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This paper aims to develop and validate a scale to measure knowledge-sharing motives at work. It is aimed to construct a scale which is explicitly different from knowledge-sharing behavior and to develop a comprehensive and domain-specific scale for this special kind of work motivation.

The constructed scale was tested in two studies. Survey data (n = 355) were used to perform an exploratory factor analysis. Results were further tested on survey data from the core public sector (n = 314) and the health sector (n = 315). A confirmatory factor analysis confirms the results in both samples. The developed scale was further validated internally and externally.

The analysis underlines that knowledge-sharing motivation and knowledge-sharing behavior are different constructs. The data suggest three dimensions of knowledge-sharing motives: appreciation, growth and altruism and tangible rewards. While it is suggested that the developed scale works in the public as well as the private sector context, it is found that knowledge sharing of public employees is merely driven by “growth and altruism” and “appreciation of coworkers.”

No comprehensive and reproducible scale to measure knowledge-sharing motives, which is different from behavior and domain-specific as well, was available in the literature. Therefore, such a scale has been constructed in this study. Furthermore, this study uses samples from different organizational sectors to deepen the understanding of knowledge sharing in context.

Young people’s attachment to their smartphones is well-documented, with smartphones often described as prostheses. While prior studies typically assume a clear human/machine divide, this paper aims to build on posthuman perspectives, exploring intercorporeality, the blurring of human/technology boundaries, between emerging adults and their smartphones. The paper aims to discuss these issues.

Drawing on assemblage theory, this interpretive study uses smartphone diaries and friendship pair/small group discussions with 27 British emerging adults.

Participants in this study are characterized as homo prostheticus, living with and through their phones, treating them as extensions of their mind and part of their selves as they navigated between their online and offline, private and social lives. Homo prostheticus was part of a broader assemblage or amalgamation of human and non-human components. As these components interacted with each other, the assemblage could be strengthened or weakened by various technological, personal and social factors.

These qualitative findings are based on a particular sample at a particular point in time, within a particular culture. Further research could explore intercorporeality in human–smartphone relationships among other groups, in other cultures.

Although other studies have used prosthetic metaphors, this paper contributes to understanding of smartphones as a prostheses in the lives of emerging adults, highlighting intercorporeality as a key feature of homo prostheticus. It also uses assemblage theory to contextualize homo prostheticus and explores factors strengthening or weakening the broader human–smartphone assemblage.

The levels of work-related stress and the incidence rates of subsequent related illnesses are increasing in our society, leading to high individual and socioeconomic burdens. Mindfulness training has been shown to be an effective method of improving stress resilience. This paper aims to investigate the efficacy of nature-based mindfulness training in professionals with high levels of work-related stress.

In this controlled pilot study, a total of 56 volunteers completed a nature-based mindfulness training progam and were compared to 8 participants (waitlist controls). Psychometric assessments were performed at baseline and after two and four months of training.

After two months of training, the scores for self-efficacy, sense of coherence, level of mindfulness and overall psychiatric symptom load had significantly improved in the intervention group, while the control group did not show any significant improvements. A comparison between the intervention and control groups showed a significant difference regarding the sense of coherence only.

Since this was an exploratory study with a small control group, further studies are needed to verify our findings.

In conclusion, nature-based mindfulness training seems to be a promising tool for the improvement of resilience and overall psychological health in professionals.

This was the first study to systematically investigate effects of nature-based mindfulness training in people with high work-related stress.

The purpose of this study is to examine the association between audit committee effectiveness (ACE), internal audit function (IAF) and sustainability reporting practices.

Using a cross-sectional and correlational design, useable questionnaires were received from 48 financial services firms in Uganda. The data were analyzed using Statistical Package for Social Sciences.

results indicate that ACE and IAF are positively and significantly associated with sustainability reporting practices. ACE and IAF are more significantly associated with economic and social indicators than environmental sustainability indicators.

In terms of practice, it is no longer a matter of having internal auditors and audit committees in place but rather those who are mindful of the welfare of society and the natural environment. The effectiveness of the board audit committee and a functioning internal audit can be assessed in terms of their recommendations and decisions regarding improvements in the welfare of society and the natural environment in addition to the traditionally known performance benchmarks.

The study focuses on only financial services firms in Uganda, and this is a small sample. Future studies may focus on larger samples to enable comparison of the results.

This study provides insights on the initial understanding of the association between ACE, IAF and sustainability reporting practices using evidence from a developing African country – Uganda.

ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.

This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.

The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.

This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.

In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.