Operationalizing Design Thinking in Business Intelligence and Analytics Projects

Design Thinking has been applied successfully in many fields; however, in Information Systems research most early studies focus on applying the specific toolsets to developing product and system designs to solve strategic, managerial, and operational problems. There is little research on how Design Thinking can be embedded in the learning processes in design‐oriented IS research and enabled in the context of business intelligence (BI) and business analytics (BA). How can Design Thinking be embedded in the learning processes and enabled in the context of BI/BA projects in the classroom environment, especially in the proof of concept stage? A practical view on integrating the mindset and toolset of the Design Thinking approach and in the learning process as a case based in‐class experience is presented along with a guideline for coaching the Design Thinking team and the lessons learned from each stage of Design Thinking. The results of this study show that Design Thinking practices can be enlisted to help students frame their creations and that these practices have a valuable contribution as alternatives when designing curricula for teaching and learning.     

Childhood emotional maltreatment and mental disorders: Results from a nationally representative adult sample from the United States

Child maltreatment is a public health concern with well-established sequelae. However, compared to research on physical and sexual abuse, far less is known about the long-term impact of emotional maltreatment on mental health. The overall purpose of this study was to examine the association of emotional abuse, emotional neglect, and both emotional abuse and neglect with other types of child maltreatment, a family history of dysfunction, and lifetime diagnoses of several Axis I and Axis II mental disorders. Data were from the National Epidemiological Survey on Alcohol and Related Conditions collected in 2004 and 2005 (n = 34,653). The most prevalent form of emotional maltreatment was emotional neglect only (6.2%), followed by emotional abuse only (4.8%), and then both emotional abuse and neglect (3.1%). All categories of emotional maltreatment were strongly related to other forms of child maltreatment (odds ratios [ORs] ranged from 2.1 to 68.0) and a history of family dysfunction (ORs ranged from 2.2 to 8.3). In models adjusting for sociodemographic characteristics, all categories of emotional maltreatment were associated with increased odds of almost every mental disorder assessed in this study (adjusted ORs ranged from 1.2 to 7.4). Many relationships remained significant independent of experiencing other forms of child maltreatment and a family history of dysfunction (adjusted ORs ranged from 1.2 to 3.0). The effects appeared to be greater for active (i.e., emotional abuse) relative to passive (i.e., emotional neglect) forms of emotional maltreatment. Childhood emotional maltreatment, particularly emotionally abusive acts, is associated with increased odds of lifetime diagnoses of several Axis I and Axis II mental disorders.     

Chinese preschool teachers’ emotional labor and regulation strategies

Situated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported.     

Emotional reactions and coping responses of employees to a cyber-attack: A case study

Cybersecurity is a serious threat to information technology (IT) systems, with most organisations now relying on their IT systems to function day-to-day. Therefore, it is crucial that organisations ensure they are protected. This research investigates the emotional and coping responses of employees towards a cyber-attack. Data was collected through an in-depth case study approach (24 semi-structured interviews) conducted at a global manufacturing company, along with primary observations and a corpus of secondary materials. Our data analysis applied a grounded approach which was then refined using an emotion theoretic lens with the application of Technology Threat Avoidance Theory (TTAT). Drawing on structural appraisal theory, our findings indicate the IT security team in the case study oscillated between positive problem-focused coping and negative emotion-focused coping. A key explanatory feature or turnaround mechanism that mediated this oscillation was senior management empathy and resource mobilization. Building on the analyses, a conceptual model is developed called the Transformation of Coping through Empathic Leadership (T-CEL). The research suggests the crucial role that senior management play in transforming the emotional and coping capabilities of employees through their intervention and support. The study extends the IS Security theoretical background through a TTAT-lens for the analysis of cyber-attack incidents.     

现代企业组织情商问题研究

从分析企业“爱多”失败的原因出发,引出了组织情商这一重要概念,进而阐述了组织情商的内涵,并对其构成要素作了系统的分析。最后,在对组织情商构成要素系统分析的基础上,提出了几项提高现代企业组织情商的可行性措施。     

Gender differences in the association between emotional maltreatment with mental,emotional, and behavioral problems in Swedish adolescents

Emotional maltreatment is a common form of child abuse with a powerful negative impact on mental health. The aim of this study was to examine the effect of emotional maltreatment on mental health and mental well-being in a general population of Swedish 12- to 13-year old girls and boys. Data was collected via self-report questionnaires in classroom settings from 1134 students. Emotional maltreatment had significant effects on mental health and mental well-being for both girls and boys. Moreover, there were significant interaction effects between gender and levels of emotional maltreatment. Girls reported decreased mental health and mental well-being at lower degrees of emotional maltreatment compared to boys. Furthermore, girls reported larger decreases in mental health in response to exposure of emotional maltreatment. For internalizing symptoms, mental well-being and psychosomatic symptoms, exposure level of emotional maltreatment seemed to magnify the gender differences. For externalizing symptoms, there were no differences between girls and boys in the group reporting no emotional maltreatment and the increase in externalizing symptoms were of equal magnitude for both genders. Given the impact of emotional maltreatment on mental health in the general population, results from this study implies that a trauma-informed perspective is necessary in understanding gender differences in mental health in early adolescence. Further research is needed in order to understand the underlying processes generating the differences in girls and boys responses to emotional maltreatment.     

