Abstract: The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.

Abstract: Students face a wealth of challenges in college for example a lack of support, sometimes making it difficult to persevere. However, in an academic environment that teaches grit and fosters growth, students can learn to persist. Those who believe intelligence is fixed and cannot be changed exert less effort to succeed. Students who persevere when faced with challenges and adversity seem to have what Angela Duckworth calls, grit. This is the idea behind a growth mindset in learning according to Dweck (1999, 2007, 2010) and Duckworth, Peterson, Matthews, and Kelly (2007). Grit can be defined as “…passion and perseverance for long-term goals…” (Frontiers In Psychology, 2014). One grit effect study was conducted in collaboration with the U.S. Army and the University of Pennsylvania to create predictors of retention. The purpose of this present work is to explore researched competencies related to persistence in reaching academic goals, review literature in grit and growth mindset related to learning and persistence, and examine what educators can do to foster grit and a growth mindset. Recommendations for increasing persistence and grit in college students will be provided.

Abstract: The field of ecology is poised to take advantage of emerging technologies that facilitate the gathering, analyzing, and sharing of data, methods, and results. The concept of transparency at all stages of the research process, coupled with free and open access to data, code, and papers, constitutes “open science.” Despite the many benefits of an open approach to science, a number of barriers to entry exist that may prevent researchers from embracing openness in their own work. Here we describe several key shifts in mindset that underpin the transition to more open science. These shifts in mindset include thinking about data stewardship rather than data ownership, embracing transparency throughout the data life-cycle and project duration, and accepting critique in public. Though foreign and perhaps frightening at first, these changes in thinking stand to benefit the field of ecology by fostering collegiality and broadening access to data and findings. We present an overview of tools and best practices that ...

Abstract: In this study, we investigate the ways in which arts entrepreneurship has been operationalized and defined in the literature. We identify eight scholarly journals in arts administration and policy, in business administration, and in nonprofit marketing published during 2003-2013 and review articles published in these journals. Our review found that the scholarly literature on arts entrepreneurship has in fact been quite scarce. We also examine all articles in Artivate, a journal that specializes in arts entrepreneurship. Taking the literature as a whole, we found a plethora of meanings used in the literature, indicating an, as yet, unsettled definition. We suggest that some analytical clarity can be obtained by grouping the many meanings of arts entrepreneurship into five analytical “levels”: Personal Character traits, Goals, Strategies, Tactics, and Context. We also suggest a possible general definition: “arts entrepreneurship” is a management process through which cultural workers seek to support their creativity and autonomy, advance their capacity for adaptability, and create artistic as well as economic and social value. This management process involves an ongoing set of innovative choices and risks intended to recombine resources and pursue new opportunities to produce artistic, economic, and social value. Identifying the emerging clusters from the meanings found in the literature, we conclude that to understand arts entrepreneurs, one must focus on the innovative combinations of strategy, individual skills, and mindset operating in each case of arts entrepreneurship and its context. As arts entrepreneurship is a constant exercise in recombination of skillsets, the possibility of flexible recipes begins to reveal what might be regarded as the recombinant DNA of arts entrepreneurship.

Abstract: Within law enforcement, few things are more venerated than the concept of the Warrior. Officers are trained to cultivate a “warrior mindset,” the virtues of which are extolled in books, articles, interviews, and seminars intended for a law enforcement audience. An article in Police Magazine opens with a sentence that demonstrates with notable nonchalance just how ubiquitous the concept is: “[Officers] probably hear about needing to have a warrior mindset almost daily.” Modern policing has so thoroughly assimilated the warrior mythos that, at some law enforcement agencies, it has become a point of professional pride to refer to the “police warrior.” This is more than a relatively minor change in terminology. Though adopted with the best of intentions, the warrior concept has created substantial obstacles to improving police/community relations. In short, law enforcement has developed a “warrior” problem.In this Commentary, I first describe how law enforcement training and tactics reflect the warrior concept, identifying aspects of modern policing that, if not addressed, will continue to prevent or undermine efforts to improve public perceptions of police legitimacy. I join a growing chorus of voices contending that it is the Guardian, not the Warrior, that offers the appropriate metaphor for modern officers. Drawing on that principle, I offer two practical changes to police training that have the potential to advance the ultimate police mission — promoting public security — in a way that fosters, rather than thwarts, public trust: requiring non-enforcement contacts and emphasizing tactical restraint.

