Abstract: This paper argues that scholarly work is increasingly situated in narrowly circumscribed areas of study, which are encouraging specialization, incremental adding-to-the-literature contributions and a blinkered mindset. Researchers invest considerable time and energy in these specialized areas in order to maximize their productivity and career prospects. We refer to this way of doing research and structuring careers as boxed-in research. While such research is normally portrayed as a template for good scholarship, it gives rise to significant problems in management and organization studies, as it tends to generate a shortage of novel and influential ideas. We propose box-breaking research as a strategy for how researchers and institutions can move away from the prevalence of boxed-in research and, thus, be able to generate more imaginative and influential research results. We suggest three versions: box changing, box jumping and, more ambitiously, box transcendence.

Abstract: Research on the psychology of terrorism has argued against the idea that most terrorist behavior is caused by mental illness or by a terrorist personality. This article suggests an alternative line of inquiry - an individual psychology of terrorism that explores how otherwise normal mental states and processes, built on characteristic attitudes, dispositions, inclinations, and intentions, might affect a person's propensity for involvement with violent extremist groups and actions. It uses the concepts of "mindset" - a relatively enduring set of attitudes, dispositions, and inclinations - and worldview as the basis of a psychological "climate," within which various vulnerabilities and propensities shape ideas and behaviors in ways that can increase the person's risk or likelihood of involvement in violent extremism.

Abstract: The main purpose of this chapter is to introduce Viktor Frankl’s logotherapy to the twenty-first century, especially to positive psychologists interested in meaning research and applications. Frankl’s radically positive message of re-humanizing psychotherapy is much needed in the current technological culture. More specifically, I explain the basic assumptions of logotherapy and translate them into a testable meaning-seeking model to facilitate meaning research and intervention. This model consists of five hypotheses: (1) The Self-Transcendence Hypothesis: The will to meaning is a spiritual and primary motivation for self-transcendence; thus, it predicts that spiritual pathways (e.g., spiritual care, self-transcendence) will enhance meaning in life and well-being, even when other pathways to well-being are not available. (2) The Ultimate Meaning Hypothesis: It predicts that belief in the intrinsic meaning and value of life, regardless of circumstances, is more functional than alternative global beliefs. It also predicts that belief in ultimate meaning facilitates the discovery of meaning of the moment. (3) The Meaning Mindset Hypothesis: A meaning mindset, as compared to the success mindset, leads to greater meaningfulness, compassion, moral excellence, eudaemonic happiness, and resilience. (4) The Freedom of Will Hypothesis: People who believe in the inherent human capacity for freedom and responsibility, regardless of circumstances, will show higher autonomy and authenticity than those without such beliefs. (5) The Value Hypothesis of Discovering Meaning: Meaning is more likely to be discovered through creative, experiential, and attitudinal values that are motivated by self-transcendence rather than by self-interest. Together, they capture the complexity and centrality of meaning seeking in healing and well-being. In sum, Viktor Frankl emphasizes the need for a radical shift from self-focus to meaning-focus as the most promising way to lift up individuals from the dark pit of despair to a higher ground of flourishing. This chapter outlines the differences between logotherapy and positive psychology and suggests future research to bridge these two parallel fields of study for the benefit of psychology and society.

Abstract: There is great interest in leveraging video games to improve student engagement and motivation. However, educational games are not uniformly effective, and little is known about how in-game rewards affect children's learning-related behavior. In this work, we argue that educational games can be improved by fundamentally changing their incentive structures to promote the growth mindset, or the belief that intelligence is malleable. We present "brain points," a system that encourages the development of growth mindset behaviors by directly incentivizing effort, use of strategy, and incremental progress. Through a study of 15,000 children, we show that the "brain points" system encourages more low-performing students to persist in the educational game Refraction when compared to a control, and increases overall time played, strategy use, and perseverance after challenge. We believe that this growth mindset incentive structure has great potential in many educational environments.

Abstract: There considerable advice in both research and practice oriented literature on the topic of information security. Most of the discussion in literature focuses on how to prevent security attacks using technical countermeasures even though there are a number of other viable strategies such as deterrence, deception, detection and response. This paper reports on a qualitative study, conducted in Korea, to determine how organizations implement security strategies to protect their information systems. The findings reveal a deeply entrenched preventive mindset, driven by the desire to ensure availability of technology and services, and a comparative ignorance of exposure to business security risks. Whilst there was some evidence of usage of other strategies, they were also deployed in a preventive capacity. The paper presents a research agenda that calls for research on enterprise-wide multiple strategy deployment with a focus on how to combine, balance and optimize strategies.

