Suchergebnisse

This organizational life history documents how the founder of an elite gymnastics training organization led her organizational members to resist what she deemed to be unethical institutional influences prior to working toward changing those institutional practices. The study contributes the idea that institutional resistance leadership at the team and organizational levels can precede disruptive institutional entrepreneurship activities at the institutional level. The diachronic analysis describes the micro, local, historical, intra-organizational work that serves as a proving ground for generating resistance before proceeding to institutional level work; in doing so, the article explores how leadership activities can be 'scaled up' to affect institutions through the intermediary of an organization. Identity violations triggered a founder's sensemaking and moved her to lead others to resist institutional forces on her own organization's training practices. The founder used the rhetorical strategy of narrative to create sensebreaking to help members make sense of the dominant institutional influence, articulate an alternative philosophy, translate the alternative into practices, and acquire material resources for undertaking resistance at the local organizational level. Finally, in attempting to scale up to institutional entrepreneurship, the institutional resistance leadership then struggled with defining success for the organization in the view of dominant institutional actors.

Abstract
The proliferation of political mis/disinformation on social media has led many scholars to embrace "inoculation" techniques, where individuals are trained to identify the signs of low-veracity information prior to exposure. Coordinated information operations frequently spread mis/disinformation through inauthentic or "troll" accounts that appear to be trustworthy members to the targeted polity, as in Russia's attempts to influence the 2016 US presidential election. We experimentally tested the efficacy of inoculation against inauthentic online actors, using the Spot the Troll Quiz, a free, online educational tool that teaches how to spot markers of inauthenticity. Inoculation works in this setting. Across an online US nationally representative sample (N = 2,847), which also oversampled older adults, we find that taking the Spot the Troll Quiz (vs. playing a simple game) significantly increases participants' accuracy in identifying trolls among a set of Twitter accounts that are novel to participants. This inoculation also reduces participants' self-efficacy in identifying inauthentic accounts and reduced the perceived reliability of fake news headlines, although it had no effect on affective polarization. And while accuracy in the novel troll-spotting task is negatively associated with age and Republican party identification, the Quiz is equally effective on older adults and Republicans as it was on younger adults and Democrats. In the field, a convenience set of Twitter users who posted their Spot the Troll Quiz results in the fall of 2020 (N = 505) reduced their rate of retweeting in the period after the Quiz, with no impact on original tweeting.

In order to better understand the state, evolution, and impact of titling practices in the field of communication, we examine the prevalence of stylistic cues in journal article titles and whether such cues predict subsequent citations. We employed a stratified random sample of articles published in 22 communication journals between 1970 and 2010 ( N = 2,400). Although authors have increasingly used stylistic cues in academic titles, articles with titles containing such cues were cited less frequently. Journal impact modified this relationship: The presence of a stylistic title was associated with more citations if the article was published in a lower impact journal, but fewer citations if it was published in a higher impact journal. Taken together, the results highlight a tension between authors' attempts to distinguish their work in an increasingly crowded marketplace and readers' general reluctance to cite scholarship containing stylistic title cues.