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Client-led service innovation has gained currency in academic libraries owing to ever-shifting client preferences. Library clients are interested in determining which services libraries should offer to meet their information needs. Several studies have investigated service innovation or improvement in libraries with an emphasis on client involvement. However, it is not clear whether the reward culture influences client-focused service innovation in the context of Uganda.

This multiple-case study triangulated data from a survey of 80 staff members, three semi-structured interviews conducted with three library heads, and data from institutional documents. Data were analysed quantitatively and qualitatively.

The results indicated that the financial reward culture did not influence client-led service innovation in any way; instead, non-financial rewards had an impact. Therefore, library managers need to appreciate that clients are no longer interested in financial rewards, but rather in non-financial rewards that have enduring value.

The study underscores the importance of client-led services in an information environment that has been invaded by industry 4.0 and calls upon librarians to use the opportunity to provide innovative services.

This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.

This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.

The primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.

This study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.

This study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.

This study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.

Cyberattacks have become a major threat to small and medium-sized enterprises. Their prevention efforts often prioritize technical solutions over human factors, despite humans posing the greatest risk. This article highlights the importance of developing tailored behavioral interventions. Through qualitative interviews, we identified three persona types with different psychological biases that increase the risk of cyberattacks. These psychological biases are a basis for creating behavioral interventions to strengthen the human factor and, thus, prevent cyberattacks.

We conducted structured, in-depth interviews with 44 employees, decision makers and IT service providers from small and medium-sized Swiss enterprises to understand insecure cyber behavior.

A thematic analysis revealed that, while knowledge about cyber risks is available, no one assumes responsibility for employees’ and decision makers’ behavior. The interview results suggest three personas for employees and decision makers: experts, deportees and repressors. We have derived corresponding biases from these three persona types that help explain the interviewees’ insecure cyber behavior.

This study provides evidence that employees differ in their cognitive biases. This implies that tailored interventions are more effective than one-size-fits7-all interventions. It is inherent in the idea of tailored interventions that they depend on multiple factors, such as cultural, organizational or individual factors. However, even if the segments change somewhat, it is still very likely that there are subgroups of employees that differ in terms of their misleading cognitive biases and risk behavior.

This article discusses behavior directed recommendations for tailored interventions in small and medium-sized enterprises to minimize cyber risks.

The contribution of this study is that it is the first to use personas and cognitive biases to understand insecure cyber behavior, and to explain why small and medium-sized enterprises do not implement behavior-based cybersecurity best practices. The personas and biases provide starting points for future research and interventions in practice.

The purpose of this study is to investigate the relationship between being an inclusive city and branding oneself as such, as more cities adopt the inclusive city concept as part of their brand identity.

This paper builds theory by introducing a typology that categorizes cities based on their level of inclusion and degree of branding, supplemented by an analysis of the branding practices and identities. Integrating the literature on inclusive city and city branding, with a specific focus on the inherent conflict between their sharing and competing attributes, this research postulates that a city may choose to engage in being inclusive and branding itself as such in various ways depending on its dominant motivations of altruism or entrepreneurialism.

Four distinct types of inclusive city branding are identified: inclusion ambassadors (high inclusion and high branding); innate champions (high inclusion and low branding); façade marketers (low inclusion and high branding); and silent segregators (low inclusion and low branding). Furthermore, it underscores that inclusive city branding is shaped by the interplay of entrepreneurialism and altruism, not just a city’s inclusion. Different branding practices, such as media-generated images, narratives and events, are emphasized when entrepreneurialism is the primary motivation, whereas iconic architecture buildings, flagship projects and long-term policies are more associated with altruism.

This study develops a typology to unravel the paradoxical aspects of inclusive city branding. Examining the intersection of city branding motivations and practices enriches existing literature. Moreover, its findings offer valuable insights for cities grappling with the implementation of contentious inclusive branding strategies, thereby bridging theory with practical applications.

This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice.

For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools offered students real choice in the curriculum program. Transcripts were analyzed and corresponding meanings thematized. Self-determination theory (SDT) is used as a lens to interpret the findings.

The findings suggest that an organizational structure that supports own responsibility in an absence of an imposed program and a culture of no-interference creates conditions for taking ownership of life and choices (self-determination) and encompasses taking ownership of learning, education and one’s future. Taking ownership of one’s life seems to be related to strongly internally oriented processes with an internal locus of causality, to find their own motivation and taking responsibility for choices, behavior and consequences in a SDT need supportive social context.