Abstract: This study advances and tests four interlinked hypotheses explicating the relationship between talent mindset competency, job satisfaction and job performance. Talent mindset competency is dimensionalised as: (a) value and goal alignment with the organisation, (b) manager's talent mindset, (c) talent application in everyday behaviours, (d) autonomy using talent and (e) development of talent in organisation. Results generated from a series of path analyses from a data set of 198 public and private sector employees suggest that strategies centred on talent management impact job performance, but through job satisfaction which acts as a mediator. Thus, it is not postulated that we have to pursue job satisfaction as a main underlying contributor to job performance, but rather that if we develop and institutionalise a comprehensive talent system, this can affect both job satisfaction (directly) and job performance (indirectly).

Abstract: The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students’ academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students’ beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students’ academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students’ performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.

Abstract: Purpose – Fostering employee engagement in large organizations is a formidable problem that gets even more challenging in a sluggish economy, when the standard lever of monetary incentives are not a viable option for boosting employee engagement and motivation. As the organization gets larger, building emotional connectedness or bonding becomes challenging as teams expand to operate in different time zones. The overwhelming pace of work in the modern workplace can also hamper bonding. Yet emotional connectedness, when present, serves as a catalyst in driving superior performance and employee loyalty. The culture of many large organizations discourages innovation and out-of-the-box thinking because their institutional structures encourage risk aversion. Even though large organizations are best positioned to absorb the ups and downs of intelligent risk-taking, their talent processes enforce conformity, legitimize mediocrity and penalize failed attempts at innovative thinking. Performance appraisals tend to promote employees who take the path of least resistance. Managers, of course, help perpetuate this risk-averse cycle of mediocrity. Either they have been conditioned to think only in a linear fashion or organizational systems perpetuate managerial insecurity at all levels. This insecurity manifests in several ways: managers may take credit for the work performed by a subordinate; shoot down ideas a subordinate may have; or deflect opportunities that a subordinate may get. Survival in such an environment is based on being average and staying within the system. As a result, the spirit of entrepreneurship is lost. The authors designed a creative and playful contest called “Maverick” to tackle employee engagement in large organizations. The contest deeper goals include: shifting culture and behavior, talent discovery, brand building and meaningful engagement. The impact of the program on a broader organizational culture parameters were assessed through a survey. The survey results validate the impact of the program. Design/methodology/approach – The paper develops a conceptual approach that underlies the design of the Maverick program. Surveys were deployed to determine the perceived impact of the program on the broader culture. Findings – The secret ingredient in employee engagement is gaining the “emotional share of wallet” of employees to drive meaningful, enduring organizational change. Emotional wallet share is the sweet spot that lies at the intersection of employees’ skill sets, their aspirations and the value they generate for the organization. Proactively identifying the sweet spot empowers an organization to capture employees’ emotional wallet share to identify enablers and catalysts that can unlock motivation and performance. The survey results indicate that the Maverick contest was perceived to have a positive impact on all the identified attributes. This is a testament to the program’s success as a pivotal driver of a positive organizational culture. Further, it validates that the Maverick contest identifies several levers that leaders can use to positively influence organizational culture. Research limitations/implications – The organizations can adapt the proposed conceptual framework in designing meaningful programs to tackle employee engagement and motivation. Practical implications – The paper provides a meaningful framework to tackle employee engagement in large organizations. The Maverick approach is of interest to leaders of large organizations that are struggling to increase employee engagement with limited resources and that wish to foster creativity to drive innovation. The program offers a compelling way for talented professionals to meaningfully contribute to their organization that is agnostic to their position in the hierarchy. It gives employees the freedom to strive without being paralyzed by fear of failure; the chance to build their personal brand and pride; and a safe environment in which they can question received wisdom and attempt an unconventional approach to problem-solving. It creates a playful environment to bust stress, foster innovation and encourage an entrepreneurial mindset. Originality/value – This paper offers a superior alternative to the standard gamification solutions that are routinely applied to business situations. Gamification mechanics work effectively in roles that are transactional, instead of roles that demand autonomy, mastery and a sense of purpose. Maverick program is designed while being mindful of the intrinsic motivation of the professionals.

