likely interaction would determine the extent a group’s norms affected individual engagement. Normative data and the dependent variable data were provided by different participants. Findings – Results supported the aggregation of individuals’ measure of engagement to form three norms within an organization: an employee norm, a manager norm and a senior leader norm. These engagement norms were significantly related to an individual’s engagement at work beyond the effect of both organizational resources and manager support. Individuals were more strongly influenced by the norm of those in the organization with whom they were most similar and with whom they were likely to interact. Originality/value – Provides evidence that engagement exists at the group level and that status groups within the organization have norms that independently affect individual-level engagement.

3

Harvey, Sarah, and Chia-Yu Kou. "Collective Engagement in Creative Tasks." Administrative Science Quarterly 58, no. 3 (July 22, 2013): 346–86. http://dx.doi.org/10.1177/0001839213498591.

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4

Günce Demirhisar, Deniz, Ilan Lew, and Marina Repezza. "Mémoire collective, subjectivités et engagement." Emulations - Revue de sciences sociales, no. 11 (January 3, 2012): 7–11. http://dx.doi.org/10.14428/emulations.011.008.

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Kleinaltenkamp, Michael, Ingo O. Karpen, Carolin Plewa, Elina Jaakkola, and Jodie Conduit. "Collective engagement in organizational settings." Industrial Marketing Management 80 (July 2019): 11–23. http://dx.doi.org/10.1016/j.indmarman.2019.02.009.

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Craig, Elizabeth, and Yaarit Silverstone. "Tapping the power of collective engagement." Strategic HR Review 9, no. 3 (April 20, 2010): 5–10. http://dx.doi.org/10.1108/14754391011040019.

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Kenney, Melissa A., Jeffrey S. Dukes, Karen R. Lips, and Jessica J. Hellmann. "Engagement 2.0: increasing our collective impact." Frontiers in Ecology and the Environment 14, no. 8 (October 2016): 403. http://dx.doi.org/10.1002/fee.1416.

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Carbone, Jason T., and Stephen Edward McMillin. "Neighborhood collective efficacy and collective action: The role of civic engagement." Journal of Community Psychology 47, no. 2 (August 31, 2018): 311–26. http://dx.doi.org/10.1002/jcop.22122.

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Kleinaltenkamp, Michael, Jodie Conduit, Carolin Plewa, Ingo Oswald Karpen, and Elina Jaakkola. "Engagement-driven institutionalization in market shaping: Synchronizing and stabilizing collective engagement." Industrial Marketing Management 99 (November 2021): 69–78. http://dx.doi.org/10.1016/j.indmarman.2021.09.010.

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Deng, Xinming, and Zhen Ye. "Individual and Collective Engagement in Political Strategy." Academy of Management Proceedings 2018, no. 1 (August 2018): 10904. http://dx.doi.org/10.5465/ambpp.2018.10904abstract.

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Harvey, Sarah, and Chia-yu Kou. "COLLECTIVE ENGAGEMENT: EXPLORING CREATIVE PROCESSES IN GROUPS." Academy of Management Proceedings 2011, no. 1 (January 2011): 1–6. http://dx.doi.org/10.5465/ambpp.2011.65869748.

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12

Prijic-Samarzija, Snjezana. "Institutional social engagement." Filozofija i drustvo 27, no. 2 (2016): 429–35. http://dx.doi.org/10.2298/fid1602429p.

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I am referring to social engagement as a value-based choice to actively intervene in social reality in order to modify existing collective identities and social practices with the goal of realizing the public good. The very term ?engagement?, necessarily involves the starting awareness of a social deficit or flaw and presupposes a critical attitude towards social reality. In this article, I will attempt to provide arguments in favour of the thesis about the possibility (and, later, necessity) of institutional engagement, critical action and even institutional protest, basing this view on the thesis that institutions are fundamentally collective or social agents whose actions must be guided by ethical and epistemic virtues.

13

Makanju, Damilola, Andrew G. Livingstone, and Joseph Sweetman. "How group members appraise collective history: Appraisal dimensions of collective history and their role in in-group engagement." Journal of Social and Political Psychology 11, no. 1 (June 6, 2023): 229–46. http://dx.doi.org/10.5964/jspp.6355.

