Abstract: Framing has become one of the most popular areas of research for scholars in communication and a wide variety of other disciplines, such as psychology, behavioral economics, political science, and sociology. Particularly in the communication discipline, however, ambiguities surrounding how we conceptualize and therefore operationalize framing have begun to overlap with other media effects models to a point that is dysfunctional. This article provides an in-depth examination of framing and positions the theory in the context of recent evolutions in media effects research. We begin by arguing for changes in how communication scholars approach framing as a theoretical construct. We urge scholars to abandon the general term “framing” altogether and instead distinguish between different types of framing. We also propose that, as a field, we refocus attention on the concept's original theoretical foundations and, more important, the potential empirical contributions that the concept can make to our field and ou...

Abstract: Although research shows that "food parenting practices" can impact children's diet and eating habits, current understanding of the impact of specific practices has been limited by inconsistencies in terminology and definitions. This article represents a critical appraisal of food parenting practices, including clear terminology and definitions, by a working group of content experts. The result of this effort was the development of a content map for future research that presents 3 overarching, higher-order food parenting constructs--coercive control, structure, and autonomy support--as well as specific practice subconstructs. Coercive control includes restriction, pressure to eat, threats and bribes, and using food to control negative emotions. Structure includes rules and limits, limited/guided choices, monitoring, meal- and snacktime routines, modeling, food availability and accessibility, food preparation, and unstructured practices. Autonomy support includes nutrition education, child involvement, encouragement, praise, reasoning, and negotiation. Literature on each construct is reviewed, and directions for future research are offered. Clear terminology and definitions should facilitate cross-study comparisons and minimize conflicting findings resulting from previous discrepancies in construct operationalization.

Abstract: Research in marketing has increasingly focused on building knowledge about how firms’ marketing contributes to performance outcomes. A key precursor to accurately diagnosing the value firms’ marketing creates is conceptualizing and operationalizing appropriate ways to assess performance outcomes. Yet, to date, there has been little conceptual development and no systematic examination of how researchers in marketing should conceptualize and measure the performance outcomes associated with firms’ marketing. The authors develop a theory-based performance evaluation framework and examine the assessment of such performance outcomes in 998 empirical studies published in the top 15 marketing journals from 1981 through 2014. The results reveal a large number of different performance outcome measures used in prior empirical research that may be only weakly related to one another, making it difficult to synthesize findings across studies. In addition, the authors identify significant problems in how perform...

Abstract: This contribution, which serves as the lead article for the Research Topic entitled "From Meaning of Working to Meaningful Lives: The Challenges of Expanding Decent Work," explores current challenges in the development and operationalization of decent work. Based on an initiative from the International Labor Organization [ILO] (1999) decent work represents an aspirational statement about the quality of work that should be available to all people who seek to work around the globe. Within recent years, several critiques have been raised about decent work from various disciplines, highlighting concerns about a retreat from the social justice ethos that had initially defined the concept. In addition, other scholars have observed that decent work has not included a focus on the role of meaning and purpose at work. To address these concerns, we propose that a psychological perspective can help to revitalize the decent work agenda by infusing a more specific focus on individual experiences and by reconnecting decent work to its social justice origins. As an illustration of the advantages of a psychological perspective, we explore the rise of precarious work and also connect the decent work agenda to the Psychology-of-Working Framework and Theory (Blustein, 2006; Duffy et al., 2016).

Abstract: Executive function is comprised of different behavioral and cognitive elements and is considered to play a significant role in learning and academic achievement. Educational researchers frequently study the construct. However, because of its complexity functionally, the research on executive function can at times be both confusing and contradictory. To attempt to bring some clarity to the construct, a systematic review of contemporary empirical studies was conducted. A PsycInfo database search was conducted and 106 empirical studies were selected for review. The analyses explored specific aspects of these studies such as how executive function is defined and measured, and in what domains and population groups is it studied. The resulting analyses identified both points of convergence and divergence, as well as issues with both the conceptualization and operationalization of executive function.

