Even though, over the last two decades, the boundaryless career concept has stimulated a wide theoretical debate, scholars have recently claimed that research on the competencies that are necessary for managing a cross-boundary career is still incomplete. Similarly, the literature on emotional and social competencies has demonstrated how they predict work performance across industries and jobs but has neglected their influence in explaining the individual's mobility across boundaries and their impact on career success. This study aims to fill these gaps (...) by examining the effects of emotional and social competencies on boundaryless career and on objective career success. By analyzing a sample of 142 managers over a period of 8 years, we found evidence that emotional competencies positively influence the propensity of an individual to undertake physical career mobility and that career advancements are related to the possession of social competencies and depend on the adoption of boundaryless career paths. This study also provides a contribution in terms of the evaluation of the emotional and social competencies demonstrated by an individual and of the operationalization of the measurement of boundaryless career paths, considering three facets of the physical mobility construct (organizational, industrial, and geographical boundaries). (shrink)

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, (...) they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies. (shrink)

Emotional, social, and cognitive intelligence competencies have been recognized as the most critical capabilities for organizations to acquire at all levels. For this reason, a wide body of research since the 1980s has demonstrated their positive impact on individual performance, career success, and wellbeing across sectors and professional roles, and a large number of theoretical contributions on how these competencies can be effectively developed has emerged over time. We focus attention on the developmental and learning processes of emotional, social, and (...) cognitive intelligence competencies that occur after formal training or educational courses provided by universities or certified organizations and directed to students or practitioners. Specifically, we conduct an exploratory literature review on the existing academic studies in order to identify the scholars and the pieces of research contributing most to the debate under investigation. This article aims at analyzing this body of research through a systematic review of the literature in order to: i) provide a comprehensive critical analysis of the distinctive features of the theoretical and methodological frameworks adopted to develop these competencies; ii) review the contexts in which the training initiatives analyzed by the literature have been delivered and the categories of learner involved; iii) discuss the learning outcomes of these educational programs and how they have been assessed; iv) identify gaps and inconsistencies in the current state of the literature, suggesting promising paths for future research; and v) stimulate insights for educators, human resource managers, executives, and policymakers by organizing and critically analyzing the extant contributions on competency development. This review represents the first attempt to systematize the methodologies of the educational programs for competency development and to assess their effectiveness in order to assist educators and executives in their ongoing efforts to equip students and employees with the relevant skills needed to achieve superior performance in the workplace. At the institutional level, policymakers should promote a dedicated agenda with concrete actions to equip people with emotional and social intelligence competencies. (shrink)

The purpose of this paper is to provide a basis for a systematic development of signaling theory on CSR initiatives. The paper proposes signaling theory as a framework supportive of a strategic CSR approach; maps extant research on signaling through CSR initiatives; offers a comprehensive assessment of the most diffused CSR initiatives and discusses their eligibility as signaling devices; and outlines a research agenda to further develop and test signaling theory in business ethics. Specifically, the study reconsiders some key assumptions, (...) identifies key gaps in empirical validation, and proposes directions to extend multiple signal, signaling pattern, and target cases. (shrink)

This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1×2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to discuss and then to write. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (a) the type of evidence and (...) (b) the way evidence was used. Results showed that in their essays students referred more often to the pieces of evidence provided to them (shared evidence). In contrast, they used evidence more often to address the opposing viewpoint in dialogs by incorporating it in a more elaborated (clearer) line of reasoning. Findings suggest that dialogues are a more effective tool than individual writing production, and the study provides first hints regarding how to design curricula that will encourage students to use evidence in a more sophisticated way in their argumentation. (shrink)

Wearing facial masks became a common practice worldwide during the COVID-19 pandemic. This study investigated (1) whether facial masks that cover adult faces affect 4- to 6-year-old children’s recognition of emotions in those faces and (2) whether the duration of children’s exposure to masks is associated with emotion recognition. We tested children from Switzerland (N = 38) and Brazil (N = 41). Brazil represented longer mask exposure due to a stricter mandate during COVID-19. Children had to choose a face displaying (...) a specific emotion (happy, angry, or sad) when the face wore either no cover, a facial mask, or sunglasses. The longer hours of mask exposure were associated with better emotion recognition. Controlling for the hours of exposure, children were less likely to recognise emotions in partially hideen faces. Moreover, Brazilian children were more accurate in recognising happy faces than Swiss children. Overall, facial masks may negatively impact children’s emotion recognition. However, prolonged exposure appears to buffer the lack of facial cues from the nose and mouth. In conclusion, restricting facial cues due to masks may impair kindergarten children’s emotion recognition in the short run. However, it may facilitate their broader reading of facial emotional cues in the long run. (shrink)

