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Journal articles on the topic 'English in the Workplace'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Gunnarsson, Britt-Louise. "Multilingualism in the Workplace." Annual Review of Applied Linguistics 33 (March 2013): 162–89. http://dx.doi.org/10.1017/s0267190513000123.

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This survey article presents studies on multilingualism in the workplace carried out in different regions. One aim is to give a cross-cultural picture of workplace studies on different languages, and another is to discuss both positive and problem-based accounts of multilingualism at work. The conditions for workplace discourse have been influenced by a series of changes taking place in recent decades. Technological advances have led to new types of networks and workplaces, making linguistic issues salient, at the same time as many low-paid workers are found in traditional jobs, for which the face-to face interaction is central. A model is presented, the aim of which is to grasp the complex and dynamic interplay between workplace discourse and its various contextual frames. Overviews of studies on multilingualism at work are discussed with a focus on workplaces in the inner, outer, and expanding English circles; in transnational companies; and in multilingual regions and English lingua franca workplaces in Europe. Workplaces with workforce diversity are also dealt with. In the discussion section, the scope is enlarged and workplace discourse is related to various contextual frameworks. Finally, some key topics for future studies are sketched.

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2

Bernhardt, Stephen A. "Teaching English: Workplace Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 132–33. http://dx.doi.org/10.1080/00098655.1992.10114180.

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3

Ekkens, Kristin, and Paula Winke. "Evaluating Workplace English Language Programs." Language Assessment Quarterly 6, no. 4 (October 21, 2009): 265–87. http://dx.doi.org/10.1080/15434300903063038.

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4

Duval‐Couetil, Nathalie, and Larry Mikulecky. "Immigrants, English, and the workplace." Journal of Workplace Learning 23, no. 3 (April 5, 2011): 209–23. http://dx.doi.org/10.1108/13665621111117233.

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5

Yinghong, Xu. "Workplace English Teaching and College English Test Band 4." Education Study 1, no. 1 (2019): 30–36. http://dx.doi.org/10.35534/es.0101003.

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6

Moron, Veronique, and Bahaudin G. Mujtaba. "Helping Non-English Speakers Speak English in the Workplace." American Journal of Education and Learning 3, no. 1 (2018): 14–26. http://dx.doi.org/10.20448/804.3.1.14.26.

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7

van der Worp, Karin, Jasone Cenoz, and Durk Gorter. "Multilingual professionals in internationally operating companies: tensions in their linguistic repertoire?" Multilingua 37, no. 4 (June 26, 2018): 353–75. http://dx.doi.org/10.1515/multi-2017-0074.

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AbstractSeveral studies on multilingualism in the workplace have emphasized the role of English as a lingua franca. Other studies have paid attention to the interaction between English and local languages in workplaces where global orientations and local languages co-occur. The present study focuses on internationally oriented workplaces in the bilingual Basque Autonomous Community (BAC). The study aims to analyze the use of the minority language Basque in the workplace and the challenges it faces in an emerging multilingual global context. The promotion and use of the minority language in internationally oriented workplaces is related to language policies of the regional government, the role of ‘new speakers’ of Basque, and the possible tensions between the efforts to revitalize Basque and the use of English as a global language, mediated by the position of Spanish as a strong international language. Our conclusion is that there is a need to establish new policies that are truly multilingual as well as to raise awareness in companies about the importance of adequate language management practices.

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8

Botan, Carl, and Geneva Smitherman. "Black English in the Integrated Workplace." Journal of Black Studies 22, no. 2 (December 1991): 168–85. http://dx.doi.org/10.1177/002193479102200202.

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9

Skinner, Elizabeth F., Nancy A. Siefer, and Barbara A. Shovers. "English-language training for the workplace." New Directions for Adult and Continuing Education 1987, no. 33 (1987): 17–25. http://dx.doi.org/10.1002/ace.36719873304.

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10

Nair-Venugopal, Shanta. "English, identity and the Malaysian workplace." World Englishes 19, no. 2 (July 2000): 205–13. http://dx.doi.org/10.1111/1467-971x.00169.

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Nair-Venugopal, Shanta. "Malaysian English, normativity and workplace interactions." World Englishes 22, no. 1 (February 2003): 15–29. http://dx.doi.org/10.1111/1467-971x.00269.