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Group members’ appraisals of their in-group’s collective history have been found to shape their engagement with the in-group and its collective goals. We add to this research by examining the complexity and dimensionality of how group members appraise collective history, and how different forms of appraisals relate to different forms of in-group engagement. We do so by (1) outlining four key dimensions – richness, clarity, valence and subjective importance – of how an in-group’s collective history can be appraised, and (2) examining how these appraisal dimensions relate to group members’ engagement with the in-group. Focussing on the African in-group category, we tested these ideas using a qualitative, essay writing approach. Analysis of responses (N = 33) indicated varied use of each of these dimensions of collective history appraisal, and that they relate to in-group engagement in differing ways. Two specific rhetorical strategies were identified: deploying the in-group’s history as a contrast; and deploying the in-group’s history as an inspiration. When collective history was appraised as rich, complex, negatively-valenced and unimportant, it was characterised as something from which the in-group should break away (history-as-contrast). Conversely, when collective history was appraised as rich, complex, positively-valenced and important, history was characterised as something to be used as a resource for the in-group (history-as-inspiration). Our findings build a fuller and more nuanced picture of how collective history shapes in-group engagement in a non-western setting.

14

Ion, Jacques, and Bertrand Ravon. "Causes publiques, affranchissement des appartenances et engagement personnel." II. Affirmation identitaire et figures de l'engagement, no. 39 (October 2, 2002): 59–71. http://dx.doi.org/10.7202/005129ar.

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RÉSUMÉ Cet article analyse les rapports entre individus et collectifs dans des groupements bénévoles intervenant dans l'espace public urbain. Ces groupements sont caractérisés par une remise en question, dans l'action, des cadres traditionnels de l'action collective : affranchissement des appartenances, autonomie institutionnelle, volonté de répondre de soi, réflexivite de l'engagement. Deux processus paradoxaux peuvent être alors isolés : d'un côté, un engagement personnel allant de pair avec une redéfinition de l'identité; de l'autre, un engagement anonymisé qui se développe au nom d'une cause publique. Cette double perspective de personnalisation et de publicisation invite à déplacer la question du lien, de l'identité collective à la reconnaissance publique de tout un chacun.

15

Eldor, Liat. "How Collective Engagement Creates Competitive Advantage for Organizations." Academy of Management Proceedings 2018, no. 1 (August 2018): 10764. http://dx.doi.org/10.5465/ambpp.2018.10764abstract.

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Shortall, Ruth, Anna Mengolini, and Flavia Gangale. "Citizen Engagement in EU Collective Action Energy Projects." Sustainability 14, no. 10 (May 13, 2022): 5949. http://dx.doi.org/10.3390/su14105949.

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Transitioning to a low-carbon economy requires profound changes in the energy system, including digitisation and decentralisation. Collective action energy projects are a promising means of supporting this transformation since they redistribute control of energy resources to the citizens and foster sustainable energy behaviours, as well as potentially enhancing energy justice and democracy. The EU has funded a number of collective action energy R&I projects which combine the use of new technologies and community engagement. We identify 28 such projects and investigate the types of community engagement strategies trialed and the challenges they face. We find that engagement strategies comprise a mixture of shorter term participation and longer term behaviour change strategies. There is a tendency towards behaviour change strategies based on feedback and/or rewards, while other promising strategies like targeting group norms are less common. Overall, projects opt for medium-level participation, while co-creative or more empowering approaches are less common. A lack of consistency in approach and a lack of reported data on social impacts of the projects makes it difficult to determine how effective the engagement strategies (and hence projects themselves) have been. We provide some recommendations for designing and monitoring similar research projects going forward.

17

Alameda-Lawson, Tania, and Michael A. Lawson. "Ecologies of Collective Parent Engagement in Urban Education." Urban Education 54, no. 8 (March 14, 2016): 1085–120. http://dx.doi.org/10.1177/0042085916636654.