This study is part of a larger research that addressed multiple facets of their experiences with their schools to understand the longer-term effects these schools had on the adult lives of participants. This limits the scope of this paper to only explore the conditions that led to the mental state of “taking ownership of one’s life.”

Conditions that can lead to long-term self-determination of one's life and future in a school setting is an unexplored area of research.

In this impact paper, I outline how a new inclusion theory generated non-scholarly impact even before it was published and share my personal experiences with mental and institutional barriers to creating that impact. With this, I hope to (1) help readers relate to and understand the issues that they are facing in creating impact and (2) inspire academics and academic institutions to remove obstacles to creating impact.

After outlining the new theory and the impact it has generated, I autobiographically describe the barriers to impact that I experienced, split up into two categories: mental and institutional barriers.

I discerned six main barriers that I had to overcome. Three of these are mental obstacles: impact order beliefs, prioritizing impact and a lack of examples. The other three are institutional obstacles: a lack of incentives for doing impact work, a lack of resources and an incompatibility between the impact form and the institutional environment.

It can be daunting to hear about the impact that others are having when the journey to get there is being left out and success stories run the risk of pretending that there were no or only a few obstacles involved. In sharing the struggles involved with doing an impact in my particular case, I hope to provide a more realistic insight into the barriers that one is likely to face in doing impact and issue a wider call for removing barriers to making impact.

This article aims to explore the relationship between age and emotional intelligence, as the latter emerges as essential to professional performance and an individual’s ability to adapt to an ever-changing world. The study examines the emotional intelligence of Bulgarian digital entrepreneurs from different generations.

The developed methodology for studying the emotional intelligence of digital business owners is based on Daniel Goleman’s model of emotional intelligence. The sample consists of 1,175 participants; the statistical error for the studied population is 2.8%. The demographic groups covered by the study are as follows: 1965 (Baby Boomers); 1965–1979 (Generation X); 1980–1995 (Generation Y); and 1995 (Generation Z). Data were collected using an anonymous form and subsequently analysed.

The comparison between the different generations of Bulgarian digital entrepreneurs reflects an increasing trend with age in the ability to exercise and apply emotional intelligence. The findings also show that although emotional intelligence is seen as the result of five components – self-awareness, self-regulation, motivation, empathy and social skills, the predominance of only one of these competencies does not guarantee high emotional intelligence. At the same time, self-awareness stands out as an ever-evolving component of emotional intelligence.

This paper integrates the concept of the development of emotional intelligence with age and confirms that general emotional intelligence may increase with age. Therefore, the study adds value to the literature on entrepreneurship, organisational behaviour and human resource management.

Few studies have explained how and when consumers are willing to engage in online brand-related activities (COBRAs). This study examines the role of brand love in a consumer’s decision to engage in online brand-related activities, considering the mediating effect of attitudinal brand engagement and the moderating effect of brand value on this relationship.

The study analysed data from 404 Spanish consumers using structural equation modelling and the PROCESS package in SPSS to test hypotheses, including mediation and moderation effects.

The study expands on previous research by revealing the mediating role of brand attitudinal engagement in the relationship between brand love and COBRAs and the moderating role of brand value in the relationship between brand engagement and COBRAs. The results show that online consumers who feel brand love from an online store are likelier to be engaged with the brand. This predisposes them to comment on, share, and create content related to the company or brand. Furthermore, consumers who attribute a high value to the brand are likelier to engage in brand-related online activities.

This study offers valuable insights into mechanisms to encourage consumers to generate content, known as user-generated content, to the extent that the tools for developing this content are the same.

至今, 很少研究嘗試去探討消費者為何或於何時會樂意去參與與品牌相關的在線活動。本研究擬探討品牌摯愛對消費者會否決定參與與品牌相關的在線活動所扮演的角色; 研究方法是透過分析態度品牌參與的中介效應和品牌價值在上述品牌摯愛與參與在線活動之間的關聯上所起的調節效果,以求達至研究目的。

研究人員收集來自404名西班牙消費者的數據,並以結構方程模型和SPSS裏的模組PROCESS,去檢測有關的假設,包括就中介效應和調節效果的假設。

研究揭示了態度品牌參與在品牌摯愛與COBRAs 之間的關聯上所扮演的中介角色,研究亦揭示了品牌價值在品牌參與與COBRAs之間的關聯上所扮演的調節角色; 就此而言, 本研究拓展了從前學者探討有關的領域。再者,研究結果顯示,如果消費者從網上商店產生品牌愛慕的話,他們會投入這個品牌; 這使他們更有可能去評價有關的公司和品牌,以及去分享和創建關於公司和品牌的內容; 而且,若消費者視品牌本身擁有高度價值的話,他們會更易於參與與品牌相關的在線活動。

