Following the Family’s Path: The Influence of Family Background on Undergraduate Choosing Marketing Majors

PurposeThis paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?Design/methodology/approachThe authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.FindingsThe findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.Originality/valueThis study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

The purpose of this study is to analyze the role of social capital in families of different religions in Salatiga city. The social capital used is from Fukuyama's explanation of trust, norms, and networks. In this study the authors use a qualitative approach, namely, research whose results are in the form of words based on the results of observations and interviews with informants both from body language, behavior, expressions or speech. From the research results analyzed using Fukuyama's Social Capital theory, the results show that families of different religions can live in harmony and harmony because they play social capital, namely trust, norms and networking in family communication and interaction internally and in the surrounding or external environment.

Student evaluations and judgments of the accounting method used in the restatement of financial statements by a public company for channel stuffing are examined. In order to reduce any heuristics and biases that may have affected student judgments, a group brainstorming method was incorporated to supplement individual assessments made by the students. The case study was administered to 206 students in three student groups: non-degree, justice school, and business school students. Between-subjects' assessments of the accounting restatements show that justice school and business school students are more likely than non-degree students to disagree with the assessment that the restatement was appropriate. Similar results were obtained for accounting major students compared to non-accounting major students. Empirical evidence was also found for the presence of social identity bias between business school and justice school students' evaluation of sanctions. Implications on the use of behavioral techniques in accounting and ethics education are discussed.

The perspectives of migrant children and young people have been largely omitted in youth studies. Existing literature focuses predominantly on young people born to migrant parents in the host country, while the problems of first generation of migrant youth have received limited attention. This paper focuses on first-generation Polish migrants and their experiences in relation to school transition, new language learning and the changing family relationships in the new social environment. It draws on ethnographic research, including in-depth interviews collected from 17 young people (aged 12–17) and their parents, as well as participant observation within homes and schools. Exploring the concept of family capital, the paper builds on Bourdieu's theory of cultural and social capital and Coleman's theory of social capital. It examines family support and cultural values, the transferability of family capital from one country to another in terms of educational success and social mobility and the capacity of young people to draw on their family capital and to develop their own social capital in a host country. The findings are discussed with reference to the existing literature and the possible ways of supporting young people through the development of policies and school practices.

Part 1: Advances on Theory and Methods of Social Capital 1. Position Generators, Affiliations, and the Institutional Logics of Social Capital: A Study of Taiwan Firms and Individuals Ray-May Hsung and Ronald L. Breiger 2. Changing Places: The Influence of Meeting Places on Recruiting Friends Beate Volker, Henk Flap and Gerald Mollenhors 3. Does the Golden Rule Rule? Rochelle R. Cote, Gabriele Plickert and Barry Wellman 4. Making Democracy Work via the Functioning of Heterogeneous Personal Networks: An Empirical Analysis based on a Japanese Election Study Ken'ichi Ikeda and Tetsuro Kobayashi Part 2: Markets And Social Capital 5. The Context Challenge: Generalizing Social Capital Processes Across Two Different Settings Bonnie H. Erickson 6. The Transaction Cost: Embeddedness Approach to Studying Chinese Outsourcing Jar-Der Luo and Yung-Chu Yeh 7. Constructed Network as Social Capital: The Transformation Of Taiwan's Small And Medium Enterprise Organization Chieh-Hsuan Chen Part 3: Social Capital in Communities 8. Production And Returns Of Social Capital: Evidence From Urban China Nan Lin, Dan Ao And Lijun Song 9. The Distribution and Return of Social Capital in Taiwan Chih-Jou Jay Chen 10. Social Capital in Communities, Development and Integration: The Four-Village Case Study in Hungary, 2000 Robert Tardos 11. Distinctiveness and Disadvantage among the Urban Poor: Is Low Network Capital Really the Problem Jeanne S. Hurlbert, John J. Beggs and Valerie A. Haines Part 4: Families and Social Capital 12. Parental Closure Effects on Learning: Coleman's Theory of Social Capital on Learning Revisited Ly-Yun Chang 13. Childcare Networks and Embedded Experiences Joseph Galaskiewicz, Beth M. Duckles and Olga Mayorova 14. The Immediate Returns on Time Investment in Daily Contacts: Exploring the Network-Overlapping Effects from Contact Diaries Yang-Chih Fu