Abstract: The increasing interest in engaging users and other partners in collaborative design has led to an increase in the number of methods for organising collaboration. The aim of these methods is to support collaborative explorations of future opportunities in inspiring atmospheres. In this discourse, design games have become a popular concept that has been widely adopted to describe various design activities, which at first glance do not necessarily share many qualities. This paper aims to provide further understanding about the purposes that design games serve in codesign. The main contribution of the paper is the introduction of a play framework that highlights three perspectives on how design games appear to different people experiencing them: as a tool, as a mindset and as a structure. To clarify the components of design games, the paper reflects on the relations between design and games, the two parts of the concept ‘design games’, and two further qualities embedded in games: play and performance.

Abstract: Organizational insiders have considerable influence on the effectiveness of information security efforts. However, most research conducted in this area fails to examine what these individuals believe about organizational security efforts. To help bridge this gap, this study assesses the mindset of insiders regarding their relationship with information security efforts and compares it against the mindset of information security professionals. Interviews were conducted with 22 ordinary insiders and 11 information security professionals, which effort provides insight into how insiders gauge the efficacy of recommended responses to information security threats. Several key differences between insiders’ and professionals’ security mindsets are also discussed.

Abstract: Prior research by Kornell and Bjork (2007) and Hartwig and Dunlosky (2012) has demonstrated that college students tend to employ study strategies that are far from optimal. We examined whether individuals in the broader—and typically older—population might hold different beliefs about how best to study and learn, given their more extensive experience outside of formal coursework and deadlines. Via a web-based survey, however, we found striking similarities: Learners’ study decisions tend to be driven by deadlines, and the benefits of activities such as self-testing and reviewing studied materials are mostly unappreciated. We also found evidence, however, that one's mindset with respect to intelligence is related to one's habits and beliefs: Individuals who believe that intelligence can be increased through effort were more likely to value the pedagogical benefits of self-testing, to restudy, and to be intrinsically motivated to learn, compared to individuals who believe that intelligence is fixed.

Abstract: A new teacher’s mindset may have more to do with her success than her natural teaching talent. When she feels overwhelmed, her mindset will determine whether she gives up or sticks with it. This article includes insights from a new teacher about how her mindset helped her through the tough days of her first year.

Abstract: The concept of Design Thinking (DT) is becoming widespread and is seen as improving firm innovativeness. However, studies of the potential value of DT are scarce in the areas of both design and innovation research. The purpose of this paper is to contribute to a better understanding through investigating how companies that use DT in practice perceive the value it creates in their organizations. The paper builds on an interview study of large organizations in Germany and the US. We find that although some firms identified outcome-related values (such as new ideas, better products), many also underlined other benefits, more related to longer-term effects on competences, innovation processes and the mindset of company employees. We argue that for a company with a strategic intent to be more innovative, DT can be exploited in the development of long-term innovation capability through its contribution to the dimensions of resources, processes and mindset. We also propose the framework of innovation capability to discuss the values and effects of using DT.

Abstract: Background Entrepreneurial learning, or the acquisition of entrepreneurial skills, in engineering at the college level has become an important topic. The labor market needs engineers who are prepared to adapt to changing market conditions and enhance innovations that offer new value to customers and society as a whole. An entrepreneurial mindset, knowledge, skills, and attitudes are closely related to innovation and creativity as enablers of entrepreneurial actions that are essential to prepare students for a successful professional life. Purpose This study sought to examine how engineering students experience studying entrepreneurship in a course that is based on a socio-constructivist view of learning and the integrative pedagogy model. Design/method The data were collected using semistructured group interviews (n = 48) and individual in-depth interviews (n =16). The study adopted a phenomenographic research approach. Results As a result of the analyses, four qualitatively different categories of experiencing entrepreneurship as part of an engineering degree program were identified. Entrepreneurship studies were experienced by students as a first step to self-directed learning, a preparation for work life, a path to possible self-employment, and a context for developing leadership and responsibility for group achievement. Conclusion The four categories identified show that integrating entrepreneurship studies in an engineering degree program can be experienced in a variety of ways by students. Pedagogical implications are discussed.

Abstract: Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks.