What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles

Beginning teachers’ first years in school have been described as demanding and stressful. In explaining beginning teachers’ stress, previous research mainly focused on either trait-like personality characteristics or general work-related stressors. In contrast, the present study focused on the day-to-day experience. The aim of the current study was (a) to identify the task-related daily uplifts and hassles of beginning teachers, (b) to examine the association of daily uplifts and hassles with teachers’ socio-demographic and personality characteristics, and (c) to investigate the effect of daily uplifts and hassles on teachers’ emotional exhaustion. The sample consisted of 141 beginning teachers up to four years in the profession who completed an online diary for 14 consecutive days. Results showed that most daily uplifts and hassles were related to teaching in class and interacting with colleagues. Both hassles and uplifts showed only a few unsystematic correlations with teachers’ characteristics. However, daily uplifts and hassles significantly explained beginning teachers’ daily emotional exhaustion.     

我国国家创新中的图书情报组织战略

当前，以知识信息的开发、组织、传播和服务为内容的图书情报组织，面对社会的信息化发展和国家创新体系的变革与发展，正发生深刻变化，图书情报事业的社会化转型决定了它在国家创新系统中的重要地位。面对国际经济一体化、互联网络所带来的种种挑战，图书情报组织只有迅速完成社会转型阶段的变革，从国家创新体系的系统发展高度出发，制定出既符合我国国情又能够适应外部环境变化的社会化发展战略，才能更好地为国家创新的发展提供全方位的信息保障，与此同时，实现自身的可持续发展。     

Negative parental attribution and emotional dysregulation in Chinese early adolescents: Harsh fathering and harsh mothering as potential mediators

The current study examined the potential mediating roles of harsh fathering and harsh mothering in the association between negative parental attribution and emotional dysregulation in Chinese adolescents and explored the moderating role of child gender on this indirect association. 864 students (367 girls, mean age = 13.55 years) with their parents were recruited as participants from two middle schools in Shandong Province, People’s Republic of China. The results demonstrated that both harsh fathering and harsh mothering could partially mediate the association between negative maternal attribution and child emotional dysregulation, whereas only harsh fathering could partially mediate the association between negative paternal attribution and child emotional dysregulation. Moreover, we found the moderating role of child gender only for the association between harsh fathering and child emotional dysregulation, in that harsh fathering could be associated with higher levels of emotional dysregulation in girls. These results shed light on efforts to prevent harsh parenting and child emotional dysregulation.     

Pathways from childhood sexual abuse to trait anxiety

BackgroundChildren exposed to sexual abuse are at risk for developing several psychological and behavioral difficulties during adulthood. Here, direct and indirect effects of family conflict, insecurity within the family system (manifested as disengagement and/or preoccupation), and negative feelings provoked by childhood sexual abuse (CSA) on trait anxiety scores were analyzed with structural equation modeling. Both Finkelhor and Browne’s traumagenic dynamics model and Davies and Cummings Emotional Security Theory were applied.MethodsA total of 168 female college student survivors of CSA participated in this study. Information regarding each participant’s abuse was obtained from a self-reported questionnaires. Emotional security was assessed with the Security in the Family System scale. To assess negative feelings regarding abuse and trait anxiety, Children’s Impact of Traumatic Events Scale-Revised and State-Trait Anxiety Inventory were applied, respectively.ResultsLevel of family conflict was found to directly relate to emotional insecurity and trait anxiety. In addition, preoccupation strategies were found to be directly related to trait anxiety. Conversely, disengagement strategies were indirectly related to anxiety through the negative feelings provoked by abuse. Experience with other types of abuse and/or neglect was also related to emotional insecurity and feelings provoked by CSA. Meanwhile, continuity of abuse only correlated with feelings provoked by abuse.ConclusionsStrong relationships between family conflict, emotional insecurity, negative feelings provoked by CSA and trait anxiety were observed. These results suggest that treatment of CSA survivors should focus on improving security within the survivors’ family system and reducing negative feelings provoked by abuse.