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For the past several decades, the construct of parent involvement (PI) has framed much of the literature on school–family–community partnerships. In this study, the authors used a qualitative form of meta-analysis called thematic synthesis to explore a programmatic alternative to conventional PI known as collective parent engagement (CPE). The CPE approach examined in this study was implemented in three low-income, urban school communities. The primary goal was to help low-income parents develop programs and services that could support the strengths, needs, and challenges of children and families at school and in the community. The findings indicated that, when implemented as an isolated or “stand-alone” service strategy, CPE generally does not influence school outcomes. But when tied to a broader system of reform efforts, CPE can help transform the social-institutional landscape of low-income, urban school communities.

18

Ryu, Suna, and Doug Lombardi. "Coding Classroom Interactions for Collective and Individual Engagement." Educational Psychologist 50, no. 1 (January 2, 2015): 70–83. http://dx.doi.org/10.1080/00461520.2014.1001891.

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19

Rehm, Sebastian, Marcus Foth, and Peta Mitchell. "DoGood: examining gamification, civic engagement, and collective intelligence." AI & SOCIETY 33, no. 1 (March 28, 2017): 27–37. http://dx.doi.org/10.1007/s00146-017-0711-x.

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20

Shi, Yafei, Qi Cheng, Yantao Wei, and Yunzhen Liang. "Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education." Sustainability 15, no. 14 (July 14, 2023): 11018. http://dx.doi.org/10.3390/su151411018.

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Learning through making enhances the learning experience and effectively develops learners’ creativity. In this regard, maker education has been extensively incorporated into school education as a vital learning environment. However, less is known about how making advances students’ creativity in maker education. Therefore, this study aimed to explore relationships among making, tinkering, and creating. A total of 372 middle school students enrolled in maker courses through the 2021–2022 school year were surveyed. They completed a questionnaire concerning learning engagement, individual creativity, collective creativity, and learning motivation. Structural equation modeling (SEM) was employed to test the hypotheses proposed in this study. The results revealed significant relationships among learning engagement, individual creativity, and collective creativity. Specifically, behavioral engagement positively predicted emotional and cognitive engagement. Moreover, both emotional and cognitive engagement positively related to collective creativity, while only the effect of cognitive engagement on individual creativity was observed. The direct effects of behavioral engagement on individual and collective creativity were not significant. Furthermore, emotional and cognitive engagement mediated the association between behavioral engagement and collective creativity, while only cognitive engagement played a mediating role between behavioral engagement and individual creativity. In addition, the moderating analysis showed that learning motivation moderated the association between behavioral engagement and emotional engagement in school-maker education. Some implications for integrating maker education into school education and cultivating students’ creativity were discussed.

21

Zhang, Jingjing, Yicheng Huang, and Ming Gao. "Video Features, Engagement, and Patterns of Collective Attention Allocation." Journal of Learning Analytics 9, no. 1 (March 11, 2022): 32–52. http://dx.doi.org/10.18608/jla.2022.7421.

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Network analytics has the potential to examine new behaviour patterns that are often hidden by the complexity of online interactions. One of the varied network analytics approaches and methods, the model of collective attention, takes an ecological system perspective to exploring the dynamic process of participation patterns in online and flexible learning environments. This study selected “Fundamentals of C++ programming (Spring 2019)” on XuetangX as an example through which to observe the allocation patterns of attention within MOOC videos, as well as how video features and engagement correlate with the accumulation, circulation, and dissipation pattern of collective attention. The results showed that the types of instructions in videos predicted attention allocation patterns, but they did not predict the engagement of video watching. Instead, the length and whether the full screen was used in the videos had a strong impact on engagement. Learners were more likely to reach a high level of engagement in video watching when their attention had been circulated around the videos. The results imply that understanding the patterns and dynamics of attention flow and how learners engage with videos will allow us to design cost-effective learning resources to prevent learners from becoming overloaded.