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12

Robbins, Bruce. "Weaving Workplace Writing into the English Classroom." English Journal 91, no. 2 (November 2001): 41. http://dx.doi.org/10.2307/822343.

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13

Ting, Su-Hie. "Is English Needed in a Malay Workplace?" RELC Journal 33, no. 1 (June 2002): 137–53. http://dx.doi.org/10.1177/003368820203300108.

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14

Hiranburana, Kulaporn. "Use of English in the Thai workplace." Kasetsart Journal of Social Sciences 38, no. 1 (January 2017): 31–38. http://dx.doi.org/10.1016/j.kjss.2015.10.002.

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15

GRITSENKO, ELENA, and ALEXANDRA LALETINA. "English in the international workplace in Russia." World Englishes 35, no. 3 (June 10, 2016): 440–56. http://dx.doi.org/10.1111/weng.12211.

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16

Archer, Katherine. "Workplace English as a Second Language Program." Adult Learning 3, no. 8 (June 1992): 9–14. http://dx.doi.org/10.1177/104515959200300803.

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17

Brady, M. Ann. "Expanding English studies to include workplace writing." ACM SIGDOC Asterisk Journal of Computer Documentation 23, no. 4 (November 1999): 23–26. http://dx.doi.org/10.1145/339119.339140.

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18

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.

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19

Bell, Jill Sinclair. "Canadian experiences of training linguistically diverse populations for the workplace." Australian Review of Applied Linguistics 18, no. 1 (January 1, 1995): 35–51. http://dx.doi.org/10.1075/aral.18.1.03bel.

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It has increasingly become apparent that multicultural workplace programs which focus exclusively on teaching English to immigrant employees are inadequate. This paper draws on recent Canadian research in j o b training programs to question whether the development of English language proficiency has a positive impact on the career prospects of most workplace learners. Some recent research suggests on the contrary that increasing English use can actually have a negative impact on an employee’s work life. The paper goes on to describe some of the newer workplace programs which include anti-racist training and cross cultural awareness for all members of the workplace.

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20

Solihu, Abdul-Lateef, and Lilisuriani Abdul Latif. "Needs Analysis for Workplace English Speaking Courses for University Engineering Students in the Kwara State of Nigeria." Journal of Critical Studies in Language and Literature 1, no. 3 (August 18, 2020): 25–35. http://dx.doi.org/10.46809/jcsll.v1i3.26.

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The globalization of world markets which has led to the hegemony of English language over other languages requires graduates from different fields of specialization to equip themselves with English communication skills to communicate effectively in local and international workplace contexts. This study was conducted to investigate the English speaking skills needed by engineering students in the Kwara states of Nigeria. A survey was carried out to compare how the respondents’ (undergraduate engineering students and industry workers in the Kwara State of Nigeria) self-rated their speaking interaction and production skills and to observe their perception of the importance of speaking interaction and production sub skills for workplace communication. The study concluded with suggestions for creating a better perception of the importance of English speaking skills among engineering students and creating a better workplace English curriculum so that students’ workplace speaking skills can be improved.

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21

Ngeow, Karen Yeok-Hwa, Keng-Soon Soo, and Avon Crismore. "Workplace perceptions and attitudes toward standard English use." Journal of Asian Pacific Communication 13, no. 2 (December 31, 2003): 231–67. http://dx.doi.org/10.1075/japc.13.2.04nge.

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This study investigated the perceptions and attitudes of Malaysian civil sector and private sector workers toward the use and acceptance of Malaysian English, a variety of nonstandard English. A survey using a 20-item Likert Scale questionnaire highlighted some language issues: current perceptions and attitudes about and use of standard English, international intelligibility, public models of language use, and behavioral intentions of civil sector and private sector Malaysians toward standard English. The major findings for the combined sectors were 1) a recognition of the importance of attaining international intelligibility of English in their interactions with foreigners and 2) mixed reactions toward the use of standard English language within their Malaysian society. Differences were found for some items between the civil sector and private sector workers as well as for the factors of age, gender and ethnicity. Studies like this one can be used as a model for replication to find out more about language perceptions and attitudes in other countries and are significant for raising the language awareness needed by educators to better help their students succeed in finding employment, by employers to gain insight into employees’ perceptions and attitudes toward and use of English in order to enhance communication. In addition, the study raises important questions and issues such as about the growth and acceptance of non-native varieties of English in Malaysia and other countries.