Background The global pandemic raised ethical issues for nurses about caring for all patients, not just those with COVID-19. Italy was the first European country to be seriously affected by the first wave, while Estonia’s infection and death rates were among the lowest in Europe. Did this raise different ethical issues for nurses in these two countries as well? Aim The aim was to describe and compare ethical issues between nurses working during the first wave of the COVID-19 pandemic in (...) Estonia and Italy. Research design A cross-sectional survey study with a self-administered questionnaire. The impact of COVID- 19 emergency on nursing care questionnaire was used. Participants and research context Convenience sampling was used to recruit 1098 nurses working during the first wave of the pandemic in 2020: 162 from Estonia and 936 from Italy. Ethical considerations Research ethics approvals were obtained, and the nurses provided informed consent. Results The most frequent ethical issues for Estonian nurses were professional communication and ensuring access to care for patients without COVID-19, and for Italian nurses, the end-of-life care and the risk of them getting the virus and transmitting it to their loved ones. There were no statistically significant differences in the frequency of ethical issues between Estonian nurses working with patients with and without COVID-19. Italian nurses caring for COVID-19 patients faced statistically significantly more (both p <.001) issues around prioritising patients and end-of-life. Nurses working with patients without COVID-19 in Italy faced more issues about access to care ( p <.001). Conclusions Estonian and Italian nurses, working in different clinical contexts during the first wave of the pandemic, faced different ethical issues. Local contextual aspects need to be considered to support nurses’ ethical decision-making in providing care during future crises and to ensure ethical care for patients. (shrink)

John Gerring's exceptional textbook has been thoroughly revised in this second edition. It offers a one-volume introduction to social science methodology relevant to the disciplines of anthropology, economics, history, political science, psychology and sociology. This new edition has been extensively developed with the introduction of new material and a thorough treatment of essential elements such as conceptualization, measurement, causality and research design. It is written for students, long-time practitioners and methodologists and covers both qualitative and quantitative methods. It synthesizes the (...) vast and diverse field of methodology in a way that is clear, concise and comprehensive. While offering a handy overview of the subject, the book is also an argument about how we should conceptualize methodological problems. Thinking about methodology through this lens provides a new framework for understanding work in the social sciences. (shrink)

There are many authors who consider the so-called “moral nose” a valid epistemological tool in the field of morality. The expression was used by George Orwell, following in Friedrich Nietzsche’s footsteps and was very clearly described by Leo Tolstoy. It has also been employed by authors such as Elisabeth Anscombe, Bernard Williams, Noam Chomsky, Stuart Hampshire, Mary Warnock, and Leon Kass. This article examines John Harris’ detailed criticism of what he ironically calls the “olfactory school of moral philosophy.” Harris’ criticism (...) is contrasted with Jonathan Glover’s defense of the moral nose. Glover draws some useful distinctions between the various meanings that the notion of moral nose can assume. Finally, the notion of moral nose is compared with classic notions such as Aristotelian phronesis, Heideggerian aletheia, and the concept of “sentiment” proposed by the philosopher Thomas Reid. The conclusion reached is that morality cannot be based only on reason, or—as David Hume would have it—only on feelings. (shrink)

There is an increasing call for preventive state interventions in so-called families at risk—that is, interventions before any overt harm has been done by parents to their children or by the children to a third party, in families that are statistically known to be liable to harm children. One of the basic principles of liberal morality, however, is the citizen's right to be free from state intervention so long as no demonstrable harm has been done. On the other hand, Joel (...) Feinberg interprets the harm principle as a harm prevention principle, so that the risk of harm also might be a reason for interference. The question that needs to be asked, therefore, is whether enforced preventive intervention in the cases where families are judged to be at risk can be justified within the limits of liberalism. (shrink)