Abstract: In the context of accelerated global change, the concept of resilience, with its roots in ecological theory and complex adaptive systems, has emerged as the favored framework for understanding and responding to the dynamics of change. Its transfer from ecological to social contexts, however, has led to the concept being interpreted in multiple ways across numerous disciplines causing significant challenges for its practical application. The aim of this paper is to improve conceptual clarity within resilience thinking so that resilience can be interpreted and articulated in ways that enhance its utility and explanatory power, not only theoretically but also operationally. We argue that the current confusion and ambiguity within resilience thinking is problematic for operationalizing the concept within policy making. To achieve our aim, we interrogate resilience interpretations used within a number of academic and practice domains in the forefront of contending with the disruptive and sometimes catastrophic effects of global change (primarily due to climate change) on ecological and human-nature systems. We demonstrate evolution and convergence among disciplines in the interpretations and theoretical underpinnings of resilience and in engagement with cross-scale considerations. From our analysis, we identify core conceptual elements to be considered in policy responses if resilience is to fulfill its potential in improving decision making for change. We offer an original classification of resilience definitions in current use and a typology of resilience interpretations. We conclude that resilience thinking must be open to alternative traditions and interpretations if it is to become a theoretically and operationally powerful paradigm.

Abstract: Purpose – The purpose of this paper is to operationalize the subjective measures of business performance and assessing their justification for use in place of objective measures of business performance. Design/methodology/approach – The study is based on a sample survey of 171 companies listed on Bombay Stock Exchange, India. A cross-sectional descriptive research design has been used. Exploratory factor analysis was used to assess the factor structure and dimensionality of objective and subjective measures of business performance. The psychometric properties of these measures and their interrelationship have been assessed through confirmatory factor analysis. Findings – The study finds a strong positive correlation between subjective business performance and objective business performance. The study finds it justified to use the subjective measures of business performance. Research limitations/implications – Response bias may have crept in because of self-reported measure used for the study. Future resea...

Abstract: In recent years, scholars of criminal justice and criminology have brought legitimacy to the forefront of academic and policy discussion. In the most influential definition, institutional trust is assumed to be an integral element of legitimacy, alongside duty to obey. For an individual to find a criminal justice institution to be legitimate, he or she must (a) believe that officials can be trusted to exercise their institutional power appropriately, and (b) feel a positive duty to obey rules and commands. In this chapter we argue that the nature, measurement, and motivating force of trust and legitimacy are in need of further explication. Considering these two concepts in a context of a type of authority that is both coercive and consent-based in nature, we make three claims: first, that legitimacy is the belief that an institution exhibits properties that justify its power and a duty to obey that is wrapped up in this sense of appropriateness; second, that trust is about positive expectations about valued behavior from institutional officials; and third, that legitimacy and institutional trust overlap conceptually if one assumes that people judge the appropriateness of the police as an institution on whether officers can be trusted to use their power appropriately. Our discussion will, we hope, be of broad theoretical and policy interest.

Abstract: Knowledge transfer can be facilitated through the judicious timing of transfer methods. Yet, extant research has neglected the impact of the timing of transfer methods. Departing from this observation, we theorize the existence of two knowledge transfer modes—“front-loading” and “back-loading”—based on whether the affordance for tacit knowledge exchange provided by the transfer methods used is higher during the initiation or during the implementation phase of a transfer. We suggest that the impact of front-loading and back-loading on transfer difficulty is contingent on the causal ambiguity of the knowledge being transferred and on the arduousness of the relationship between the source and the recipient of knowledge. We operationalize front-loading and back-loading and test our propositions using primary data on 2,711 instances of method use in 116 transfers of 37 organizational practices in 8 companies. We hypothesize and find empirical support for the claim that front-loading affordance for tacit knowle...

Abstract: Business models that rely on social media and user-generated content have shifted from the more traditional business model, where value for the organization is derived from the one-way delivery of products and/or services, to the provision of intangible value based on user engagement. This research builds a model that hypothesizes that the user experiences from social interactions among users, operationalized as personalization, transparency, access to social resources, critical mass of social acquaintances, and risk, as well as with the technical features of the social media platform, operationalized as the completeness, flexibility, integration, and evolvability, influence user engagement and subsequent usage behavior. Using survey responses from 408 social media users, findings suggest that both social and technical factors impact user engagement and ultimately usage with additional direct impacts on usage by perceptions of the critical mass of social acquaintances and risk.