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22

Xie, Qing. "Applying vocational education and training pedagogy in business English courses for China's English major undergraduates." Education + Training 63, no. 2 (January 12, 2021): 292–312. http://dx.doi.org/10.1108/et-07-2020-0183.

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PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.Originality/valueInformed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

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23

Wąsikiewicz-Firlej, Emilia. "ENGLISH IN THE GLOBAL WORKPLACE: A NARRATIVE APPROACH." Discourse and Interaction 6, no. 1 (June 28, 2013): 69. http://dx.doi.org/10.5817/di2013-1-69.

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This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study – an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising – an essential aspect of business communication.

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24

Hunter, Judy, and David Cooke. "Education for Power: English Language in the Workplace." Power and Education 6, no. 3 (January 2014): 253–67. http://dx.doi.org/10.2304/power.2014.6.3.253.

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25

Cooper, Allene, Mary Sue Garay, and Stephen A. Bernhardt. "Expanding Literacies: English Teaching and the New Workplace." English Journal 89, no. 1 (September 1999): 133. http://dx.doi.org/10.2307/821377.

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26

Knight, Melinda. "Global English and Multilingual Writers in the Workplace." Business and Professional Communication Quarterly 79, no. 4 (December 2016): 395–96. http://dx.doi.org/10.1177/2329490616681766.

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27

DENEIRE, MARC. "English in the French workplace: realism and anxieties." World Englishes 27, no. 2 (May 2008): 181–95. http://dx.doi.org/10.1111/j.1467-971x.2008.00551.x.

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28

Rashtchi, Mojgan, and Rahim Joze Ramezani. "BELF Courses and Iranian Learners’ Perception Regarding Success in Business Communication." Advances in Language and Literary Studies 11, no. 6 (December 31, 2020): 83. http://dx.doi.org/10.7575/aiac.alls.v.11n.6p.83.

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The present qualitative study aimed to investigate the role of Business English as Lingua Franca (BELF) courses in learners’ success in communication in an Iranian company. In doing so, 25 adult BELF learners were selected from an automotive parts manufacturing company in Tehran, Iran. They were the employees of a company consisting of men and women in the 30 to 45 age group who worked in different departments as bosses, middle managers, top managers, and directors. Their English proficiency levels were elementary, pre-intermediate, and intermediate. The participants took part in the interviews and answered a 20-item questionnaire. The questionnaire mainly focused on using English in the workplace. The interviews primarily focused on eliciting the respondents’ views regarding the benefits of using English at the workplace. The interviews and respondents’ answers to the questionnaire showed that BELF courses lead to job performance efficiency, higher self-confidence when communicating, willingness to use more English at the workplace, and fewer misunderstandings. It also could enhance participants’ language proficiency level and communication skills. Moreover, participation in BELF courses could facilitate English in the workplace and encourage a professional atmosphere compared to the past.

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de Bres, Julia. "Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand." Language Teaching 42, no. 4 (October 2009): 519–24. http://dx.doi.org/10.1017/s0261444809990061.

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The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.

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Thomsen, Sarah, Janie Dallender, Joaquim Soares, Peter Nolan, and Bengt Arnetz. "Predictors of a healthy workplace for Swedish and English psychiatrists." British Journal of Psychiatry 173, no. 1 (July 1998): 80–84. http://dx.doi.org/10.1192/bjp.173.1.80.

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BackgroundFew studies have attempted to analyse the organisational aspects of the workplace that may affect the well-being of psychiatrists and even fewer have offered insights into what a positive workplace might look like. This study provides an outline of such a workplace, with reference to individual and organisational factors. In addition, a comparison is made between two European cities to check for cultural differences.MethodThree hundred and eighty psychiatrists from Stockholm and Birmingham responded to a previously tested questionnaire on their work environment.ResultsPredictors of a positive workplace for psychiatrists were: high self-esteem, satisfactory support with work-related problems, lower perceived workload, positive view of leadership, low work-related exhaustion and having a sense of participation in the organisation. There were few cultural differences.ConclusionsMeasures should be taken to improve leadership skills for managers, to offer more support for work-related problems, and to allow psychiatrists to participate more in the organisation.