Abstract: Creative and performing arts schools are increasingly facing the challenge of developing curricula to address an employability agenda in higher education. Arts entrepreneurship education is thought to address this need because it supports the unique nature of the work circumstances of creative and performing arts graduates. As an emerging area of research, arts entrepreneurship education faces the challenge of not only being relevant and important to creative and performing arts education but of being robust enough to contribute to a “paradigm shift” (Beckman, 2011, p. 29). With this in mind, this article attempts to clarify a recurring theme of arts entrepreneurship education, this being the development of an “entrepreneurial mindset.” We argue that if an entrepreneurial mindset is to be considered an essential aspect of arts entrepreneurship education, educators need to have a good understanding of what it means and how it might be taught. We examine data from four interviews with arts educators who have responsibility for teaching arts entrepreneurship in creative and performing arts schools. Their experiences enable us to clarify the meaning of an “entrepreneurial mindset” in a creative and performing arts context in higher education and to make suggestions about teaching and learning.

Abstract: This study focused on the 2013 Curriculum (K-13) implementation at the four targeted senior secondary schools of K-13 implementation in Makassar, South Sulawesi, Indonesia. It involved three policymakers and 11 English teachers using explanatory model of mixed-method design (quan-QUAL). The data were collected in 19 months from 2012 to 2014 and analyzed in multi-stages. The study found and concluded that the issues underlying the change from the School-Based Curriculum (SBC) to K-13 were the failure of the former curricula, the anticipation demographic and economic circumstances in the future, and the benefits offered within the change. In line with the teachers’ knowledge and belief system towards the change, their perception on the K-13 led to two main trends: (1) positive, innovative, creative and give impact to the transformation from traditional view of learning to a modern pedagogic dimension; and (2) negative and superficial that only change in conceptual level and would likely to have the same effects with the previous changes. The teachers’ interpretation on the K-13 also led to two main trends: (1) the correct and comprehensive interpretation when dealing with the general concepts in K-13 in ELT practices; and, (2) the partial interpretation towards the applicative concepts according to their understanding, procedural knowledge and the convenience of the application offered by the changing elements. The implementation of K-13 in ELT practices was found to be partial, biased and tended to be traditional from the planning to the assessing process. The constraints to successful implementation of K-13 were found to root in the teachers’ fixed mindset and within the implementation.

Abstract: The full force of globalization has hit today's organizations, and it is clear that there are many cultural and human problems. International human resource management (IHRM) is being asked to better understand and develop multinational organizational leaders to meet the challenges. A prominent solution that is receiving increased attention is the construct of global mindset, which has growing rhetoric but little research support. To help fill this need, after first theoretically framing global mindset as made up of one's cultural intelligence and global business orientation, this study identifies and empirically tests some theory-driven antecedents. Utilizing a diverse sample (N = 136) of global leaders of a well-known multinational, we found that personal, psychological, and role complexity antecedents were related to the participants' level of global mindset. The practical implications of these findings for effective international human resource management conclude the article. © 2013 Wiley Periodicals, Inc.

Abstract: Preventable errors are a major issue in health care. The complexity of health care requires interactions among numerous providers for any patient multiple times a day. Nurses are the constant presence with patients and have an important role in coordinating the contributions of the myriad of caregivers. Nurses are also the last line of defense. Increasingly, it is recognized that nurses need to be better prepared with quality and safety competencies to have a leading role in making our healthcare system safer. This article presents evidence related to quality and safety, describes the six core competencies from the Quality and Safety Education for Nurses (QSEN) project for integration in nursing practice, describes a practice based on inquiry and engagement, and presents a toolkit for developing a new mindset based on new quality and safety science.

Abstract: Extending the argument made in Bushe and Marshak (2009) of the emergence of a new species of Organization Development (OD) that we label Dialogic, to differentiate it from the foundational Diagnostic form, we argue that how any OD method is used in practice will be depend on the mindset of the practitioner. Six variants of Dialogic OD practice are reviewed and compared to aid in identification of a Weberian ideal-type Dialogic Mindset, consisting of eight premises that distinguish it from the foundational Diagnostic Mindset. Three core change processes that underlie all successful Dialogic OD processes are proposed, and suggestions for future research offered.

Abstract: This study utilized an experimental pretest-posttest control group design to determine if changing the way academically high-risk college students view intelligence affected their academic effort and achievement when compared to students in a control intervention. Results indicated that students taught to view intelligence as malleable reported significantly higher levels of the multivariate variable academic effort and the univariate variable study skills than did the students who were directly taught study skills. No significant difference in GPA was found between the two groups. Implications for future research and current practice are discussed.