Abstract: It is important to understand why some students are able to bounce back following setbacks, while others become demotivated and suffer negative consequences. This study tests a model which places students’ beliefs about ability ( Dweck & Leggett, 1988 ) as a key factor which may influence students’ motivational response to setbacks and achievement. A survey was conducted among second semester university students in Indonesia (N=123, mean age 18.67 years, 81% female) enrolled in a challenging statistics course. Beliefs about intelligence, about academic ability, and goal orientation were measured at the beginning of the semester, while effort attribution and de-motivation were measured one week after the mid-term examination grades were announced. Mid-term and final examination grades were obtained from the course instructor, while first semester GPA (as an index of prior ability) was obtained from the university register. Path analysis indicated that growth mindset about academic ability (but not about intelligence) prompted the adoption of mastery goals and effort attribution, which buffered against demotivation in the face of academic setback, which in turn led to better academic achievement. This motivational pattern became more pronounced among students who experienced setback in their mid-term exam.

Abstract: The Model of Action Phases (Gollwitzer, 1990, 2012) distinguishes an implemental mindset evoked by planning goal-directed actions, from a deliberative mindset evoked by pondering pros/cons of adopting a particular goal. The present research demonstrates that mindsets affect time predictions. In Study 1 (N = 151), participants in an implemental mindset made shorter time predictions with respect to completing personal goals than participants in a deliberative mindset. In Study 2 (N = 78), we tested a mediating mechanism for the mindset effect by varying the motivation to return a report. The mindset effect was replicated in the low- but not in the high-motivation condition with participants in an implemental mindset returning the report earlier, and being as accurate in their predictions as participants in a deliberative mindset. Results indicate that an implemental (vs. deliberative) mindset increases motivation and therefore leads to shorter, but equally biased time predictions.

Abstract: The purpose of this study was to examine teacher-related variation in the effects of a classroom intervention designed to impact seventh graders' beliefs about the nature of ability in science as fixed or malleable. This study was the second in a series of studies testing whether the Brainology program, an intervention that promoted the belief that ability is malleable, ultimately enhanced young adolescents' motivation for science. In this study, researchers tested for teacher-related differences in the degree to which the intervention was effective as measured by several student outcomes. Researchers then examined classroom observational data and teacher reports to understand how teachers might have enhanced or detracted from the impact of the intervention.Beliefs About the Malleability of IntelligenceDweck and others found that significant numbers of school-age children believe that ability is fixed, particularly in science, technology, engineering, and mathematics that these beliefs predict achievement (Dweck, 2006; Hill, Corbett, & St. Rose, 2010). Incremental theories of intelligence (growth mindsets) have been found to predict greater achievement and effort in school than entity theories (fixed mindsets) from early childhood through college (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 2008; Yeager & Dweck, 2012). Much of the prior research has been conducted in the context of mathematics; we extended those findings to the context of science during middle school.In multiple lab studies, researchers have shown that mindset can be changed (see Dweck, 1999). Those lab studies led to attempts to promote growth mindsets among students in schools. A mindset intervention with seventh graders, which was similar to the one used in this study, was successful at influencing students' beliefs about the malleability of intelligence, increasing their mastery goal orientation, and improving their mathematics grades. Mastery goal orientation refers to the degree to which students take on academic tasks with the goal of learning something new, developing skills, and improving understanding. Mastery goal orientation is often contrasted with performance goal orientation, which refers to a focus on demonstrating one's ability or competence, and a concern with how one's ability will be judged compared to others (Ames, 1992; Dweck & Leggett, 1988; Elliott & Dweck, 1988; Nicholls, 1984). Students with a growth mindset tend to adopt a mastery orientation when approaching academic tasks (Dweck, 1999).Our first study showed that middle school student participants in the mindset intervention developed more of a growth mindset (pre to post) than did students in the control group (Schmidt, Kackar-Cam & Shumow, 2015). For example, participants developed significantly stronger beliefs about the malleability of intelligence in science over the course of the intervention, while students in the control group did not. There was also a significant change in mastery goal orientation as a result of the intervention; students who participated in the intervention reported an increase in mastery goal orientation over the course of the intervention whereas nonparticipants in the control group reported a decrease in mastery goal orientation. The focus of this study is the beliefs and practices of two teachers in whose classrooms (n = 7) the intervention was conducted, and the beliefs of their students at follow-up (several months after the intervention).Outcomes of Interventions by TeacherThe first purpose of the present study was to investigate whether the student outcomes associated with the intervention differed by teacher. Researchers have not yet fully considered the role that the teacher plays in implementing mindset interventions in classrooms, particularly in domains such as science. There are several reasons to expect that the impact of classroom interventions on student outcomes will vary by teacher. …

