It is established that a sense of purpose in life is linked to well-being, but the case has yet to be made that purpose is a fundamental psychological need. In this research, we identify the purpose component from the tripartite model of meaning in life (George Park, 2016; Martela Steger, 2016) as having distinct motivational properties that might qualify it as a need according to Baumeister and Leary’s (1995) established criteria. We provide some evidence from the extant literature, but note that it is limited by the absence of measures of purpose conceptualized as a need. Thus, our primary objective was to develop and evaluate the Satisfaction and Frustration of Purpose Scales (SFPS) to use in more direct tests of the need for purpose against the established criteria. We applied established measure-development procedures and used data from an online sample of adults (N = 232) to select four items each to measure need satisfaction and frustration. In a second study with a nationally representative U.S. sample (N = 399), we confirmed the psychometric properties of the SFPS and demonstrated that the measures were distinct from satisfaction of the needs for autonomy, competence and relatedness from self-determination theory (SDT; Ryan Deci, 2000). We also found that purpose accounted for unique variance in several well-being indices beyond the SDT needs. These findings fulfill some core criteria, including that a ‘new’ need not be derivative of established needs. Importantly, the SFPS are now available for continued evaluation of purpose as a psychological need.

Previous research has identified five stable profiles in the 100-item HEXACO-PI-R. However, many researchers prefer to use the shorter 60-item HEXACO-PI-R. In this study we successfully identify a unified 5-profile solution across the 60- and 100-item measures of the HEXACO across four large samples totaling nearly 370,000 participants. However, our analyses with a holdout sample ( n ≈ 10,000) indicate that the ability to independently reproduce this solution with the 60-item measure decays rapidly beginning as early as sample sizes of n = 1250, which is larger than the sample size needed for the 100-item version. To address this issue, we developed a Tutorial which includes a step-by-step methodological guide and syntax for researchers to help identify these seemingly robust personality profiles within their own data. This enables researchers to side-step this methodological hurdle in their own work and ask independent and substantive questions about the nature and implications of these personality profiles. In doing so we aim to facilitate the advancement of research on the recoverability, generalizability, understanding and utility of these five personality profiles. Finally, we provide a procedural demonstration using this tutorial with a small archival sample that includes an analysis comparing the profiles on an auxiliary variable of potential interest.

PurposeThis paper aims to present the adaptive business education framework (ABEF) as a response to the evolving global challenges in business education. ABEF provides a comprehensive framework to enhance workforce readiness, foster adaptability and equip students with future-centric competencies by integrating foundational learning theories, applied learning frameworks and macro-environmental influences. Design/methodology/approachThis study uses a conceptual research approach that synthesizes existing theories such as universal design for learning, constructivist learning theory and experiential learning theory to identify their potential for improvements in addressing rapid educational and workforce transformations. The paper develops ABEF by incorporating three key components: adaptive learning environments, dynamic experiential pathways and future-centric competency development while acknowledging cross-cultural and international learning contexts. FindingsThe proposed framework integrates and updates traditional frameworks by emphasizing real-time adaptability, experiential learning and competency-based development. ABEF aligns with the increasing demand for personalized learning experiences, technology integration and institutional flexibility. Originality/value ABEF offers a novel approach to business education internationally by combining theoretical foundations with actionable strategies for curriculum design, student engagement and workforce preparation. By synthesizing existing frameworks and integrating complementary elements, ABEF provides a holistic and adaptable structure to meet the challenges posed by globalization, technological advancement and demographic shifts in higher education. This conceptual framework contributes to both academic scholarship and practical policy recommendations for business schools.

Although the vast majority of OB research has been, and continues to be, variable-centered (VC), there has been an increase over the last decade in the use of person-centered (PC) methods. A PC approach provides an important complement to VC research by allowing for the possibility of multiple subpopulations with unique interrelations among variables. In addition to addressing and/or introducing more nuance into existing theory, PC methods can provide supporting evidence for different, even competing, theories across subpopulations. PC analytic techniques are also becoming increasingly sophisticated, allowing for tests of a much wider range of research questions, including the existence of distinct profiles of change trajectory, relations among variables, and even relations among variables within trajectory profiles. In this review, we begin by providing a user-friendly introduction to PC data analytic techniques, followed by illustrative examples of how these techniques are being applied across several OB research domains. We conclude by identifying lessons learned from existing research on why and when to apply PC methods along with strategies for maximizing implications for theory testing/refinement and evidence-based practice.

This longitudinal study investigates the profiles underpinning the trajectories of affective organizational commitment observed across the basic training period and the subsequent 9 months of employment among a sample of 4859 military recruits and officer cadets. We also considered how these trajectories were associated with components of the onboarding process (i.e. perceived realism of job previews, socialization, satisfaction with the implications of military life for work-life balance, and identity conflict) and important outcome variables (turnover and transition intention, job satisfaction, and perceived performance). Three profiles were identified: (1) Committed, (2) Learning to Love, (3) Failure to Commit. Socialization and identity conflict were both associated with profile membership and within-profile differences in the shape of these trajectories. Employees' satisfaction with the implication of military life for their work-life balance was linked to strong organizational commitment. In contrast, exposure to previews seen as more realistic seemed to help avoid very low levels of commitment. Profiles with higher and increasing levels of commitment displayed lower average levels of turnover and transition intentions and greater average levels of job satisfaction, although associations involving changes in these outcomes over time were much weaker. Associations with perceived performance at the end of basic training were minimal.