Abstract: With contributions from leading scholars of bilingualism, Language Dominance in Bilinguals is the fi rst publication to survey different approaches to language dominance, along with suggested avenues for further research. It illustrates how a critical approach to the notion of language dominance, as well as its operationalization and measurement, can provide new insights into this burgeoning area of research. Drawing on adult and child data from a variety of language pairs, the chapters discuss how language dominance is to be conceptualized and distinguished from such related constructs as language profi ciency and language competence. This volume is the fi rst of its kind to present an overview of different approaches to language dominance from across the theoretical spectrum, as well as suggested avenues for further research. Accessibly written, Language Dominance in Bilinguals is a valuable new addition to the fi eld. Essential reading for students and scholars working in bilingualism, speech therapy and education.

Abstract: Although the development of new services is becoming a major concern for firms throughout the entire economy, there is only little insight in the organizational antecedents of service innovation. It is widely acknowledged that engaging in R&D is relatively uncommon for service providers, but there are also indications that the R&D concept is poorly applicable to service innovation in the first place. Therefore, attention is shifting toward the actual capabilities that allow a firm to source ideas and convert them into marketable service propositions. This paper provides the operationalization of a set of dynamic service innovation capabilities (DSICs) that is general enough to be relevant across different sectoral contexts. While the selected framework is found to consolidate earlier works on the specificities of service innovation, it also captures broad insights on the evolutionary properties of the creation of novel solutions. Thereby, it exemplifies how DSICs can be conceptualized according to the so-called synthesis approach to service innovation. We operationalize a refined version of such DSICs and develop a measurement scale, using two multi-industry subsamples from a dataset of 391 Dutch firms. The measured capabilities are found to correlate to different extents with performance measures. Our main contribution, a validated scale for five complementary DSICs, opens the way to comparative analyses regarding firm abilities for creating innovative services.

Abstract: “Culture” has tended to play a central role in the nomenclature and operationalization of popular frameworks for attending to matters of diversity in education. These frameworks include multicultural education, culturally responsive pedagogy, culturally relevant teaching, cultural proficiency, and cultural competence. In this article, I argue that too tight a focus on “culture,” the meaning of which remains intensely contested, stunts the possibility of real progress toward educational justice. As I will show, although some culture-centric frameworks are grounded in commitments to educational equity, they often are implemented in ways that essentialize marginalized students and mask the forms of structural injustice that feed educational outcome disparities. I argue for a new commitment to centering equity rather than culture in conversations and practices related to educational justice—recommending the equity literacy framework as one way to enact that commitment.

Abstract: This paper presents a conceptual framework for developing leading safety indicators for the construction industry. The framework clarifies the nature of the indicators in terms of definition, purpose, and attributes. A pragmatic method for systematically identifying a set of leading indicators for construction projects is proposed. The method consists of four steps: conceptualization, operationalization, indicator generation, validation, and revision, and emphasizes two functions of leading indicators: informative and decision aiding. First, leading indicators must be able to provide information about the state of construction safety. Second, they must be able to help decision makers take remedial actions. These two functions should promote double-loop learning, reflecting any existing safety model and facilitating the construction of a new one through ongoing validation. A hypothetical example is provided to illustrate the entire development process. The conceptual framework, together with the de...