Abstract: We examine the influence of the self-assessment and self-enhancement motives on the choice of comparison organizations in two experimental studies. Study 1 shows that: (1) self-assessment generally prevailed over self-enhancement, guiding decision makers to choose organizations that were more similar and had better performance; (2) self-enhancement was more pronounced under conditions of low performance, leading participants to more frequently choose organizations that were less similar and had lower performance; and (3) self-enhancing comparisons inhibited perceptions of failure and the propensity to make changes. Study 2 extends the results of Study 1 by showing that participants were more likely to choose comparison organizations that had lower performance and were less similar when they were in a self-enhancement mindset than when they were in a self-assessment mindset. The combined effects of self-assessment and self-enhancement on the choice of comparison organizations are discussed in relation to the broader organizational literature on learning from performance feedback.

Abstract: Video games can provide cognitive, motivational, emotional, and social benefits to students when properly implemented in the classroom. Teachers who are well versed in their curriculum can use game...

Abstract: In this paper, we provide a comprehensive assessment of the design thinking mindset. First, we review the design and management literature to identify and define key cognitive and behavioural components of a design thinking mindset, before we report our initial findings from 15 in-depth interviews with innovation managers in Australia and Germany who reflect on their practices while implementing design thinking within their organizations. Our explorative study confirms a set of commonly understood and applied mindsets, but also reveals the impact of organisational constraints on translating cognition into behaviour. We suggest to further map the different mindsets used in design thinking projects and link them to extant leadership theory, which – as we argue – provides a suitable point of departure for further study of the design thinking mindset and its role for innovation.

Abstract: As the world becomes increasingly interconnected, employers are seeking ‘global-ready graduates,’ that is, individuals with an intercultural mindset, who can interact effectively and appropriately with people from diverse linguistic and cultural backgrounds In response, tertiary institutions are creating more opportunities for international experience This article centers on a mixed-method study that investigated the impact of a semester-long international exchange program on the global-readiness of Chinese university students Whereas the experimental group experienced gains in intercultural competence, second language self-efficacy, and global-mindedness, the control group (students on the home campus prior to study abroad) regressed slightly The analysis of the qualitative data revealed multifarious elements that led to these differing outcomes