Abstract: The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasi-experimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way ‘we’ do things. The CSC–NP model explains why models that assume fixed differences do not always find behavioral differences; effects are probabilistic, not deterministic. It also explains why models that assume that particular cultural practices are functional are unlikely to be supported. We review extant studies that combine neuroscientific and priming methods and highlight what needs to be done in future studies to address gaps in current understanding of the mind–brain–culture–behavior interface.

Abstract: Consistent with the Tourism Education Futures Initiative (TEFI) values, universities need to adequately prepare their graduates with the skills and knowledge needed in a global society. Correspondingly, U.S. universities have prioritized the development of study abroad to foster a global mindset. We offer that short-term, experiential educational travel programs provide a critical platform to foster global citizenship when coupled with sound pedagogy. Underpinned by a modified Value-Belief-Norm (VBN) framework, empirical evidence showcases global citizenship as a “value-added” learning outcome of educational travel. Moving forward, an updated model is needed to understand the juncture where students’ perspectives shift and new meanings are made.

Abstract: The big data and analytics talent discussion has largely focused on a single role – the data scientist. However, the need is much broader than data scientists. Data has become a strategic business asset. Every professional occupation must adapt to this new mindset. Universities in partnership with industry must move quickly to ensure that the graduates they produce have the required skills for the age of big data. Existing curricula should be reviewed and adapted to ensure relevance. New curricula and degree programs are needed to meet the needs of industry.

Abstract: Decisive: How to Make Better Choices in Life and Work By Chip Heath and Dan Heath Random House Books, 2013, Pages: 316, Price: 1,268 ISBN 9781847940858Good decisions come from experience. Experience comes from making bad decisions.-Mark Twain (American Novelist and Journalist)How we can take/make better decisions? This is the question repeatedly arising and spinning in the minds of all decision makers, be it house-hold decisions, work- place decisions or personal ones, because, Dec isions are considered to be the inescapable part of everyone's life as countless decisions of varying importance are made every day by everyone. At every stage, in one's life, decisions regarding what to choose and what to leave are unvarying. There are instances of success and failure when it comes to taking appropriate decisions. Research has time and again proved that decisions are disrupted by a myriad of irrationalities, and idiosyncrasies thus creating either over confidence or distractions or short and long sightedness leading to regret or excitement, and/or a range of outcomes and emotions. There is a saying that wrong decisions provide us the opportunity to learn something new but the learning is sometimes too costly and irrevocable. Mere knowledge of process of decision making vis-a-vis its biases are proved to be insufficient to make decisions; the question that continues to linger is "how we can decide better"?Chip Heath and Dan Heath, in their book, Decisive: How to Make Better Choices in Life and Work, (Decisive) after thorough review and analysis of the models, and theories of decision-making literature, grab the readers' focus into a journey of decisions from a simple decision of buying a car to complicated corporate decisions such as a merger or an acquisition. Authors claim that decision making process consists of many biases; for instance, people give weight-age to the information that supports their mindset at a given time and context and deliberately ignore the information which is perceived unsuitable. The decision making process is generally not easy and has a serious influence on one's past experiences, emotions, information available at hand and the presentation of the same vis-a-vis look for advice that already confirms what we want.Chip and Dan Heath, in Decisive, talk about the significance of having numerous options to make better decisions, asking probing questions rather than the ones where one is seeking agreement, and getting input from trusted friends who can look at situation with the emotions and other mental obstac les removed. This book is supplemented by Decisive Workbook wherein practical suggestions are available to embrace the conc epts suc h as e x ercises, questions, disc uss ions and thought experiments.Decisive, has a probing example in the introductory chapter about a decision that the Head of a consulting firm has to take regarding the IT director of the company. The Head of the consulting firm Shannon is pictured as mystified about, whether to fire the IT director, Clive or not. After a small description about the scenario of the company, the authors ask the reader to suggest as to what Shannon should do. Here, the reader can directly relate with the decision making process, and can identify how people generally jump to conclusions and understand without in-depth information.The book is full of such real life examples where the reader can actually become the part of decision making process and experience it first-hand. Usually, books on decision making provide some formulaic approaches such as 5 steps to easy decision making", "3 strategies for Decisions", and so on. The techniques for making better decisions described in Decisive are not hackneyed formulae but rather techniques which increase the set of options available to the practitioner to improve the decision making processDecisive talks about the four villains of decision making, viz., Narrow Framing (of thoughts and choices), confirmation bias, short-term emotions, and overconfidence. …