22

Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (August 18, 2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building between schools and community health, mental health, and social service agencies. Here, engagement and disengagement challenges are reframed as opportunities for collective action, including interprofessional teams, community agency–school partnerships, cross-sector collective impact formations, cradle-to-career system building, and community development initiatives. Together these collective action forms signal new institutional designs which are fit for purpose when child/family poverty, social exclusion, and social isolation conspire against student engagement and school success.

23

Pisfil, Sergio. "REVIEW | Collective Participation and Audience Engagement in Rap Music." IASPM Journal 10, no. 2 (December 11, 2020): 92–94. http://dx.doi.org/10.5429/2079-3871(2020)v10i2.10en.

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Picard, Karalyn. "Teachers’ Engagement in Professional Development: A Collective Case Study." Journal of Educational Policies and Current Practices 2, no. 2 (April 16, 2017): 89–100. http://dx.doi.org/10.15340/21473501221011.

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25

Sawhney, Nitin, Christo de Klerk, and Shriya Malhotra. "Civic Engagement through DIY Urbanism and Collective Networked Action." Planning Practice & Research 30, no. 3 (May 27, 2015): 337–54. http://dx.doi.org/10.1080/02697459.2015.1054662.

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26

Thesnaar, Christo H. "EMBODYING COLLECTIVE MEMORY: TOWARDS RESPONSIBLE ENGAGEMENT WITH THE ‘OTHER’." Scriptura 112 (December 6, 2013): 1. http://dx.doi.org/10.7833/112-0-75.

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Lawson, Michael A., and Tania Alameda-Lawson. "A Case Study of School-Linked, Collective Parent Engagement." American Educational Research Journal 49, no. 4 (August 2012): 651–84. http://dx.doi.org/10.3102/0002831211427206.

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Costa, Patrícia Lopes, Ana Margarida Passos, and Arnold B. Bakker. "The work engagement grid: predicting engagement from two core dimensions." Journal of Managerial Psychology 31, no. 4 (May 9, 2016): 774–89. http://dx.doi.org/10.1108/jmp-11-2014-0336.

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Purpose – The purpose of this paper is to test whether work engagement can be predicted by two core dimensions, energy and involvement, both at the individual and team levels. Design/methodology/approach – Based on the circumplex model of affective well-being (Russell, 1980), the authors propose the work engagement grid and collect data on individual and team work engagement (TWE) from two different samples (n=1,192 individuals). Findings – Results show a significant positive relationship between the individual engagement grid and individual work engagement. However, only the energy dimension significantly predicted TWE. The authors also provide evidences for the relationship between the engagement grid and related variables (e.g. adaptive performance, team cohesion, satisfaction), and show that the combination of energy and involvement present smaller correlations with those variables than the complete engagement scales. Research limitations/implications – Data were collected from simulation samples, therefore generalization of the findings must be done with caution. The findings allow for developing a brief measure of work engagement, particularly useful for longitudinal or diary study designs. Practical implications – When teams are the work unit, the displays of energetic behaviors ought to be fostered in order to boost collective engagement. Originality/value – The authors add to the existing literature on work engagement, concluding that individual and team-level work engagement have structural differences between them, with the collective construct being dependent on external manifestations of energy, and that individual work engagement needs a cognitive component of absorption in order to foster performance.

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Indrawati, Ayu Desi, Armanu Armanu, Eka Afnan Troena, and Agung Yuniarinto. "Utilizing innovation and collective organizational engagement into SMEs’ sustainable competitive advantage." Uncertain Supply Chain Management 12, no. 3 (2024): 1589–602. http://dx.doi.org/10.5267/j.uscm.2024.3.021.

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The present study centered on the mediation of innovation and the moderation of collective organizational engagement in affecting human capital (a combination of skill and knowledge) on sustainable competitive advantage and further examined human capital, innovation, and collective organizational engagement impacts on sustainable competitive advantage. Subsequently, this study utilized a quantitative approach, engaging 270 sample frame SME units in Indonesia using a Likert scale questionnaire and examining it using SEM-PLS. The findings demonstrate that human capital positively and significantly impacted innovation and sustainable competitive advantage, indicating that a high level of business skill, business orientation, perception of risk, and know-how management enhances the organization’s innovation capability, creating distinctive, exceptional, and invaluable resources as core competencies of sustainable competitive advantage. This study confirms and advances the RBV theory and previous studies by examining intangible resources' mediating and moderating role, in which innovation contributes to mediating the effect of human capital on sustainable competitive advantage and collective organizational engagement reinforces (moderates) the impact of human capital on establishing sustainable competitive advantage. So, the results of this research illuminate the significance of human capital, innovation, and collective organizational engagement as the organization’s superior resources in manifesting sustainable competitive advantage.

