1. Peter Principle:

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• Peter, L.J., 1969. The Peter Principle: Why Things Always Go Wrong. New York: William Morrow and Company.

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2. Goodhart’s Law:

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• Goodhart, C.A.E., 1975. Problems of monetary management: The UK experience. In: Papers in Monetary Economics, Volume I. Reserve Bank of Australia, pp. 65-102.

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3. Survivorship Bias:

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• Taleb, N.N., 2001. Fooled by Randomness: The Hidden Role of Chance in Life and in the Markets. New York: Random House.

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4. Effort-Reward Imbalance (ERI) Model:

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• Siegrist, J., 1996. Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1(1), pp.27-41.

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5. Luck vs. Skill:

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• Taleb, N.N., 2001. Fooled by Randomness: The Hidden Role of Chance in Life and in the Markets. New York: Random House.

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6. Expectancy Theory:

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• Vroom, V.H., 1964. Work and Motivation. New York: Wiley.

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7. Disconfirmation Paradigm (Marketing):

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• Oliver, R.L., 1980. A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17(4), pp.460-469.

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8. Pandemic Learning Loss & Institutional Trust:

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• Reardon, S. and Kane, T., 2023. New research finds that pandemic learning loss impacted whole communities, regardless of student race or income. Center for Education Policy Research at Harvard University. Available at: https://cepr.harvard.edu [Accessed 10 September 2024].

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9. Student-Teacher Brain Synchrony:

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• Edutopia, 2023. The 10 Most Significant Education Studies of 2023. Available at: https://www.edutopia.org [Accessed 10 September 2024].

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10. Learning Inequities During COVID:

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• Reardon, S. and Kane, T., 2023. Education Recovery Scorecard: Pandemic’s Impact on Student Learning Across U.S. School Districts. Center for Education Policy Research at Harvard University. Available at: https://cepr.harvard.edu [Accessed 10 September 2024].

 

1. Peter Principle (1969):

 

• This theory, developed by Laurence J. Peter, posits that in a hierarchical organization, employees are promoted based on their performance in their current role until they reach a level where they are incompetent. In essence, someone could perform well in one role but fail to achieve success in a higher position. This idea suggests a disconnect between past performance and future achievement.

 

2. Goodhart’s Law (1975):

 

• Proposed by economist Charles Goodhart, this law states that “When a measure becomes a target, it ceases to be a good measure.” It reflects the idea that focusing too much on performance metrics can distort true achievement, suggesting that efforts to perform well on specific targets may not result in overall success or achievement.

 

3. Survivorship Bias:

 

• This cognitive bias highlights how people often focus on successful cases (the survivors) while overlooking failures. The fact that mediocre performers can sometimes achieve success due to luck or circumstance while high performers might fail to reach the same level of success highlights the inconsistency between performance and achievement.

 

4. Effort-Reward Imbalance (ERI) Model:

 

• The ERI model developed by Johannes Siegrist in the 1990s emphasizes the imbalance between effort (performance) and reward (achievement) in the workplace. It shows that even high effort is not always matched by proportional reward, especially in cases where external factors like organizational structure or leadership styles play a role.

 

5. Luck vs. Skill:

 

• Books like “Fooled by Randomness” by Nassim Nicholas Taleb highlight how randomness, luck, and external forces often determine outcomes more than skill or performance alone. Taleb’s work shows that high performance doesn’t always guarantee achievement, especially in environments subject to volatility or randomness.

 

6. Expectancy Theory (1964):

 

• Developed by Victor Vroom, Expectancy Theory in psychology and organizational behavior suggests that an individual’s motivation to perform is based on their expectation that their efforts will lead to achievement. However, if the performance-to-achievement link is broken due to external factors (e.g., poor leadership, market conditions), motivation and performance may decrease.

 

7. Disconfirmation Paradigm (in Marketing):

 

• This theory posits that customer satisfaction is based on the difference between expectations (promised performance) and perceived results (achievement). Even high performance can result in low customer satisfaction if it doesn’t meet the customer’s expectations, demonstrating a disconnect between performance and achievement in customer experience.

 

8. Pandemic Learning Loss & Institutional Trust (2023):

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Research from Harvard’s Center for Education Policy Research highlights how external factors, such as institutional trust within communities, influenced student achievement during and after the pandemic. Despite high efforts by schools, external pressures like community anxiety and pandemic-related disruptions caused significant learning losses, revealing that performance (in terms of school efforts) didn’t always equate to achievement in student outcomes. This emphasizes that external, often uncontrollable variables, affect achievement, much like the stakeholder resonance you discuss.

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9. Student-Teacher Brain Synchrony (2023):

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A recent study showed that when students and teachers experience stronger brain synchrony during learning, students perform better academically. This suggests that beyond individual effort, achievement is influenced by how well people connect and resonate with each other, aligning with your idea of stakeholder resonance as crucial for translating performance into achievement.

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10. Learning Inequities During COVID (2023):

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A 2023 study on learning inequities during the COVID-19 pandemic found that students in communities with higher institutional trust faced fewer disruptions in academic achievement. This emphasizes that performance is affected by external social and environmental factors, supporting your argument that high performance might not always lead to achievement without proper external support and resonance .