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The research analyzes the influence of three environmental triggers, i.e. awareness, concern and knowledge on environmental attachment and green motivation that affect tourists' pro-environmental behavior in the Pakistan’s tourism industry. Furthermore, this study has analyzed the moderating role of moral obligation concerning environmental attachment and green motivation on tourists' pro-environmental behavior.

Data were gathered via a structured questionnaire by 237 local (domestic) tourists of Pakistan. Furthermore, the data were examined by employing SmartPLS.

Findings demonstrate that all three environmental triggers have a positive and significant relationship with environmental attachment and green motivation. Accordingly, environmental attachment and green motivation promote tourists' pro-environmental behavior. Furthermore, the moderating role of moral obligations has also been incorporated in the study. The finding reveals a strong and positive relationship among environmental attachment and tourists' pro-environmental behaviors during high moral obligations. In contrast, moral obligations do not moderate association between green motivation and tourists' pro-environmental behavior. Therefore, competent authorities should facilitate tourists to adopt environmentally friendly practices; which will ultimately promote pro-environmental behavior.

This study provides useful insights regarding the role of tourism in fostering environmental attachment and green motivation that sequentially influence tourist pro-environmental behavior. Secondly, this research has employed moral obligations as a moderator to identify the changes in tourists’ pro-environmental behavior based on individuals' ethical considerations. Hence, the study provides an in-depth insight into tourists' behavior. Lastly, the present research offers effective strategies for the tourism sector and other competent authorities to increase green activities that can embed the importance of the environment among individuals.

The purpose of this article is to summarize three Luhmannian critiques on morality, illustrate new roles for morality and add constructive interpretations.

Luhmann has recently been described as downright negative toward morality, resulting in a refusal to use ethics as a sociologist, thus leading to a limited use of his theory in moral issues. A constructive interpretation could support a more functional use of morality in social system theory.

First, Luhmann signals that morality can no longer fulfill its integrative function in society but also that society has recourse to moral sensitivity. Second, Luhmann describes how anxiety is crucial in modern morality and indicates which role risk and danger could play. The author builds further on this and proposes the concept of “social system attention” that can provide answers to individual and organizational anxiety. The author proposes that institutionalized socialization can support an integrative morality. Third, Luhmann states that ethics today is nothing more than a utopia but also that the interdiction of moral self-exemption is an essential element. The author adds that a relational ontology for social systems theory can avoid ethics as utopia.

This article is a programmatic plea to further elaborate morality from a system theory perspective in which meaning is relationally positioned.

This article could potentially provide a more functional application of morality in social systems, thus leading to improvements of attempts of ethical decision-making. The originality of the approach lies in the interpretation of basic assumptions of Luhmann social system theory that are not core to his theory.

The purpose of this commentary is to present a critically constructive examination of the contribution of service research to the development of services from institutions that offer fair and sustainable living for all humans.

The authors draw upon critical thinking and critical social theory to problematise the neoliberal agenda (e.g. marketisation and privatisation) that shapes the service ecosystems within which the sustainable development goals (SDGs) and service research relating to SDG11 – sustainable cities and communities – and SDG16 – peace, justice and strong institutions – are often based. The authors critically review extant literature aimed at these goals and present constructive pathways for transformative social change to foster fair and sustainable living for all.

The authors find that the United Nations institutions, the SDGs and the service ecosystems that shape the research and practice addressing SDG11 and SDG16 are often grounded in neoliberal capitalist ideology that may inhibit transformative change. While service research has made some relevant and important contributions to support the development of services from institutions that offer fair and sustainable living, there is a need to consider alternative assumptions upon which service research and service design can be based to fully realise such transformative goals.

This commentary encourages service research scholars to engage with critically constructive perspectives that harness critique for transformative change.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

The purpose of this paper is to examine the mediating role of organizational identification (OI) and the moderating role of adaptive personality (AP) between exploitative leadership (EL) and constructive voice (CV) relationship.

This study samples 154 full-time employees from Saudi Arabia and records their self-reported responses to closed-ended items in the survey. Hierarchical regression and PROCESS Macro are used for the analysis.

Utilizing social identity theory and social exchange theory, the authors demonstrate EL adversely affect CV through OI. AP also moderates EL-OI relationships. The indirect effects of EL on CV via OI are moderated by AP. In other words, adaptive employees are more likely to neutralize the adverse effects of such exploitation by adapting to the situation.

Human resource professionals and organizations must identify indicators of EL when evaluating job candidates. Organizations should also adopt communication systems that encourage employees to report any misconduct. Finally, organizations should speak out against exploitative leaders and educate their employees on ethics.