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Du Vignaux, Maÿlis Merveilleux, Pierre-Majorique Léger, Patrick Charland, Youness Salame, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, and Sylvain Sénécal. "An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience." Multimodal Technologies and Interaction 5, no. 4 (April 7, 2021): 17. http://dx.doi.org/10.3390/mti5040017.

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This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants’ reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.

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Mannil, Bindu Menon. "The gendered film worker: Women in cinema collective, intimate publics and the politics of labour." Studies in South Asian Film & Media 11, no. 2 (December 1, 2020): 191–207. http://dx.doi.org/10.1386/safm_00028_1.

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Although Indian cinema studies as a discipline has long been involved in various theoretical elaborations of film production, not until recently has it engaged with the question of the gendered nature of film work. In this piece, I attempt to develop a framework centred around the politics of labour to provide a useful case to highlight how thoughtful engagement with these categories provides immense value for both contemporary film scholarship and feminist histories of media. In trying to situate Women in Cinema Collective, the first collective of women film workers to be formed in India, in the larger history of labour politics and women workers collectives of the recent past, I try to disaggregate a larger episteme of women’s work that emerges across the flexible labour economies of the neo-liberal present. Through examining the Women in Cinema Collective’s social media campaigns, advocacy work, petitioning and legal counselling, I argue that Women in Cinema Collective emerges as a tenuous collective whose work moves across the porous boundaries of a new social movement, workers collective and an autonomous women’s group.

32

Anselm, Sulley Benedict, Nguyahambi Ajali Mustafa, and Kilonzo Rehema Godfrey. "The Moderating Effect of Collective Action in the Relationship between Civic Engagement and Water Service Delivery in Kondoa District, Tanzania." Journal of Public Administration and Governance 10, no. 3 (October 11, 2020): 410. http://dx.doi.org/10.5296/jpag.v10i3.17471.

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Civic engagement has been an area of research after adoption as an important approach to strengthen citizens’ voice, accountability and communication in public service delivery. However, there is mixed result on its relationship with public service delivery, particularly water services. Civic engagement studies consider collective action as critical success factor in public service delivery. Therefore, this study focused on testing the moderating effect of collective action on the relationship between civic engagement and water service delivery in Kondoa District Council of Tanzania using a cross-sectional design with a sample of 376 households. Cronbach’s alpha value was above 0.7, which was considered good and acceptable. The moderated binary logistic regression was used for data analysis. The analysis confirms the significant moderation effects of collective action on the relationship between citizens’ voice and all three-outcome variables, physical accessibility, quality, and quantity of water supplied. Similarly, collective action had a significant moderation effect on the relationship between accountability and domestic water service delivery variables except for the quantity of water supplied. Moreover, the effect of collective action in the relationship between communication and all the variables of water service delivery is not significant. The study concluded that the influence of civic engagement in water service delivery is effective when citizens are organised into collective action. The study recommends that civic engagement should be strengthened through tailor-made training and mentorship to implant collective action attributes to citizens on issues of public concern, i.e. water service delivery and management.

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Tung Au, Wing, Glos Ho, and Kenson Wing Chuen Chan. "An Empirical Investigation of the Arts Audience Experience Index." Empirical Studies of the Arts 35, no. 1 (July 24, 2016): 27–46. http://dx.doi.org/10.1177/0276237415625259.