Abstract: The Therapeutic Interview Process in Qualitative Research Studies Interviews represent one of the most effective ways to collect data in qualitative research because they provide the researcher with opportunities for rich data and meaning making (Warren, 2002). In particular, interviews represent a useful method of obtaining information about families and individual family members (Beitin, 2008). As such, in many counseling fields, including the field of marriage and family therapy, interviews have been the most utilized qualitative method (Gehart, Ratliff, & Lyle, 2001). Because interviewing is an important part for many clinicians representing the counseling fields due to its ability to capture the client's voice, these clinicians might assume that "interviewing is as similar as breathing" (Thorne, 2008, p. 78). However, this line of thinking might render them resistant to changing their styles of interviewing appropriately--if at all-to adjust to the interview context and to meet the needs of the interviewee(s). Thus, more guidance is needed to help clinicians in general and counseling researchers in particular confront the challenges in transitioning to research interviewing. Such guidance is particularly needed for counselor researchers, who, when conducting research interviews, must change their mindset from viewing themselves as the experts to treating the research participants (i.e., interviewees) as experts regarding their own experiences. Such a shift in thinking has occurred in some perspectives of viewing clients in therapy. For example, Anderson and Goolishian (1992) described their shift from simply processing information during therapy to a more hermeneutic and interpretive position that placed "heavy emphasis on the role of language, conversation, self, and story" (p. 28). The role of the therapist became one of not-knowing, which meant that the therapist's understanding of a client's situation is not limited by pre-determined theoretical points of view or prior experiences. As such, the therapist did not have a privileged viewpoint of understanding the client's situation (Wachterhauser, 1986). Moreover, just as therapeutic practitioners must continually reinvent themselves to stay relevant and essential to current and prospective clients (Winslade, 2009); counselor researchers also must continually seek out the most effective ways to gather and to analyze data. Because wellness is seen as the paradigm for the field of counseling (Myers & Sweeney, 2008), we believe that, in certain instances--that is, depending on the research question and the overall goal of the study--the transformative conception of interviewing (Roulston, 2010) is the most pertinent to counselor researchers. It is important to note that Clarke (2006) discussed the potential harm to clients that might result from qualitative interviewing (see also Boudah & Lenz, 2000; Bussell, Matsey, Reiss, & Heatherington, 1995); and we agree that is a danger. Berger and Malkinson (2000) enumerate seven aspects of the research process that might have therapeutic implications for participants, offer a perspective on ethical responsibilities of research considering these therapeutic implications, and caution researchers about possible negative unintended outcomes for participants. Other authors (Corbin & Morse, 2005; Dickson-Swift, James, Kippen, & Liamputtong, 2006) also address issues of risk and ethical challenges when conducting qualitative interviews. As such, what is needed in qualitative interviewing are specific strategies garnered from counselor training for conducting transformative interviewing. From their training as practitioners, counselor researchers possess skills such as empathic responding; multicultural awareness, knowledge, and skills; and the ability to be reflexive. We believe these skills guide counselor researchers and help in their awareness of how qualitative interviewing might impact their participants. …

Abstract: Purpose – While emotions and feelings arise in the singular personality, they may also develop a normative dimensionality in a plural agency. The authors identify the cybernetic systemic principles of how emotions might be normatively regulated and affect plural agency performance. The purpose of this paper is to develop a generic cultural socio-cognitive trait theory of plural affective agency (the emotional organization), involving interactive cognitive and affective traits, and these play a role within the contexts of Mergers and Acquisitions (M & A). Design/methodology/approach – The authors integrate James Gross’ model of emotion regulation with the earlier work on normative personality in the context of Mindset Agency Theory. The agency is a socio-cognitive entity with attitude, and operates through traits that control thinking and decision making. These traits are epistemically independent and operate on a bipolar scale; with the alternate poles having an auxiliary function to each other – where th...

Abstract: Chaos in markets drives random buying behavior among consumers. Consumer behavior in general exhibits mixed cognitive attributes of risk-averse and creative enthusiasm during periods of market chaos. The ideal circumstances for consumer behavior are driven by a competitive business environment in the market. Intention is the cognitive representation of a consumer’s readiness to accept or reject changes in the market and perform induced or self-referred behavior. The butterfly effect in the market triggers such cognitive conditions among consumers. This intention is determined by three things: consumers’ attitude toward the specific behavior, their subjective norms, and their perceived behavioral control. This chapter argues that at the initial stage consumers face a decision crunch, a narrow scope of idea transformation, returns on investment, and self-references versus peer review pressures in making buying decisions. The chapter addresses the issues of reasoned action and differentiation strategies that drive the thought process among companies for reaping better advantages of the butterfly effect. The chapter also maps the mindset of consumers in managing the challenges and opportunities within and outside the market ambience. The chapter also considers the attributes of cognitive push for overcoming complex decisions in marketing, as a way to deliver value for money to consumers. Besides cognitive attributes of consumers, this chapter also discusses issues of knowledge development, business thought process, and managing the consumer learning curve.