In this article we take up Burtonwood's criticism of our view that liberal states should, under certain conditions, fund denominational schools. We not only reject his plea for the accommodation of strong faith schools by liberalism but also criticise his portrayal of the character of the conflict between liberals and strong faith school advocates. Arguing that liberalism is not part of the diversity of goods, we maintain that liberals and strong faith school advocates should not be seen as competing on (...) the same playing field. Rather, liberalism transcends the battleground both by enabling and conditioning the competition between adherents of rival conceptions of the good. (shrink)

Cet article se propose de décrire le projet épistémique des sciences des systèmes complexes. Domaine interdisciplinaire fondé par le Santa Fe Institute en 1984 aux États-Unis, il a été décrit par ses représentants comme un champ d’étude interdisciplinaire, post-laplacien, holiste et antiréductionniste. Des journalistes populaires et des sociologues intéressés et qui ont soutenu ce domaine en ont repris les discours, en annonçant l’avènement d’un nouveau paradigme révolutionnaire pour tous les savoirs. Dans ce texte, on montrera que le projet épistémique des (...) sciences de la complexité est moins pluraliste, antipositiviste et antiréductionniste que ce que l’on en dit. Je tâcherai de montrer en quoi le cadre épistémologique et ontologique de ce champ d’études reste analytique et réductionniste dans un sens physicaliste, computationnaliste, mathématique et biologisant. (shrink)

Argument from analogy is a common and formidable form of reasoning in law and in everyday conversation. Although there is substantial literature on the subject, according to a recent survey ( Juthe 2005) there is little fundamental agreement on what form the argument should take, or on how it should be evaluated. Th e lack of conformity, no doubt, stems from the complexity and multiplicity of forms taken by arguments that fall under the umbrella of analogical reasoning in argumentation, dialectical (...) studies, and law. Modeling arguments with argumentation schemes has proven useful in attempts to refine the analyst’s understanding of not only the logical structures that shape the backbone of the argument itself, but also the logical underpinning of strategies for evaluating it, strategies based on the semantic categories of genus and relevance. By clarifying the distinction between argument from example and argument from analogy, it is possible to advance a useful proposal for the treatment of argument from analogy in law. (shrink)

En La Verdad de la Ficción, Mario Presas compila nueve artículos de su autoría que, aunque fueron escritos en distintos momentos de su carrera y sin una conexión sistemática, están estrechamente ligados entre sí por una misma problemática filosófica: la apertura, a través del arte, a un tipo de saber que es propio de la experiencia estética. La tesis central que atraviesa a todos los capítulos consiste en sostener que el arte habilita una vía de acceso a la realidad que (...) no puede subsumirse ni reducirse a otros tipos de saber, en particular, al conocimiento científico. El autor sostiene que el saber que brinda la experiencia estética es insustituible en relación a la ciencia, sin que por ello uno de los dos tenga primacía sobre el otro. (shrink)

Texto extracto de la Introducción del libro de Ger Groot. Adelante, ¡contradígame! Filosofía en conversación. Madrid, Sequitur, 2008. Ger Groot es profesor de filosofía en la Erasmus Universiteit de Rotterdam y colaborador de filosofía en publicaciones como NRC Handelsblad y De Groene Amsterdammer . En este libro presenta las conversaciones que el autor ha tenido con dieciocho personalidades de la filosofía contemporánea, y gira alrededor de los temas que más interesan a sus interlocutores. Ofrecemos un avance de esta edición a (...) través del texto que compone la introducción de este libro. (shrink)

" This Volume tries to cover some important parts of the whole spectrum of European Studies. The essay of Fabrizio Sciacca begins with the issue of human rights. Sciacca relates the development of human rights regimes within the European Union to the general question of human rights education, without which human rights must keep abstract legality" (Hauke Brunkhorst, Preface).

The principle of autonomy, through various court rulings, gradually became part of medical practice and tradition in the second half of the 1800s, notably when the emergence of surgical anaesthesia began to raise serious questions regarding informed consent. In fact, surgical anaesthesia was initially used not only to avoid pain but also to combat patients’ resistance to operations.

Among the items in his legacy, the Florentine philosopher and humanist Marsilio Ficino (1433-1499) left an extensive collection of Latin letters, which illustrate his studies and how he viewed himself as a teacher and counselor of princes. This book provides an introduction to this letter collection, analyzing selected letters with reference to the roles adopted by the author and his literary strategies.