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Radbourne et al. proposed an Arts Audience Experience Index (AAEI) which stipulated that performing arts experiences consist of four components: authenticity, collective engagement, knowledge, and risk. Authenticity is associated with truth and believability of a performance. Collective engagement is an audience’s experience of engagement with performers and other audience members. Knowledge is concerned with understanding of and intellectual stimulation created by a performance. Risk is the extent to which a performance meets one’s expectation, is value for money, and fits with one’s self-image. We administered the AAEI to 465 spectators who attended a drama performance and 126 spectators who attended a musical performance. Supporting Radbourne et al.’s framework, confirmatory factor analysis found that audience members could differentiate among the four components of authenticity, collective engagement, knowledge, and risk along the two facets of importance and satisfaction. Regression analyses also showed that satisfaction with these four components contributes meaningfully to the overall evaluation of the performances, although collective engagement was found to be a relatively weaker predictor.

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Fatic, Aleksandar. "Philotherapy as a social engagement." Theoria, Beograd 66, no. 3 (2023): 125–40. http://dx.doi.org/10.2298/theo2303125f.

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The paper focuses on emotional subjectivity (a sense of own identity based on an emotional reception of values) on the one hand, and the constitution of an organic community (one characterized by immediacy, as opposed to a formal community, which is permeated by institutional relations that mediate intersubjective relations between the community?s members). The argument rests on the idea, supported by modern experimental neuroscience, that emotions are the key dynamic factors of decision-making, quite contrary to the asumption of a rational deliberation. This idea generates significant consequences for the understanding of virtue, individual and collective identity, and the way in which informal communities are formed, even within larger institutionalized societies. One of the implications of the idea that emotional subjectivity is at the core of decision-making is that any therapeutic intervention, including philotherapy, must take as its starting assumption the fundamental emotional foundations of all decisions and actions taken in society. When this therapeutic approach is applied to issues that reach beyond the individual concerns or interests, it becomes activist, and takes on the shape of social engagement. The paper argues that the emotionality of intersubjective dynamism in society necessitates a social role for philosophical practice, both as a therapeutic activity (in the form of individual or group socialization or resocialization with regard to values), and as a shaping influence on social discourse on values, specifically focusing on developing a particular collective sensibility for key values that contribute to ideas such as the good life, a cohesive community or common fate, all of which characterize organicism in community-building that has proven as a form of social healing in cases of collective distress.

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Hakim, Nader H., and Glenn Adams. "Collective memory as tool for intergroup conflict: The case of 9/11 commemoration." Journal of Social and Political Psychology 5, no. 2 (January 31, 2018): 630–50. http://dx.doi.org/10.5964/jspp.v5i2.713.

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We apply a cultural psychology approach to collective memory of the 9/11 terrorist attacks. In particular, we considered whether practices associated with commemoration of the 9/11 terrorist attacks would promote vigilance (prospective affordance hypothesis) and misattribution of responsibility for the original 9/11 attacks (reconstructive memory hypothesis) in an ostensibly unrelated context of intergroup conflict during September 2015. In Study 1, vigilance toward Iran and misattribution of responsibility for the 9/11 attacks to Iranian sources was greater among participants whom we asked about engagement with 9/11 commemoration than among participants whom we asked about engagement with Labor Day observations. Results of Study 2 suggested that patterns of greater vigilance and misattribution as a function of instructions to recall engagement with 9/11 commemoration were more specifically true only of participants who reported actual engagement with hegemonic commemoration practices. From a cultural psychological perspective, 9/11 commemoration is a case of collective memory not merely because it implicates collective-level (versus personal) identities, but instead because it emphasizes mediation of motivation and action via engagement with commemoration practices and other cultural tools.

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Luu, Tuan Trong. "Collective job crafting and team service recovery performance: a moderated mediation mechanism." Marketing Intelligence & Planning 35, no. 5 (August 7, 2017): 641–56. http://dx.doi.org/10.1108/mip-02-2017-0025.

