Enterprise and Innovation
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Enterprise and Innovation is the name of the Research Paper Series of the Business School at AUT (ISSN 1176-1997). Enterprise and Innovation serves as an interdisciplinary forum for original research undertaken within the Business School, highlighting and supporting the active research culture here. The aims of the forum are to provide a channel for the dissemination of working papers for discussion prior to subsequent development.
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- ItemEmployee social liability – more than just low social capital within the workplace(Faculty of Business and Law, Auckland University of Technology, 2014) Morrison, RL; MackyWe describe a construct termed employee social liability (ESL); the antithesis of employee social capital. A conceptualisation of social liability does not yet exist and is the aim of this paper. We propose that ESL arises from workplace social networks and comprises four distinct components: negative behaviour from others, distrust of others, unwanted social demands on resources, and a lack of reciprocity. Social networks therefore include relationships that build an employee’s social capital, others that create social liabilities and some relationships that might do both. An individual can therefore have high or low levels of capital and many or few liabilities. We propose that employees with high social capital, and relatively few social liabilities, should also have improved well-being and performance outcomes.
- ItemEmotions experienced through organisational events: an exploratory framework of perceived justice and outcomes(AUT Faculty of Business, 2003) Smollan, R. K.; Matheny, J.Organisational events trigger a range of emotional experiences for employees. This paper provides a two-by-two matrix that places an inclusive set of emotions in a grid of perceived outcomes and perceived justice. In so doing, it highlights emotional intelligence as an important course of further study regarding organisational change events. Specifically, it provides a series of propositions about the likely emotions arising from the combination of perceived outcomes and justice and the individual differences in these responses to organisational change events.
- ItemRetailers’ perceived value of manufacturers’ brands(AUT Faculty of Business, 2003) Glynn, M.; Motion, J.; Brodie, R.Most of the theoretical and empirical research into brand equity has focused on business to consumer relationships and the value created with end-customers (consumer-based brand equity). Little is known of the processes where brands create value in business-to-business relationships such as in manufacturer-retailer relationships. This article reports the qualitative findings of a research project into this under-researched area investigating the role of brands in business-to-business relationships. The results show that manufacturers’ brand equity is linked to the value of the brand performance as perceived by the retailer. This perceived value has an impact on key relationship variables such as commitment, trust, dependence and cooperation. To obtain the optimal value from the brand, both manufacturers and retailers need to manage these sources of brand asset value within the business relationship. Although large brands have considerable influence in the relationship, smaller brands can also offer value to retailers and play an important part in the management of product categories within the store. A conceptual model is developed that shows the impact of the sources of brand value within a business-to-business relationship.
- ItemPerformance appraisal of administrative staff in a Tertiary Institution: perception(AUT Faculty of Business, 2006) Naming, A.; Wright, N.There is little empirical evidence relating to how university administrative employees view the performance appraisal process (Analoui & Fell, 2002). The aim of this paper was to investigate administrative staff perceptions and understanding of the appraisal system using AUT University (AUT) as a case study. Areas investigated included (1) how administrative staff viewed the process, (2) did it impact on their motivation, and (3) did it help or hinder career development. The research for this paper was a partial replication of the Analoui and Fell study of appraisal systems at The University of Bradford (UK). The Analoui and Fell questionnaire and interview guide were modified to suit the AUT context. The AUT sample consisted of 543 staff members with a response rate of 20 per cent. It was found that there was no evidence that the respondents wanted the process discontinued even though comments from those who had been through a Performance and Development Review (P&DR) and Formative Appraisal (FA) indicated a range of positive and negative experiences. In terms of performance appraisal as a motivational tool, few respondents felt that the process motivated them. There was evidence that FA was beneficial in helping with career development. The stated main purposes of AUT performance appraisal is: to assist in administration (pay increase and promotion), and developmental (training) decisions, with the latter purpose being secondary. Resulting from this study recommendations are (1) the current process should be evaluated, and (2) appraisers and appraisees should undertake training prior to an appraisal. On-going research should be undertaken to find out how administrative staff in the wider NZ university sector view the process. To follow-on from the current research, a longitudinal study should be undertaken of administrative staff reactions immediately after an appraisal. Research should also be undertaken to investigate if administrative staff associate completion of the performance appraisal process which includes the setting of goals with an increased work overload.
- ItemAssessment preferences of MBA and MBus students: a New Zealand study(AUT Faculty of Business, 2006) Selvarajah, C.; Pio, E.; Meyer, D.Assessment is often seen as a significant influencer of learning. Cooperative learning which encourages group work is viewed as a major contributor to the development of relevant workforce knowledge and skills, particularly in the context of an increasingly diverse demographic student population. This study seeks to explore the assessment preferences of MBA and MBus students in New Zealand through the use of a survey linking culture and educational preferences. It is hypothesized that the four variables – competition requirements, structure requirements, respect for education and motivation to study will have an influence on assessment preferences, but these relationships will be suppressed or mediated by attitudes to cooperative learning. Results indicate that the most preferred form of assessment is individual assignments with the least preferred being exams for all ethnicities. However, some ethnic differences in assessment preferences did surface and these have been explored. Implications for educators are discussed including the need to legitimize knowledge and traditions from many cultural realities.