이 연구의 목적은 가정내 사회적 자본이 청소년 우울에 미치는 영향을 밝히는 것이다. 또한 청소년의 자아존중감이 가정내 사회적 자본과 우울간의 관계를 매개하는지를 밝히고자 하였다. 한국청소년패널조사 (KYPS) 초등학교 4학년 3차-5차 패널자료를 이용하여 2,306명의 청소년을 대상으로 분석하였다. 분석 결과, 첫째, 가정내 사회적 자본이 높을수록 청소년의 우울은 낮은 것으로 나타났다. 둘째, 가정내 사회적 자본이 높을수록 청소년의 자아존중감이 높은 것으로 나타났다. 셋째, 자아존중감이 높을수록 우울이 낮은 것으로 나타났다. 넷째, 자아존중감은 가정내 사회적 자본이 우울에 미치는 영향을 매개하는 효과를 나타냈다. 이러한 결과는 청소년의 우울을 완화시키기 위해 부모-자녀 간의 긴밀한 상호작용을 통한 가정 내 사회적 자본을 증진시키는 것이 필요함을 시사한다. 가정내 사회적 자본을 구성하는 부모-자녀 관계의 친밀감과 신뢰, 가족기능의 강화를 위한 개입의 중요성을 시사한다. 또한 자아존중감을 향상시킬 수 있는 상담프로그램과 서비스를 통해 청소년의 우울을 예방하거나 완화시킬 수 있음을 보여준다. The purpose of this study is to examine the effects of social capital in families on depression of adolescents. It also examines whether adolescents' self-esteem mediates the relationships between social capital in families and depression. This study uses 2,306 adolescents drawn from the <TEX>$3^{rd}-5^{th}$</TEX> Korea Youth Panel Survey(KYPS). The results are as follows. First, adolescents with high level of social capital in families are less likely to experience depression. Second, adolescents with high level of social capital are more likely to have high level of self-esteem. Third, adolescents with high level of self-esteem are less likely to experience depression. Lastly, social capital in families has impacts on depression through self-esteem. Thus, it is necessary to increase social capital in families to address adolescents' depression. Developing intimate relationships between parents and adolescents is needed to increase social capital in families. It is also necessary to develop programs and services to enhance self-esteem of adolescents, which will prevent or address adolescents' depression.

This paper attempts to identify the factors and develop a multidimensional and hierarchical model for determining the service quality perception of students in business schools of India. The proposed model was tested for its reliability and validity by exploratory and confirmatory factor analysis. This study suggests that the hierarchical model of service quality perception of students in business schools consists of two primary dimensions; employability focus and support services which are further defined by different sub-dimensions. The study suggests the managers of the management education different ways to enhance graduate employability.

PurposeAlthough health question-and-answer (Q&A) communities have become popular in recent years, only a few communities have successfully retained and motivated their members to share knowledge. The purpose of this paper is to focus on the ways by which social capital and motivation influence knowledge sharing intention from the perspectives of health professionals and normal users in health Q&A communities.Design/methodology/approachThe developed theoretical model integrates individual motivation and social capital theories. On the basis of a sample comprising 363 members from health Q&A communities in China, the authors tested the hypotheses by using structural equation modeling.FindingsThis study empirically finds that social capital positively affects intrinsic and extrinsic motivations, which then positively influence the intention of health professionals and normal users to share knowledge. Motivations of members fully mediate the effects of social capital on knowledge sharing intention. Specifically, intrinsic motivation influences knowledge sharing intention more for health professionals than for normal users, whereas extrinsic motivation influences knowledge sharing intention more for normal users than for health professionals.Originality/valueThis study explores the factors that affect the intentions of sharing knowledge in health Q&A communities by integrating social capital and motivation theories. Individual motivations can then bridge social capital and knowledge sharing intention. The effects of the intrinsic and extrinsic motivations of two user types were further examined and compared. These findings can extend the understanding of the underlying drivers of intention to share knowledge in the context of e-health.

Social capital theory is a valuable theoretical framework in the field of higher education—as it has been used to examine differences in important educational outcomes based on students’ social network and the resources embedded in that network. Despite multiple well-established methods proposed by seminal researchers, there is limited synthesis of how to assess social capital, perpetuating inconsistent findings and evidence for educational interventions. The aim of the study is to evaluate quantitative social capital assessments, based on survey design and operationalized measures, and recommend methods, operationalized measures and assessment instruments for social capital. Using seven educational databases and Web of Science, we reviewed 93 English language, quantitative studies from peer-reviewed journals, published from 1980 to 2022; to be included, studies had to measure the social capital of students entering and currently in undergraduate studies. Results from the 93 articles revealed that generators (18 papers), social network analysis (5 papers), and standard Likert measures (80 papers) were commonly used to assess social capital. Standard Likert measures, while most common, were rarely aligned with social capital theory, reducing the validity of the measures. Results also showed that operationalizations of social capital were heavily rooted in social network theory, where social capital is accessed through social networks (86 papers) and actions from alters (65 papers) in the students’ network. However, direct measures of social capital—that is, network characteristics, access to supports, and seminal definitions of trust and community—were less common. This study provides important consensus and recommendations for researchers to select assessment instruments appropriate for their study and rooted in principles of assessment validity. We recommend researchers select survey methods (e.g., social capital generators) and operationalizations (e.g., actions from alters) that are well aligned with social capital theory. Assessment instruments designed using strong theoretical frameworks, such as Lin’s network theory of social capital, add to the validity of the researchers’ instrument design, use and interpretation of the students’ social capital scores.