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Purpose The clinical team’s recovery performance for the failures in the patient care processes plays a crucial role in leveraging the healthcare service quality. The purpose of this paper is to investigate the relationship between collective job crafting and team service recovery performance via the mediation mechanism of team work engagement. Design/methodology/approach Clinicians including physicians and nurses from hospitals in Ho Chi Minh City of Vietnam were recruited as sources of data for the current study. Structural equation modeling was utilized to conduct the data analysis. Findings The data analysis demonstrated the role of team work engagement as a mediator for the positive link between collective job crafting and team service recovery performance. Serving culture was also found to have an interaction effect with collective job crafting in predicting team work engagement. Originality/value The current research extends service recovery research by examining service recovery performance at the team level as well as collective job crafting as its team-level antecedent.

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Cavallone, Mauro, and Rocco Palumbo. "Engaging citizens in collective co-production." TQM Journal 31, no. 5 (October 10, 2019): 722–39. http://dx.doi.org/10.1108/tqm-02-2019-0040.

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Purpose Citizen engagement and public service co-production have been identified as essential ingredients of the recipe for public services’ quality improvement. However, the process of citizens’ involvement has rarely been investigated in the scientific literature. The purpose of this paper is to shed light on this issue, examining the expectations and perspectives of people involved in an ongoing process of collective public service co-production implemented in Val Brembilla, a small-sized municipality located in North-Western Italy. Design/methodology/approach A mixed research strategy was designed. First, seven focus groups involving both citizens and entrepreneurs participating in public service co-production were established. Second, a semi-structured survey was administered to 463 co-producers (including both citizens and entrepreneurs), in order to elicit their perceptions and expectations. Findings An institutional trigger, namely, the decision of the municipality’s board to purchase the Kuwait Expo 2015 pavilion, initiated the process of public service co-production. Although citizens did not fully agree with the decision to buy the pavilion, due to its negative implications on the municipality’s finances, they were found to be willing to participate in public value co-creation. The opportunity to promote territorial identity through public value co-creation represented the main driver for citizens and entrepreneurs’ involvement. Practical implications Collective public service co-production is a sustainable and effective way to enhance the provision of public services. Several barriers are thought to prevent citizens’ engagement in collective public service co-production. First, people expect to be engaged from the initial steps of the process; second, the distinguishing role of territorial identity in influencing citizens’ behaviors and expectations should be recognized and properly addressed to avoid shortcomings in citizens’ engagement. Originality/value This paper investigates an ongoing collective public service co-production experience; moreover, it highlights the role of public service co-production in enhancing the public sector entities’ ability to recognize the evolving needs of the community.

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Jacquiot, Pierre. "Mémoire collective du nazisme et engagement écologiste en ex-rfa." Nouvelle revue de psychosociologie 5, no. 1 (2008): 169. http://dx.doi.org/10.3917/nrp.005.0169.

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ÖZDEMİR, Serkan. "THE IMPACT OF PATERNALISM AND DELEGATION ON COLLECTIVE ORGANIZATIONAL ENGAGEMENT." Route Educational and Social Science Journal 4, no. 19 (January 1, 2017): 475–83. http://dx.doi.org/10.17121/ressjournal.844.

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Navarro, Claude, Christian Escribe, and Caroline Dupeyrat. "Achievement Goals and Engagement in Individual and Collective Learning Activities." Psychological Reports 98, no. 2 (April 2006): 556–62. http://dx.doi.org/10.2466/pr0.98.2.556-562.

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Stratoudakis, Yorgos, Helena Farrall, and Lia Vasconcelos. "Collaborative lessons towards marine sustainability: a long-term collective engagement." Sustainability Science 14, no. 4 (July 21, 2018): 1147–60. http://dx.doi.org/10.1007/s11625-018-0610-1.

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Cooke-Jackson, Angela F. "Harnessing Collective Social Media Engagement in a Health Communication Course." Communication Teacher 27, no. 3 (July 2013): 165–71. http://dx.doi.org/10.1080/17404622.2013.782415.

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Arghode, Vishal, Jia Wang, and Ann Lathan. "Exploring Instructors’ Practices in Student Engagement: A Collective Case Study." Journal of the Scholarship of Teaching and Learning 17, no. 4 (November 2, 2017): 126–49. http://dx.doi.org/10.14434/v17i4.22099.