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31

Fuller, Alison, and Lorna Unwin. "Fostering Workplace Learning: Looking through the Lens of Apprenticeship." European Educational Research Journal 2, no. 1 (March 2003): 41–55. http://dx.doi.org/10.2304/eerj.2003.2.1.9.

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This article argues that researching the lived reality of apprenticeship in contemporary workplaces provides a useful lens through which workplace learning more generally can be examined. Drawing on data from a 3-year study of the social and pedagogical relationships between apprentices and older workers in the English steel industry, the article proposes that, building on Engeström's work, an ‘expansive’ as opposed to a ‘restrictive’ approach to apprenticeship will not only deliver the broader goals being set for apprenticeship programmes around the world, but will also foster workplace learning. The article offers a critique of Lave and Wenger's novice to expert conceptualisation of apprenticeship and, using data from employee learning logs, argues that pedagogical relationships between apprentices and older workers need to be better understood. A conceptual framework for analysing the relationship between organisational culture and history, work organisation, and workplace learning is provided.

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32

Berghoff, Sue. "Effective practices in workplace language training: Guidelines for providers of workplace English language training services." English for Specific Purposes 24, no. 2 (January 2005): 236–38. http://dx.doi.org/10.1016/j.esp.2003.11.004.

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33

Li, Tinghua, and Yuwen Zhang. "The Construct of English Competence and Test Design for Non-English Major Postgraduates." English Language Teaching 14, no. 1 (December 21, 2020): 58. http://dx.doi.org/10.5539/elt.v14n1p58.

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In this study, the construct of English competence for non-English major postgraduates is defined as the ability to effectively use various strategies and comprehensively exert the ability of reading, listening, writing, speaking and translation with academic, world, linguistic and intercultural knowledge in academic activities, classroom learning and workplace. Based on this construct, an English proficiency test for non-English major postgraduates is developed.

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34

Kampf, Constance, and Suvi Isohella. "The Intersection of English Education Practices and Workplace Needs." Nordic Journal of English Studies 8, no. 1 (January 1, 2009): 1. http://dx.doi.org/10.35360/njes.180.

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35

Stapp, Yvonne F. "Instructor-employer collaboration: A model for technical workplace English." English for Specific Purposes 17, no. 2 (January 1998): 169–82. http://dx.doi.org/10.1016/s0889-4906(97)00005-7.

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36

Jeffers, Raymond. "The Prohibition of Workplace Sexual Harassment in English Law." International Journal of Discrimination and the Law 7, no. 1-4 (September 2005): 253–92. http://dx.doi.org/10.1177/135822910500700410.

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This paper explores some of the legal remedies open to a claimant who has been a victim of gender-based sexual harassment. It begins with an examination of the legal meaning of ‘sexual harassment’. The principal law currently used by claimants, namely statutory sex discrimination, is then reviewed in depth. Other possible legal claims under statutory, common and criminal law are looked at next. The prospective statutory tort of sexual harassment derived from the European Community' Equal Treatment Amendment Directive is outlined. Measures to reduce employer liability are also considered. Despite the number of ways, in both civil law and criminal law, through which redress for sexual harassment may be claimed, in the absence of specific statutory law on sexual harassment English courts are essentially embarking on an exercise of trying to fit round pegs into square holes.

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37

Hill, Pat, and Susan van Zyl. "English and multilingualism in the South African engineering workplace." World Englishes 21, no. 1 (March 2002): 23–35. http://dx.doi.org/10.1111/1467-971x.00229.

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38

Wales, Lynn. "The complexities of workplace English programmes: some instructors’ perspectives." International Journal of Lifelong Education 14, no. 5 (September 1995): 375–90. http://dx.doi.org/10.1080/0260137950140504.

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39

Anuyahong, Bundit. "Usage of English Communicative Skills in the Workplace Context." International Journal of Research and Scientific Innovation 08, no. 04 (2021): 119–22. http://dx.doi.org/10.51244/ijrsi.2021.8408.

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40

Morita, Liang. "A preliminary study of Japanese co-workers’ attitudes towards migrant workers’ Japanese language skills in blue-collar workplaces." F1000Research 10 (June 24, 2021): 494. http://dx.doi.org/10.12688/f1000research.53898.1.