Abstract: INTRODUCTION Resilience is emerging as a critical phenomenon in entrepreneurship with entrepreneurs, academics, journalists and bloggers pointing to its importance to success (Suster, 2009, Featherstone, 2009, Hedner et al., 2011, Francis, 2014, Jozefak, 2011). However, resilience is a term with multiple definitions applicable to literatures as diverse such as mechanics, scientific methods, psychology, manufacturing, social research, climate change, and sustainability science causing some to question its status as a fashionable buzz-word (Alexander, 2013). Bergstrom and Dekker (2014) note that resilience is a fractal phenomenon whose recognisable and recurring features vary at the spatial scales of micro (human), meso (organisations), macro (societal) and cross-scale (social-ecological). Within the domain of entrepreneurship, entrepreneurial resilience is variously conceptualised as a phenomenon associated with distinct aspects of entrepreneurship, most frequently the individual, the venture, and the team (Hayward et al., 2010, Hedner et al., 2011, Hmieleski and Carr, 2008). This multiplicity of conceptualisations mirrors that of other domains and presents a challenge to the field in measuring, understanding and therefore enhancing entrepreneurial resilience for the benefit of the community. In response to the evolution, and broad adoption/adaption, of resilience across many domains Masten (2014, p. 6) has recently redefined resilience as "the capacity of a dynamic system to adapt successfully to disturbances that threaten system function, viability, or development". Building on this definition, Bergstrom and Dekker (2014) open the path for entrepreneurship scholars to develop an agreed conceptualisation of resilience at each spatial scale of interest (for example: entrepreneur, venture, team, society or social-ecological) to facilitate its operationalization in research. Accordingly, the term entrepreneurial resilience could remain as Welsh (2014) suggests, a metaphor for any experience of recovery or "bouncing back" after adversity at any spatial or temporal scale whether that be the individual, the team, the venture, the society or business/ecological system/subsystem. Entrepreneurship scholars could hone the definition, measurement and research of resilience at each scale thereby building the body of unambiguous knowledge regarding the experience of resilience in the differing contexts of entrepreneurship, ultimately providing an agreed conceptualisation and operationalization for each spatial scale of interest. In this paper, resilience is examined at Bergstrom and Dekker's micro level (2014) the entrepreneur. The search for the character, trait or situational premise that explains the capacity of a person to function effectively in the face of the adversity, stress, and uncertainty of entrepreneurship, and which differentiates them from non-entrepreneurs, has generated considerable discussion (Alvarez, 2005, Gartner, 1988, Sarasvathy, 2004, Miller, 2015). The lens of individual level resilience provides explanatory value as to "why some individuals, and not others, are able to develop successful new ventures" (Hmieleski and Carr, 2008, Baron, 2002) providing impetus to bring the teaching and development of resilience into the entrepreneurship curriculum (Awogbenle and Iwuamadi, 2010, Morris et al., 2013, Duening, 2010). The objective of this research is to test if an operationalized, well accepted conceptualisation of individual level resilience can be used to predict entrepreneurial success and therefore offer the field a conceptualization for use in theory building and future research around resilience in entrepreneurs. To do so, differences between the level of resilience displayed in entrepreneur and other populations, and the the role of individual level resilience in entrepreneurial success, are investigated. Findings suggest that individual level resilience in entrepreneurs can be conceptualised as hardiness and persistence, does predict entrepreneurial success when indicated by individual level variables, and can be adequately captured by the Connor-Davidson Resilience Scale (10-item). …

Abstract: Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a ‘narrow’ or a ‘broad’ definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at using an intersectionality-based approach to define diversity-related learning objectives and to evaluate how biomedical and sociocultural aspects of diversity were integrated into a medical curriculum in the Netherlands. We took a three-phase mixed methods approach. In phase one and two, we defined essential learning objectives based on qualitative interviews with school stakeholders and diversity literature. In phase three, we screened the written curriculum for diversity content (culture, sex/gender and class) and related the results to learning objectives defined in phase two. We identified learning objectives in three areas of education (medical knowledge and skills, patient–physician communication, and reflexivity). Most diversity content pertained to biomedical knowledge and skills. Limited attention was paid to sociocultural issues as determinants of health and healthcare use. Intersections of culture, sex/gender and class remained mostly unaddressed. The curriculum’s diversity-responsiveness could be improved by an operationalization of diversity that goes beyond biomedical traits of assumed homogeneous social groups. Future efforts to take an intersectionality-based approach to curriculum evaluations should include categories of difference other than culture, sex/gender and class as separate, equally important patient identities or groups.

