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The purpose of this paper is to explore the dimensionality of intragroup conflict and to develop an instrument with acceptable psychometric properties for the comprehensive measurement of conflict.

This paper strictly follows the standard scale-developing method: first, establish theoretical dimensions of intragroup conflict; then, develop the initial scale through in-depth interviews and coding schemes; third, revise and verify the scale through exploratory factor analysis and confirmatory factor analysis; and, finally, examine the predictive validity of the new intragroup conflict scale.

This study identifies four dimensions of intragroup conflict – cognitive conflict, affective conflict, behavioral conflict, and interest-based conflict – and provides evidence of construct validity for a new measure. The results show that cognitive and interest-based conflict affect group innovation performance positively, whereas affective and behavioral conflict affects it negatively.

This study first detects interest-based conflict as a new dimension and explores a more comprehensive scale (ABCI) that reflects all the connotations of conflict, which deepens the understanding of intragroup conflict, laying a solid foundation for empirical studies of conflict.

This paper aims to examine the relationships between undergraduate management students’ emotional interest (EI) and cognitive interest (CI) in research methods (RMs), the perceived applicability of RMs to future careers and motivation to study RMs within the Asian higher education context. This draws implications for better pedagogical approaches to motivating them to study RMs.

A pre–post-semester cohort study design was conducted with 172 undergraduate management students enrolled on an RMs subject by means of a self-administrated online survey using Qualtrics. A total of 170 students responded to the pre-semester survey and 116 students to the post-semester one. The main instrument was adapted from Mazer’s (2012) study interest scale. Regression analysis was applied to investigating the relationship between students’ EI and CI in RMs with perceived applicability of RMs to future careers and their motivation to study RMs.

The findings have shown that there was a significant relationship between undergraduate management students’ CI and EI and perceived applicability of RMs to future careers and their study motivation towards RMs. The regression model built on the two independent variables of students’ EI in RMs and their perceived applicability of RMs to future careers served to have higher accuracy in predicting their study motivation.

This paper contributes to enriching the conceptual understanding of the conflating influences of undergraduate management students’ intrinsic and extrinsic motivation levels on studying RMs within the Asian higher education context. Practically, this study explores different pedagogical approaches to better motivating students to study RMs.

Modelling the organisation to enable purposeful analysis and diagnosis of its ills is often problematic. This is illustrated by the unconnected non‐synergistic plurality of organisational models each of which relates to a particular isolated frame of thought and purpose. A cybernetic approach is adopted to create a generic psychosocial model for the organisation that is used to characterise its emergent normative personality. Organisations are often complex, and seeing them in terms of their normative personality can reduce the complexity and enable a better understanding of their pathologies. This paper seeks to do two things. The first is to show that it is possible to set up a generic model of the organisation as an agency, and the second is to show that this same model can also be represented in the alternative terms of the emergent normative personality. In order to do this, an understanding of what it is that constitutes generic criteria is required. In addition, the paper shall show that organisational and personality theories can be connected generically. One of the consequences of the theory is that the patterns of behaviour which occur in an agency have underlying trait control processes.

A meta‐systemic view of the organisation is adopted through knowledge cybernetics that enables more flexibility and formality when viewing organisational models. The paper develops a formal generic model of the organisation that should facilitate the exploration of problem situations both theoretically and empirically.

The outcome of the research formulates the cognitive processes of normative personality as a feasible way of explaining organisations and provide a capacity to analyse and predict the likelihood of their behavioural conduct and misconduct. As an agency trait model, agency explains the socio‐cognitive aspects of self‐organisation and the efficacy of connections between the traits. These traits control the personality, and inter‐trait connections are Piagetian intelligences that orient the traits and work through forms of first‐ and second‐order autopoiesis. The development of a typology of pathologies is also suggested as feasible.

There are previous metaphorical notions that link agency with traits. Here, metaphor is extended to produce a formal model for the emergent normative personality. This is the first time that socio‐cognitive and trait approaches are formally linked, as it is the fist time that a typology for organisational pathologies is proposed.

This paper develops frameworks to help Internet media designers address end‐user information presentation preferences by advancing structures for assessing metadata design variables. Design variables are then linked to user cognitive styles. An underlying theme is that AI methodologies may be used to help automate the Internet media design process and to provide personalized and customized experiences. User preferences concerning knowledge acquisition in online experiences provide the basis for discussions of cognitive analysis, and are extended into structural implications for media design and interaction. The assumption is made that frameworks for the alignment of design metadata with user metacognitive elements may serve as a reference to aid information design for Internet‐based media.

This paper intends to explore the relationship between participants' eye fixations (a measure of attention) and durations (a measure of concentration) on areas of interest within a range of online articles and their levels of information discernment (a sub-process of information literacy characterising how participants make judgements about information).

Eye-tracking equipment was used as a proxy measure for reading behaviour by recording eye-fixations, dwell times and regressions in males aged 18–24 (n = 48). Participants' level of information discernment was determined using a quantitative questionnaire.

Data indicates a relationship between participants' level of information discernment and their viewing behaviours within the articles' area of interest. Those who score highly on an information discernment questionnaire tended to interrogate the online article in a structured and linear way. Those with high-level information discernment are more likely to pay attention to an article's textual and graphical information than those exhibiting low-level information discernment. Conversely, participants with low-level information discernment indicated a lack of curiosity by not interrogating the entire article. They were unsystematic in their saccadic movements spending significantly longer viewing irrelevant areas.