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Instructors use various strategies to improve learning. To explore what instructors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven instructors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

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Slåtten, Terje, and Gudbrand Lien. "Consequences of employees’ collective engagement in knowledge-based service firms." Journal of Service Science Research 8, no. 2 (December 2016): 95–129. http://dx.doi.org/10.1007/s12927-016-0006-7.

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Wilson, Hugh N. "Collective engagement: Four thought-shackles and how to escape them." Industrial Marketing Management 80 (July 2019): 24–26. http://dx.doi.org/10.1016/j.indmarman.2019.04.008.

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Fachrunnisa, Olivia, Ardian Adhiatma, and Heru Kurnianto Tjahjono. "Cognitive Collective Engagement: Relating Knowledge-Based Practices and Innovation Performance." Journal of the Knowledge Economy 11, no. 2 (November 26, 2018): 743–65. http://dx.doi.org/10.1007/s13132-018-0572-7.

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Kezar, Adrianna, and Dan Maxey. "Collective Action on Campus Toward Student Development and Democratic Engagement." New Directions for Higher Education 2014, no. 167 (September 2014): 31–41. http://dx.doi.org/10.1002/he.20103.

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Vanneste, Pieter, José Oramas, Thomas Verelst, Tinne Tuytelaars, Annelies Raes, Fien Depaepe, and Wim Van den Noortgate. "Computer Vision and Human Behaviour, Emotion and Cognition Detection: A Use Case on Student Engagement." Mathematics 9, no. 3 (February 1, 2021): 287. http://dx.doi.org/10.3390/math9030287.

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Computer vision has shown great accomplishments in a wide variety of classification, segmentation and object recognition tasks, but tends to encounter more difficulties when tasks require more contextual assessment. Measuring the engagement of students is an example of such a complex task, as it requires a strong interpretative component. This research describes a methodology to measure students’ engagement, taking both an individual (student-level) and a collective (classroom) approach. Results show that students’ individual behaviour, such as note-taking or hand-raising, is challenging to recognise, and does not correlate with students’ self-reported engagement. Interestingly, students’ collective behaviour can be quantified in a more generic way using measures for students’ symmetry, reaction times and eye-gaze intersections. Nonetheless, the evidence for a connection between these collective measures and engagement is rather weak. Although this study does not succeed in providing a proxy of students’ self-reported engagement, our approach sheds light on the needs for future research. More concretely, we suggest that not only the behavioural, but also the emotional and cognitive component of engagement should be captured.

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Shabangu, Pay, Corné Meintjes, and Siphelo Ngcwangu. "A purposeful multi-stakeholder learning dialogue (PMSLD) approach to mitigate high-conflict collective bargaining." Communicare: Journal for Communication Studies in Africa 41, no. 2 (December 15, 2022): 118–34. http://dx.doi.org/10.36615/jcsa.v41i2.1390.

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Strikes and labour issues have caused havoc both locally and globally over the last decade. Social dialogue in the form of collective bargaining has not been successful in addressing these issues as labour conflict persists, highlighting the need for improved multi-stakeholder engagement. This paper explores stakeholder engagement from the perspective of collective bargaining in the context of the South African Local Government Bargaining Council (SALGBC). Using an interpretivist paradigm, the research used exploratory, descriptive, and qualitative research to uncover a misalignment between what the SALGBC envisions stakeholder engagement to be and how it is experienced by the relevant parties. Stakeholders in the SALGBC perceive the employer's engagement as conducted in bad faith, coercive, lacking consultation, and accepting industrial action as engagement. To address these, a purposeful multi-stakeholder learning dialogue (PMSLD) is proposed, that blends dialogic communication and dialogic orientation with stakeholders who are receptive, reciprocal and valued for their social roles.

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Won, Sungjun, and Hye-Min Lee. "Antecedents and Consequences of Individual Teacher Efficacy and Collective Teacher Efficacy." Korean Journal of Teacher Education 39, no. 1 (January 31, 2023): 351–72. http://dx.doi.org/10.14333/kjte.2023.39.1.15.

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Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested. Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey responses were analyzed using structural equationmodeling. Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy. Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.