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Background: This is a preliminary study of Japanese co-workers’ attitudes towards migrant workers’ Japanese language skills in blue-collar workplaces. This is an important topic, seeing as Japanese co-workers’ attitudes can result in inequalities at the workplace, directly impacting migrant workers’ everyday lives. Understanding these attitudes and addressing them can improve migrant workers’ experiences. Methods: The study is based on content analysis of documents taken from English-language sources. Results: The author found that Japanese co-workers and employers assume ownership of the means of communication, expecting only Japanese to be used at the workplace. They also underrate migrant workers’ Japanese proficiency. Conclusions: Although the data has its limitations, the study provides some insight and can potentially serve as a base for further research.

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41

de Wet, Corene. "Educators’ understanding of workplace bullying." South African Journal of Education 34, no. 1 (February 5, 2014): 1–16. http://dx.doi.org/10.15700/201412120954.

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42

Lønsmann, Dorte, and Kamilla Kraft. "Language policy and practice in multilingual production workplaces." Multilingua 37, no. 4 (June 26, 2018): 403–27. http://dx.doi.org/10.1515/multi-2017-0088.

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AbstractTransnational mobility results in a diversification of languages and cultures in the workplace. A common means of managing this diversity is to introduce language policies that often privilege English or the locally dominant language(s). In contrast, managing their everyday working lives may require employees to draw on a range of multilingual and non-verbal resources. Such tensions between policy and practice in multilingual workplaces may impact structures and processes of inequality and power in the workplace. By looking at two sites within logistics and construction, this article offers a critical look at multilingual policies and practices and their consequences for speakers within the workplace. The article investigates how language is conceptualised in language policies and enacted in language practice. From this point of departure we discuss how the tensions between policies and practices impact on the daily working life and professional opportunities of the workers. Our findings suggest that even though multilingual practices are crucial for the flow of everyday work interactions on the floor, the language requirements within the workplace mirror the repertoires and practices of high-status employees, and therefore their competence is valued more highly than the more multilingual repertoires of their subordinates. A consequence of this unequal valorisation of the different linguistic repertoires is the maintenance of existing hierarchies in the workplace and the creation of new ones.

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43

Chairat, Pornpan. "Communication Skills Used by English Major Graduates in the Workplace: A Case Study." International Journal of Languages, Literature and Linguistics 2, no. 1 (March 2016): 38–43. http://dx.doi.org/10.18178/ijlll.2016.2.1.64.

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44

Kassim, Hafizoah, and Noor Raha Mohd Radzuan. "Resolving Conflict: Enhancing Engineering Students’ English Fluency through Workplace Situation." International Journal of Learning: Annual Review 14, no. 11 (2008): 51–60. http://dx.doi.org/10.18848/1447-9494/cgp/v14i11/45517.

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45

HARPER, HELEN. "English-in-the-workplace for Garment Workers: A feminist project?" Gender and Education 8, no. 1 (March 1996): 5–20. http://dx.doi.org/10.1080/713668482.

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46

Skinner, Elizabeth F., Nancy A. Siefer, and Barbara A. Shovers. "Preparation: The Key to Successful English in the Workplace Programs." NABE Journal 9, no. 2 (January 1985): 3–13. http://dx.doi.org/10.1080/08855072.1985.10668488.

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47

Odell, Lee. "Book Review: Expanding Literacies: English Teaching and the New Workplace." Journal of Business and Technical Communication 14, no. 1 (January 2000): 102–7. http://dx.doi.org/10.1177/105065190001400107.

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48

Frame, Pamela, and Anne Greenall. "Enhancing Access to English Language in and for the Workplace." International Journal of Learning: Annual Review 16, no. 9 (2009): 197–206. http://dx.doi.org/10.18848/1447-9494/cgp/v16i09/46567.

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49

Tristeza Glomo-Narzoles, Danebeth, and Donna Tristeza Glomo-Palermo. "Workplace English Language Needs and their Pedagogical Implications in ESP." International Journal of English Language and Literature Studies 10, no. 3 (2021): 202–12. http://dx.doi.org/10.18488/journal.23.2021.103.202.212.

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Shao-Ping, Wang, Chen Miao-Sheng, and Li Mou-Jian. "Key factors affecting deviant workplace behavior." African Journal of Business Management 12, no. 10 (May 28, 2018): 258–66. http://dx.doi.org/10.5897/ajbm2018.8491.

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