The most profound consequence is that those with low-level information discernment, through a lack of curiosity in particular, could base their health, workplace, political or everyday decisions on sub-optimal engagement with and comprehension of information or misinformation (such as fake news).

Ground-breaking analysis of the relationship between a persons' self-reported level of information literacy (information discernment specifically) and objective measures of reading behaviour.

The relationship between accessing indecent images online and the perpetration of contact child sex offences remains unclear. The purpose of this paper is to provide a better understanding of the offence process of offenders who have both such convictions.

A total of eight semi-structured interviews were conducted with older adult males who had downloaded indecent images and also had a history of contact sex offences against children. Data analysis involved thematic coding based on guidelines suggested by Braun and Clarke (2006).

Themes which emerged suggest some similarities (offence process behaviours), but also some differences (developmental factors) between the eight offenders. Data relevant to developmental factors formed two primary themes: childhood attachment difficulties and experiences of childhood abuse, both of which appeared to influence the offence process. Escalating factors generated a further three themes: adult relationships, personality problems and substance use. Five main categories also emerged with regard to offence behaviours: sexually deviant interests, lack of self-control, opportunity, the role of the internet (availability, easy access and anonymity), and cognitive distortions (justifications: interest in challenge and sexual frustration; denial: accidental access and denial of a victim, normalisation; blame: blame on the victim, new technologies and authorities and blame on other factors; and minimisation).

A better understanding of the offence process would inform clinical practice with such offenders and aid in the process of prevention.

This is the first research to date which explores the rationale provided for their behaviour by those convicted of both internet and contact child sex offences.

This paper offers a way of revivifying classical accounting research in the form of a pragmatist neoclassical programme with a sound epistemological underpinning.

The paper draws on a pragmatist perspective on financial accounting and accounting research springing from John Dewey's theory of inquiry.

Although a pragmatist underpinning does not entail specific methodological prescriptions, it can provide fruitful insights in research design. The paper discusses the structure and content of a research programme drawing on a pragmatist underpinning and sets out proposals for a practical research agenda. Although the agenda is shaped around the topic of identifiable intangibles, much of the paper has substantially wider relevance.

The approach justifies a revival in scholarly research employing classical methods and directed at improving accounting methods and standards.

The approach would promote closer engagement between scholarly accounting and practitioners such as standard-setters, making some contribution to closing the widely acknowledged gap between research and practice.

The paper offers a neoclassical programme of research drawing considerably more extensively on pragmatist philosophy than did theorisation in the classical period.

The purpose of the paper is to show the impossibility of teaching an individual to live and realize their potential in a modern dynamic environment by being within an artificial education system and explore the idea of life-creating education.

The study is based on the models of future education and community. Education is viewed from the position of a student’s ability to self-realize in the modern world. This paper relies on the analyses of basic characteristics of formal education, the challenges to it from the point of view of contemporaneous society and the main routes to improve education.

An artificial education system with its translation of a stable experience model is obsolete. Formal education does not provide an individual with the necessary life experience. Learners’ interest and involvement into cognitive activity; joint creative activity and production of personal knowledge; self-determination; and personal fulfilment are the main features of life-creating education. It involves the whole society into learning, modifies teachers’ functions and requires developing flexible management tools.

This original work shows basic principles of life-creating education and maps the way forward. The represented results will be useful for developing new models of education improvement.

Virtually since its birth 200 years ago, modern economic thinking has been plagued by the question of what role to assign to values in economic theory and research. The dominant stance, initially set forth by Nassau Senior and rigorously reiterated and sophisticated by J. S. Mill, J. M. Keynes, Lionel Robbins, J. A. Schumpeter and M. Friedman, has been that scientific economics and ethical questions must be kept unambiguously separate. Scientific or positive economics deals with questions of fact or “is” questions, while normative economics deals with value or “ought” questions. As scientists, economists must content themselves with the analysis of positive issues. Values are viewed as beyond the purview of science, and consequently they must be taken as given, determined by social processes in which the economist might participate only as citizen. That this is the dominant understanding of what an appropriate stance toward values must be is attested to by its appearance in the preface or introductory chapter of most mainstream economics textbooks.

The purpose of this study is to provide more insight in the ways key users act as knowledge managers and boundary spanners during the enterprise resource planning (ERP) system usage phase. Despite the recognized importance of key users during the implementation phase of an ERP system, little is known about their role in the ERP usage phase.

To provide rich insight in the boundary-spanning mechanisms utilized by key users to share knowledge, a qualitative approach was applied. In this study, “abductive” theme coding for 58 interviews with key users, end-users and managers has been used. This paper found six mechanisms and characterized them as “crossing” structural, social or cognitive boundaries.

Six boundary-spanning mechanisms have been distinguished which have been applied by key users to overcome several knowledge management issues. Subsequently, these mechanisms lead to a model which describes three different roles that key users may fulfill to efficiently share and transfer knowledge during the ERP usage phase.

Knowledge barriers during an ERP implementation and their accompanying six boundary-crossing mechanisms have been distinguished.

The recognition of the essential role that key users can fulfill during the usage phase of an ERP system is an important implication. Management has to take into account that tasks and responsibilities of key users have to be clear from the start and they may cautiously select employees who are suited to become key users.

The main contribution is the importance of the impact of key users on the effectivity of knowledge management during the ERP usage phase.