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This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.

The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.

Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.

This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

This study aims to examine ethical practices in the banking sector by testing the relationships between customer perceptions of ethicality and brand attributes like affect, image and equity.

Drawing on the social exchange theory, the authors advance the consumer’s perspective in explaining brand equity in the banking sector. Following the survey technique, the authors used the Hayes’ Macro Process in analysing the data collected from 148 bank customers in New Zealand.

The findings suggest that customers’ perception of ethicality, brand image and affect are significantly associated with brand equity. Also, brand image and affect significantly mediate the relationship between customer’s perception of ethicality and brand equity.

The main limitation of this study is the use of survey and cross-sectional methods. Future research may adopt mixed-method techniques to provide insightful information on how these variables influence brand equity.

The study demonstrates the mechanisms that facilitate brand equity and contributes to theory by analysing the factors of brand equity in the banking sector, which has been less investigated.

This study empirically assesses the perceptions the public has of employees and their organization following a [re]tweet, and the additional potential ameliorating effect of a disclaimer distancing the organization from the individual employee's social media presence.

A fully crossed 2 (disclaimer vs. no disclaimer) × 2 (positive vs. negative valence post) × 2 (post vs. retweet) experiment exposed participants (N = 173) to an employee's personal tweet. Resultant perceptions of both the poster (i.e., goodwill) and the poster's organization (i.e., organizational reputation) were analyzed using planned contrast analyses.

Findings reveal audiences form impressions of individuals based on both tweeted and retweeted content. Perceptions of both the poster's goodwill and the poster's organization were commensurate with the valence of the poster's tweets, stronger when posts were original tweets rather than retweets, and there was a significant interaction effect between valence and [re]tweet. Disclaimers did not significantly affect perceptions, suggesting employers may be better served by asking employees to omit reference to their employer on their personal social media accounts.

This research contributes to understanding how employee and organizational reputation are affected by employees' personal social media content. Results suggest that even when a disclaimer explicitly seeks to distance an employee from the organization, audiences still see the employee as an informal brand ambassadors of their organization.

Organizations desire more accurate cost systems as competition increases, and consequently increase cost system complexity, as cost systems with greater complexity are potentially more accurate than simpler systems. However, even complex systems are prone to impactful inaccuracies, for example, due to design or calculation issues, that can adversely affect decision-making and firm performance. The authors investigate whether and the extent to which cost system complexity and competition decrease managers’ attribution of cost-system-driven adverse firm effects to the cost system. The authors find greater cost system complexity (by inspiring greater confidence in the cost system) and higher competition (by providing a plausible external cause) decrease managers’ attribution of cost-system-driven adverse firm effects to the cost system. With both greater cost system complexity and higher competition, managers observing signals of material cost inaccuracies are potentially the least likely to attribute cost-system-driven adverse firm effects to the cost system.

Social exchange theory predicts that perceptions of employee/employer exchange relationships may change as employees add educational qualifications. Literature also suggests that more innovative individuals, who are particularly important to organisations, may be more likely to change jobs. The purpose of this study is to test how the innovativeness of an individual differs in its contribution to retention when subjected to different mediating and moderating influences indicated in the literature, for a cohort of employees that are undertaking degree studies while working.

To test theory that suggests certain implications for employee turnover, the part-time studies unit of a large South African university offering degree studies by evening classes was sampled, yielding 323 useable responses, with a response rate of about 30%. Structural equation modelling (SEM) is used to test a theoretical model predicting certain mediating and moderating influences on the relationship between individual innovativeness and turnover intentions.

Individuals with higher innovativeness self-report higher turnover intentions, which seem to be reduced by the mediating effects of perceived supervisor support and job satisfaction. Perceptions of distributive justice and core self-evaluations, which may be associated with an individual's evaluation of the social exchange relationship, are found to directly enable retention.

A model of moderation and mediation relationships between employee innovativeness and turnover intentions is derived from the literature and tested, offering novel insights into how to retain valuable staff in this context.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

This study aims to explore the mechanism of abusive supervision differentiation on employee work-family conflict, and examine the chain mediating role of work-related rumination and organizational citizenship behavior/deviant workplace behavior, as well as the moderating role of work-family boundary segmentation preference.

The authors designed two studies: Study 1 was a scenario experiment with 120 Master of Business Administration students. To further explore this finding, the authors conducted a multiwave survey in Study 2 with 345 employees from various organizations.

The results of Study 1 showed that abusive supervision differentiation had a positive effect on work-related rumination, and work-related rumination mediated the relationship between differentiated abusive supervision and organizational citizenship behavior/deviant workplace behavior. The results of Study 2 not only confirmed the conclusions of Study 1 but also revealed that organizational citizenship behavior/deviant workplace behavior significantly affected work-family conflict. Abusive supervision differentiation had a positive effect on work-family conflict through work-related rumination and organizational citizenship behavior/deviant workplace behavior. In addition, work-family boundary segmentation preference negatively moderated the relationship between organizational citizenship behavior and work-family conflict.

First, to the best of the authors’ knowledge, this study is the first paper to test the spillover effect of abusive supervision differentiation on the family domain through a chain mediation model. It extends the research on abusive supervision differentiation from the work domain to the family domain. Second, previous research has highlighted role conflict or role insufficiency as significant factors contributing to work-family conflict. However, this study suggests that abusive supervision differentiation from workplace managers can also trigger work-family conflict, providing a new perspective in the study of precursors to work-family conflict.

The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.

Drawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.

The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.

This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.