This article explores the extent to which the impact of family background and gender on one's access to college education changed after the 1999 college expansion policy in China. The analysis is based on data from the Chinese General Social Survey (CGSS) collected between 2005 and 2008. The results show that, although the expansion has been an equalizing force in that it allows more youths of different characteristics to attain college education than in prereform regime, intergenerational inequality persisted. Youth from more socioeconomically advantaged families maintain their edge by obtaining more and higher quality education than others. The influence of family background, as indicated by fathers' education, becomes stronger on youths' access to academic colleges after the college expansion policy. The gender gap in college attendance disappears and even reverses itself. However, the female advantage is greater in attending the short-cycle program colleges than in academic colleges.

Geographical knowledge about foreign countries is considered to be a significant factor related to the successful marketing of goods and services in international markets-a not insignificant conclusion by experts given the sizable trade deficits run up by the United States in 2000 ($365 billion), 2001 ($346 billion), and 2002 ($435 billion). Unfortunately, previous research has concluded that U.S. business school students-tomorrow's executives who will make decisions that will impact their firms' international operations-have inadequate levels of international geographical knowledge. This article compares the geographical knowledge of U.S. business school students to that of business school students in four countries: Ireland, Israel, Mexico, and South Korea. The sub-par performance exhibited by the U.S. students and the impact of six independent variables on global geographical knowledge are used to develop a number of pedagogical conclusions designed to enhance the international geographical knowledge of U.S. business school students and students in foreign business schools and overcome the antipathy toward this subject matter that apparently exists within business schools and their various external constituencies.

This article is concerned with social capital as the concept has been used to further the analysis of political life. Its substantive focus is the work of Robert Putnam and his part in the revival of a civic conception of democracy. The article suggests two strategies for analysing the relationship between social capital theory and conceptions of liberal-democratic government. In the first section the concept of social capital is interrogated in terms of its political imagination. This is pursued by way of a comparison of the assumptions and norms of social capital and political culture theory - the latter being a perspective that shaped post-war political analysis. The second part of the article situates social capital in relation to the Foucauldian literature on government. It asks how we might see social capital in terms of a new kind of territorialization of socio-political relations.

Futnam’s 'social capital theory’ goes east: a case study of Western Ukraine and L'vivThe article is an attempt to probe Putnam’s ”social capital theory” using a case study approach to the analysis of democratisation in post-socialist societies. For this purpose Western Ukraine and more specifically the city of L'viv during the first years of independent statehood is analysed by help of available survey data, focus group discussions and deep interviews. It is argued that while political culture and social capital do play an important part in the former socialist states, Putnam ’s definition of social capital needs to be critically examined and in part re-interpreted. Public life in these countries are mostly associated with the type of ’non-communitarian’ social capital Putnam found in Southern Italy, deriving mainly from negative experiences from state socialist institutions. However, contrary to Putnam’s argument, lack of trust in formal institutions is not due primarily to difficulties to implement sanctions in the particularistic and vertical networks from which non-communitarian social capital is built. The exchange relations that constitute the backbone of communitarian and non-communitarian social capital respectively draw on two different modes of reducing social transaction costs. It is hypothesised that it is this difference rather than implementation of sanctions as such that is the key to the problem and that it is above all the mode of reducing social transaction costs typical to non-communitarian social capital which impedes the building of trust in formal institutions. Furthermore non-communitarian social capital still in many respects continue to represent a more efficient tool for practical problem solving compared to formal institutions. It is concluded that these two features increases the importance of institutional design and third-party enforcement rather than diminishing the role such factors play to successful democratisation.

When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students actually cheated no more or less than students in other professional schools, their attitudes on what constitutes cheating are more lax than those of other professional school students. Additionally, we found that serious cheaters across all professional schools were more likely to be younger and have a lower grade point average.

Effects of social capital on academic success: A narrative synthesis