Abstract: Dialogic Organization Development is a compelling alternative to the classical action research approach to planned change. Organizations are seen as fluid, socially constructed realities that are continuously created through conversations and images - change happens when those conversations and images change. Leaders and consultants can help foster, support, or accelerate the emergence of transformational possibilities by encouraging disruptions to taken-for-granted ways of thinking and acting and the use of generative images to stimulate new organizational conversations and narratives. Dialogic OD is a different mindset, but it's also the previously unrecognized underpinning of a diverse array of change methods, such as Appreciative Inquiry, the Art of Convening, Open Space Technology, and many more.

Abstract: The aim of this study is to assess the organizational commitment among shift workers in ferroalloy industries of Odisha, India. Odisha is an under-developed state of India having full of natural resources. Many industries, particularly based on ferroalloys, have been set up in Odisha. Organisational commitment has been always a major issue in all types of organizations. To establish possible relationship between organisational commitment and important demographic variable (e.g age, marital status, tenure, job level and gender), a cross-sectional survey was conducted using a convenience sample of 240 shift workers at five ferroalloy companies in Odisha. It is believed that this study can add a new understanding that can be used to improve the organizational practices in developing countries, such as India.1. INTRODUCTIONOver the years, the concept of Organizational Commitment (OC) has become popular among the researchers of organizational and industrial psychology (Cohen, 2003). OC is a psychological construct that has been described and operationalized for more than a decade. Early studies viewed the concept as a single dimension based on attitudinal identification, involvement and loyalty (Ashforth et al., 2008). Meyer et al. (2001) broadly defined the commitment as a force that guides a course of action towards one or more targets. It has been theorized that the commitment is a multidimensional construct. The antecedents, correlates and consequences of commitment vary among different dimensions. In other words, organizational commitment is employee's commitment to the organization. It has two facets, namely the organization's perspective and the employee's perspective. Commitments develop naturally and can be in the form of the nature of the relationship between an employee and the organization or the relationship to a variety of entities in the organization. Commitment can be observed as an attitude or mindset (attitudinal commitment), where commitment arises due to the convergence of goals, values and develops prospectively. Commitment can be behavioral, where it develops post membership, which facilitates the rationalization of continuance in an organization. Organizational commitment has also been defined as "a psychological state that characterizes an employee's relationship with an organization and has implications for the decision to continue membership of the organization" (Meyer & Allen, 1991). There are three components of organizational commitment:1. Affective commitment which refers to the employee's identification or strong emotional attachment and involvement in the organization;2. Continuance commitment which refers to an awareness of the costs associated with leaving the organization;3. Normative commitment which reflects an obligation to continue belonging to the organization.Usually, commitment is viewed as the commitment to an organization represented by the top management and its goals and values (Meyer & Allen, 1997). Organizations can be viewed as a coalition of nested groups (Lawler, 1992). The commitment can therefore represent multiple entities. This multiple entities framework is useful, if the intention is to measure commitment of a set of groups in an organization. Organizational commitment as a construct is distinct from other important organizational constructs such as: job involvement, work ethic, work group attachment etc. (Meyer, Allen & Smith, 1993). Moreover, commitment to an organization has been found to be related to a variety of organizational outcomes such as: increased employee performance and job satisfaction, reduced turnover and withdrawal cognition, lower absenteeism rate and increased organizational citizenship behavior (Fornes, Rocco, & Wollard, 2008; Meyer & al., 2002, Trunk et al., 2013, Babnik et al., 2014).Organizational commitment is an important issue in today's highly competitive business environment. Business firms increasingly rely on their human capital (knowledge workforce) to give them a sustainable competitive edge by being able to respond, adapt or change to keep pace with rapid technological advancements, education advancements, workforce diversity, organizational restructuring and the new ways of doing business. …