Abstract: HJAAP would like to express sincere gratitude to Wiley Publications for granting permission to republish the following article, which originally appeared in Education Theory, Vol. 65, No. 5 in 2015.Introduction"Weathering," a term put forth by Arline Geronimus and colleagues, is a phenomenon characterized by the long-term physical, mental, emotional, and psychological effects of racism and of living in a society characterized by White dominance and privilege.1 Weathering severely challenges and threatens a person's health and ability to respond in a healthy manner to their environment. This can cause wear and tear, both corporeal and mental, and lead to a host of psychological and physical ailments, including heart disease, diabetes, and accelerated aging. These physiological manifestations of social inequality are not given sufficient attention, particularly in how they affect the academic outcomes and experiences of students and faculty of color. Long-standing theoretical education frameworks and methodologies have failed to provide space for the role mental health can play in mediating educational consequences. To illustrate the need for such space, we present the voices of Black undergraduates we have served in the capacities of teacher, researcher, and mentor. Although we are explicitly discussing Black college students in this conversation, we are by no means undervaluing the vital work being done on behalf of all students, teachers, administrators, and faculty within the African diaspora, and with other historically marginalized racial, gender, and socioeconomic groups. With this in mind, we are interested in the extent to which Black students are experiencing mental health concerns that go undetected. Even as we have showcased our research on the academic survival of Black students, we have grown accustomed to talking about grit, perseverance, and mental toughness, without properly acknowledging the multiple forms of suffering they have confronted (and still confront) as part of that story.We contend that current research on "grit" and "resilience," at least as these concepts are sometimes defined and operationalized, does not account for the toll societal racism takes on students who may be viewed as successful. The majority of this research refers to static definitions of resilience, such as the innate ability to bounce back from obstacles, without properly acknowledging how structural racism breeds the racial practices, policies, and ideologies that force Black students to adopt a racial mental toughness in order to pursue traditional forms of educational advancement. This static definition often leaves it up to individuals to rise above their challenges and roadblocks without recognizing the stress and strain associated with surviving (and even thriving) academically, despite encounters with racism.For the purpose of this account, we endorse more ecologically robust conceptions of resilience frameworks. For example, Margaret Beale Spencer's Phenomenological Variant of Ecological Systems Theory of human development (PVEST) examines the interaction between environmental context and identity development, and starts with the assumption that an individual's perception of his or her environment and context is crucial to understanding his or her experiences and responses.2 A PVEST-informed, vulnerability-resiliency perspective accounts for the vulnerability of people of color who are burdened by unique and often under-examined levels of risk, while also acknowledging potential sources of support.Recognizing the need for hard work and persistence has long been cited as a factor in academic perseverance.3 In a series of longitudinal studies, researchers have asked whether grit, defined as perseverance and a passion for long-term goals, predicts a range of objective outcomes of success after accounting for individual differences in ability. Notably, grit has been shown to predict the grade point averages of undergraduates better than standardized test scores such as the SAT. …

Abstract: Comprehensive School Health (CSH) is an internationally recognized framework that holistically addresses school health by transforming the school culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to school culture and improvements in health behaviours. The purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45), principal (n = 46), and school health facilitator (n = 34) viewpoints, all of whom were employed within successful CSH project schools in Alberta, Canada between 2008 and 2013. Many themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, school-specific autonomy, demonstrated administrative leadership, dedicated champion to engage school staff, community support, evidence, professional development) and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity). Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate), these represent the essential conditions of successful CSH implementation. Overall, the present research contributes to the evidence-base of CSH implementation, ultimately helping to shape its optimization by providing school communities with a set of understandable essential conditions for CSH implementation. Such research is important as it helps to support and bolster the CSH framework that has been shown to improve the education, health, and well-being of school-aged children.

Abstract: The introduction of new energy technologies may lead to public resistance and contestation. It is often argued that this phenomenon is caused by an inadequate inclusion of relevant public values in the design of technology. In this paper we examine the applicability of the value sensitive design (VSD) approach. While VSD was primarily introduced for incorporating values in technological design, our focus in this paper is expanded towards the design of the institutions surrounding these technologies, as well as the design of stakeholder participation. One important methodological challenge of VSD is to identify the relevant values related to new technological developments. In this paper, we argue that the public debate can form a rich source from which to retrieve the values at stake. To demonstrate this, we have examined the arguments used in the public debate regarding the exploration and exploitation of shale gas in the Netherlands. We identified two important sets of the underlying values, namely substantive and procedural values. This paper concludes with two key findings. Firstly, contrary to what is often suggested in the literature, both proponents and opponents seem to endorse the same values. Secondly, contestation seems to arise in the precise operationalization of these values among the different stakeholders. In other words, contestation in the Dutch shale gas debate does not arise from inter-value conflict but rather from intra-value conflicts. This multi-interpretability should be incorporated in VSD processes.