The originality is in extending the nomological network of EL to incorporate reduced employee OI and constructive deviance. It also discusses how adaptive employees mitigate exploitative behavior's negative effects.

This study delves into the transformation of UAE-Israel relations, which transitioned from a long-term rivalry to a formal peace agreement in 2020. It aims to uncover the multifaceted elements that influenced both nations’ pursuit of bilateral negotiations, with a special emphasis on the role of unofficial collaboration.

Employing a case study approach, the research traces the evolution of the UAE-Israel ties, mapping their progression from covert collaborations to public accords. This exploration is set against a backdrop of political, economic, and societal factors that have historically characterized the broader Israel-Arab conflict. Real-world dynamics and theoretical constructs are analyzed in tandem to derive comprehensive insights.

Key drivers for the transformation of UAE-Israel relations included the threat from Iran, internal disturbances, economic stresses, and the strategic advantages of discreet diplomacy. Exogenous catalysts like the Covid-19 pandemic and Israel's annexation plans in 2019-2020 played pivotal roles, capitalizing on pre-existing covert collaborations and shared regional interests. Constructive strategies, notably inducements, effectively reshaped their adversarial relationship. The resultant U.S.-mediated agreement conferred strategic, security, economic, and diplomatic benefits to both parties. Importantly, the potency of conengagement conflict management strategy, especially when bolstered by exogenous factors and growing mutual interest, emerged as a game-changer in terminating longstanding rivalries.

This study offers a unique perspective on Israel-UAE relations, emphasizing the significance of covert engagements, inducements, and the innovative conengagement strategy in conflict resolution. By examining a relationship devoid of direct armed conflict, the research underscores the interplay of economic, political, and societal factors in reshaping rivalries. This case study serves as a testament to the potential for transformative change in enduring disputes when the right conditions and strategies align, supplementing conventional perspectives and offering valuable implications for policy and mediation initiatives in the Middle East.

This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.

Employing a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.

During the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.

The deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.

This paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

The contemporary business environment steered by forces of globalization, digitization and automation can only be navigated by a resilient workforce. This requires inculcating self-leadership (SL) traits in individuals, which will allow them to exercise self-direction and self-motivation required to survive high-strain situations. The SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study aims to add to the repertoire of leadership studies, furnishing important implications for academia and practice.

In this paper, the authors explore the dimensionality of SL through a systematic literature review. The authors also take the case of Elon Musk, one of the most resilient technopreneurs in the contemporary business world, and scrutinize his journey as a self-leader.

The SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study adds to the repertoire of leadership studies, furnishing important implications for academia and practice.

To the best of the authors’ knowledge, this is the first paper to explore the controversial Elon Musk’s leadership style through the prism of SL.

This study examines the impact of transformational leadership on employees' innovative behavior via the mediating role of employee affective commitment and the moderating effect of psychological capital.

A sample of 555 employees from Ghana's textiles and dress-making industry through a three-wave self-administrated questionnaire participated in this study. The study's hypotheses were analyzed using Hierarchical Regression.

Results revealed that the dimensions of transformational leadership positively influenced employee affective commitment and employees' innovative behavior. Furthermore, employee affective commitment positively influenced employees' innovative behavior. Moreover, employee affective commitment exercised mediation effects in the relationship between transformational leadership and employees' innovative behavior. Hope and Optimism moderated the employee affective commitment and employees' innovative behavior relationship. Self-efficacy negatively moderated the employee affective commitment and employees' innovative behavior relationship. Staggering, resilience had no moderation impact on the employee affective commitment and employees' innovative behavior relationship.

The research provides guidlines to employers to prioritize training and development, institutionalize coaching and promote policies and investment that help to uphold employees’ positive emotions and positive psychological development.

This study tests the mediating role of employee affective commitment and moderating role of psychological capital in relation to transformational leadership and employees' innovative behavior. In addition, it assesses the interactive outcome of positive affect and positive psychological development of employees, which has attracted less theoretical and empirical deliberations.

This study aims to share with business leaders how annual reviews can assist with workplace engagement.

Findings derived from industry experience, working closely with HR leaders from 95% of Fortune 500 companies, and first-hand experience as chief executive officer/leader.

Key ways that annual reviews boost employee morale are recognition and acknowledgment, constructive feedback, personalized appreciation, team recognition and continuous appreciation.

This study shares original thoughts on annual reviews, which is a timely topic in December, and how they can be used to increase workplace engagement. This study is from a workplace engagement perspective rather than just the organizational benefits of annual reviews.