Employee commitment has long been recognized as a key to retaining employees within organizations and occupations. In some occupations, like teaching, commitment to both the organization and occupation are important. However, employees can develop several other work-related commitments that will also have implications for their career decisions and personal adjustment. The nature of the outcomes can depend on the ways in which these commitments are configured. In this cross-sectional study we conducted latent profile analyses (LPA) to identify distinct configurations of commitments to six targets (organization, occupation, supervisor, coworkers, students, career). Moreover, these LPA were estimated while differentiating between employees’ global and target-specific commitments in accordance with Perreira et al.’s (2018) hierarchical model of commitment. We identified five profiles, which demonstrated differential relations with organizational and occupational turnover intentions and personal adjustment (job satisfaction and well-being) as outcomes, and motivational orientations (task and interpersonal) as antecedents. The optimal profile from both a retention and adjustment perspective was characterized by a strong global commitment along with balanced commitments to the six specific targets. Employees reflecting this profile also reported high levels of both task and interpersonal orientation. The remaining profiles with lower global commitment and differentiated commitments to specific targets demonstrated more varied relations with the outcomes and antecedents. Implications for multiple commitment theory and research are discussed along with implications for management.

In self-determination theory (SDT), motivation comprises distinct motivation types organized along a self-determination continuum. Consequently, motivation type measures arguably reflect global (self-determination) and type-specific sources of variance. Until recently, these sources of variance have been difficult to separate. Bifactor modeling methods have recently been introduced as a means of disaggregating the global and type-specific variance. In this research, we demonstrate the added advantages of "augmenting" the bifactor S-1 model for this purpose. In this variation, a direct measure of experienced self-determination is included as an anchor for the global factor and allows for extraction of specific factors reflecting unique variance in all type measures. Using data from employed adults (n = 444) and undergraduate students (n = 656), we found that an augmented model fit the data well and produced a loading pattern consistent with SDT predictions. Importantly, we also found that both the global and specific factors contributed uniquely to prediction of important outcomes (e.g., need satisfaction, commitment, well-being).

In the changing world of management education there is an increasing need to adapt teaching methods to meet the necessities of diverse learners, particularly in light of the increasing prevalence of neurodiversity challenges among university students. Using a conceptual theory adaptation framework, we examine the integration of the Gradual Release of Responsibility (GRR) model into three key teaching methods in management education: traditional lectures, the case method, and business simulations. We argue that GRR techniques provide a scalable way to meet different levels of student preparedness by systematically reducing instructor intervention as student competence grows. To this end, relevant literature is reviewed, existing theories are examined, and several popular management teaching methods are evaluated using our conceptual lens augmented by the authors' professional experience. Our findings support the effectiveness of integrating GRR in management education for all students by offering a robust model for implementation. We recommend a blend of active learning strategies, including engaging discussion starters, instructional support software, real-world modeling examples, and application-based activities such as interactive assignments and group simulations. Our paper provides practical insights and actionable recommendations for improving academic performance, increasing retention rates, and reducing time to degree completion for neurodivergent and all students.

PurposeThis paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.Design/methodology/approachThis paper's conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.FindingsThe research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.Practical implicationsImplementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.Originality/valueThis research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

Successful organizational change requires the commitment of those charged with its implementation. We focus on the role that organizational leaders play in the development and maintenance of employees’ commitment to organizational change. We review a recent but growing body of research linking leadership to change commitment, beginning with transformational leadership, new genre leadership, change leadership, and change-specific leader behavior. In each case, we examine the link between leadership style/behavior and followers’ commitment to change, the mediating mechanisms (e.g., climate of trust, change self-efficacy) that help to explain the link, and the moderating conditions (magnitude of the change, impact on employees) that influence the strength or direction of the relationship. Evidence suggests that, although leadership at all levels can have an impact, direct managers play a particularly important role in fostering commitment and behavioral support for the change within their units. Organizations are advised to attend to this role in the planning and implementation of change, particularly when the change is likely to have a wide-ranging impact and require commitment at all levels.

Researchers often assume a strong, linear relationship between regular- and reverse-keyed items, with responses on regular-keyed items (e.g., agree) perfectly mirroring those on reverse-keyed items (e.g., disagree). The current research challenges this received view and propounds a possible nonlinear relationship, partly due to the logical tendency of midlevel respondents to disagree with both types of items. In four examples (reported human height, job satisfaction, positive-negative affect, and self-esteem; total N = 50,544), a nonlinear model consistently explained additional item variance beyond a linear model. We further demonstrate that this relationship is moderated by item characteristics such as item extremity (job satisfaction) and item softening (self-esteem). Suboptimal modeling of the relationship may result in the apparent bidmensionality of a construct that characterizes regular- and reverse-keyed items as separate factors. User-friendly syntax for the examination of nonlinearity is provided to enhance the accessibility of the procedure.

Unlike truly transformational leaders who inspire and empower others to achieve a collective good, pseudo-transformational leaders (pseudo-TL) do so for their own gain. Christie et al. (2011) found preliminary support for a behavioral model proposing that pseudo-TL display the same inspirational motivation as authentic-transformational leaders (authentic-TL), but fail to display other typical transformational behaviors. In this study, we take a person-centered approach to replicate and extend Christie et al.'s (2011) research. We included leader self-interest as an attributed quality of pseudo-TL along with the transformational leadership facets. In two studies (an experimental simulation, N = 154; a survey study, N = 292), we found that while both displayed inspirational motivation, compared to authentic-TL, pseudo-TL were rated lower on intellectual stimulation, individualized consideration and idealized influence. They were perceived as more self-interested, less trustworthy, and evoked lower levels of trust. We identified five distinct profiles in Study 2, suggesting the possible need to expand the concept of pseudo-TL beyond that proposed by Christie et al. (2011).