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Using social learning theory and the model of innovation diffusion, this study aims to provide reflections on how new information and knowledge can be shared and adopted by farmers in collectivist rural areas.

Firstly, the researcher selected 76 farmers from four rural villages in Perak, Malaysia, and, using semi-structured, probing interviews, explored the underlying factors that contribute to information and knowledge transfer. Secondly, the researcher analysed 452 questionnaires to validate the qualitative interview findings. Thirdly, the researcher analysed 487 questionnaires after nine months to determine whether differences had occurred in knowledge acceptance and adoption.

Social learning and local integration play prevalent roles in information and knowledge spread among individuals. However, the data also suggest that care must be taken to ensure that the knowledge spread does not jeopardise the prevailing collective structure; rather, it must begin with innovators who show evidence of improved yield.

The findings suggest strategies for researchers and practitioners to transfer knowledge to farming communities using innovators and the social learning process.

Members of a collectivist society often find it difficult to deviate from the norm; therefore, understanding how local integration, sequencing of information and knowledge spread can be accomplished through proper protocols and ethics is important.

While prior research has produced insights into knowledge management among individuals, the field still lacks a comprehensive understanding of the germinal stages of how individuals initiate norm-breaking behaviour while continuing to adhere to societal norms.

This paper aims to summarize peer-reviewed journal articles on national cultures and electronic word of mouth (eWOM) behavior, identify the main findings and patterns among those studies and discuss research gaps that need to be addressed in the future.

A systematic review process was utilized to analyze peer-reviewed journal articles on both eWOM and national cultures. The main research questions were defined, then proceeded by the identification of exclusive and inclusive criteria to search for relevant articles, which were further filtered based on abstracts and full texts, and then scrutinized for main findings and major variables such as countries, cultural variables and data collection methods.

An analysis of 52 papers shows that national cultures, primarily Hofstede's dimensions, influence the willingness of individuals to share eWOM, how they write eWOM and the extent to which they use eWOM to make decisions. Although the reviewed studies have provided insightful implications for marketing theory and practice, the present paper has identified a number of important questions that warrant future research attention.

eWOM is continually being employed as a popular source of information for consumers throughout different countries to make their purchase decisions. However, eWOM behavior differs from country to country due to national cultures, and managers' eWOM strategies that work in one country may not be applicable in another. Therefore, there has been an increasing interest in this topic. Nevertheless, it remains unclear which subjects have been addressed and what areas are yet to be investigated. This paper presents a comprehensive review of how national cultures affect eWOM behavior by drawing upon prior research and provides directions for future research contributions.

As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout.

Data were collected by survey from a sample of 367 teachers in Israel.

First, the results of general linear model (GLM) analysis indicated significant differences in the teachers’ perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes.

This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers’ well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school’s cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations.

This paper aims to expose the violence intrinsic to globalization and to suggest a conceptual and practical domain focused on arresting and preventing the structural violence of globalization.

The paper integrates theory, scholarly literature and the author’s fieldwork analyzed through solidarity and liberationist methodologies.

The paper shows that severe, violent and irreparable destruction of formerly thriving and sustainable cultures and communities around the globe is an inherent component of globalization; current notions of “development” and “poverty” provide ideological cover for such destruction; a wide range of mainstream institutions and organizations (including governments, trade and financial institutions and national and multinational corporations) benefit from the destruction and collude in these dynamics, while a passive majority participates through its silence and consumptive lifestyle; and to arrest these dynamics requires awareness of the structural violence of development and globalization, and that those of us living in currently unsustainable societies commit both to re-localize our effects to our own communities and to change the operating rules of the global system.

This paper offers analysis, perspectives and practical considerations toward transformations essential to ending the structural violence of globalization, while inviting broad-based solidarity for further advancements.

Bridging global and local realities, the paper exposes systematic large-scale structural violence endemic to globalization, “development”, mainstream ideas about poverty and practices of “poverty reduction”. The paper identifies some fundamental requirements for arresting the structural violence of the global system.

The purpose of this paper is to examine the relationship between cultural value orientations and sport fan motivations.

Data were collected from American and Korean college students. Three separate multivariate analysis of covariance revealed sport fan motivations differ across nationality and cultural value orientation.

The current study provided empirical support for the assumption that individualism-collectivism influences sport fan motivations and geographically different sport consumers. Also, the outcomes were consistent with the previous literature which found sport fan motivations differ across nationality (the USA and South Korea).

In combination with prior research, the findings of this study offer suggestions for how marketers could differentiate their marketing strategies for culturally diverse sport consumers.

A division of labor that segregates household labor from capitalist employment and that de-values women's work is ubiquitous in our society. This article examines Twin Oaks, a long-standing intentional community that is intensely focused on overcoming the gender-based inequalities they see in U.S. society. Specifically, they have tried to create a comprehensive alternative to capitalist work relations by developing a work system that values equally all forms of labor – from childcare to income-producing types of labor to pregnancy itself. We describe in this article the specific system they have developed for translating all forms of work into ‘labor credits’ on a one hour equals one credit basis and for encouraging men and women to perform work that in the surrounding society is often assigned to the opposite gender. We consider how they have accomplished this in some detail, and in our conclusion, we draw out some of the tensions or downsides this can create as well.

Emotions are recognised as central to all aspects of human experience. Yet, in some cultures and across various professional domains, there is a tendency to suppress emotions and limit their perceived significance. The development of research in neuroscience has allowed for a better understanding of how different parts of the brain interact and function, connecting emotions and cognition. However, despite the advancement in neuroscience, many leaders continue to embrace data-driven decision making, distancing the role of emotions in these critical processes.

This study seeks to better understand how school leaders define leadership and to reflect on the role of emotions and emotion management in two collectivist transitional societies: Liberia and Palestinian Arabs in Israel. A total of 14 school principals (seven from each country) were interviewed for this study. A Restorative Practices framework, combining a focus on cognitive (rational) and emotional (affective) components was used to analyse the data.

The results indicate that a high level of emotional involvement when discussing decisions related to individual students and an effort to suppress emotions when discussing professional decisions related to teachers or the institution. Differences were found in the way emotions were handled in relation to school level (elementary vs. high school), gender, stakeholder (students, teachers) and the principal’s development stage (experience). The Liberian participants perceived a conflict between western culture and the local culture with regard to newly implemented educational policies.

In this article, we focus on alternative dispute resolution procedures, in particular third party procedures. We describe eight different procedures and provide examples of how these procedures are used in different cultural contexts. We then evaluate the procedures in terms of how they impact four key criteria that have been noted in the literature related to negotiation: process criteria, settlement criteria, issue-related criteria, and relationship criteria. We subsequently explore the potential impact of culture on evaluations of these criteria. We finish with a discussion of future directions for research and practice, emphasizing that procedural recommendations should be made carefully when the criteria for effectiveness and applicability are derived from US-centric research. In other words, there is not “one best choice” for third party procedures universal to the myriad cultures on our planet.