本研究提供了寶貴的啟示,使我們更了解驅使消費者去創造內容 (即用戶生成內容) 的機制,以至生成這些內容的工具均儘相同的地步。

The purpose of this study is to develop the “ethical student scale” to understand the underlying factors that lead to the decisions of cheating and plagiarism and where business students are developmentally from a moral perspective and to help academic institutions assess how best to develop ethical education throughout the curriculum. This three-dimensional nine-item scale based on Kohlberg’s moral development model is proposed to serve as a valuable tool for educators who are struggling with identifying the best approach to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

Four survey design studies were conducted to determine what factors had previously been identified to both negatively and positively impact the propensity of a university student to engage in cheating and/or plagiarizing (Study 1, N = 179), to preliminarily validate the three dimension nine item scale that emerged from Study 1 (Study 2, N = 87); to test the construct validity of the three-dimensional nine-item scale (Study 3, N = 235); and to test the nine-item scale for convergent, divergent and predictive validity (Study 4, N = 201). The four surveys were administered to undergraduate students at two universities in the Northeast in the USA.

To shed light on the underlying factors that lead to the decisions of cheating and plagiarism, the authors propose three factors that are engaged when students make these types of ethical decisions: rules and enforcement as an external control, personal morality as an internal control and social influences as a social control (Kohlberg, 1976). Through four studies, this paper presents a three-dimensional nine-item scale based on Kohlberg’s moral development model to determine the factors that influence the propensity of a university student to engage in cheating and/or plagiarizing. The proposed scale showed strong reliability across the three dimensions.

The limitations of the scale are that this research was restricted to an academic setting. The relationship between the academic environment, the resulting behaviors of students and the subsequent behavior of these students as managers also needs investigation to determine if business ethics education does have an impact on increasing ethical decision-making.

The ethical student scale attempts to measure the development stage of students in a university setting and has the potential utility to help higher education institutions better understand the moral development of their students and what drives their decisions to engage in an ethical manner. Being a short yet reliable tool, ethical student scale may help business schools develop programs beyond a single business ethics course to instill ethical decision-making in students.

One of the goals as business educators is to produce ethical managers. The ethical student scale can help us develop a more integrated approach to business ethics education. As the students become managers and leaders in organizations, the social implications for more ethical decision-makers and organizations are widespread and vital to the community and the economy.

Ethical student scale is an attempt to quantify what types of controls (external, social, or personal) help develop ethical students and ethical managers. Based on Kohlberg’s moral development model, this three-dimensional nine-item scale which shows strong reliability will serve as a valuable tool for educators who are struggling with identifying the best approach to the issue of unethical decisions and behaviors as they try to create strategies to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

This study aims to explore how multinational lead buyers can play an active role in ensuring worker voices in garment supplier factories where workers have limited space to raise their voices, and how buyers’ involvement increases the possibilities of worker voices mitigating barriers to social dialogues and enhancing mutual interests of buyers and workers in garment factories.

Using a qualitative research approach and multiple embedded case study method, this study considered buyer−supplier dyads as the unit of analysis, i.e. two multinational lead buyers and their four corresponding suppliers in the garment industry of Bangladesh. Focus group discussion and key informant in-depth interviews were techniques applied to collect factory-level data, and within and cross-case analysis techniques were applied to develop an overall understanding.

The results of this study reveal that the opportunities for workers to voice their concerns through social dialogue in garment supplier factories are limited due to various obstacles. Similarly, the role of multinational lead buyers in addressing these issues is found to be less than ideal. This study also shows that buyers can take short-term and long-term initiatives to ensure social dialogues. Moreover, this study presents how social dialogues can meet the expectations of multinational buyers and their garment suppliers.

While this study focuses exclusively on the garment industry, similar scenarios also exist across a multitude of other industries. Thus, future research could extend this study’s scope to various sectors, providing a more comprehensive understanding of the general state of worker voices in Bangladesh. This study stands to make significant contributions to literature in the fields of global value chains, human relations and international business. It will pose critical perspectives on how upstream value chain suppliers can fortify worker rights through social dialogue, and elucidate the means and motives for lead buyers to play a more active role in this endeavour.

This study is distinct in its approach, integrating buyer−supplier roles to pave the way for enhanced worker voice opportunities through social dialogue in garment supplier factories.