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The purpose of this paper is to describe the progression from trade-based money laundering to service-based money laundering using the Regulatory Dialectic Theory with an explanation for the success of this progression arising from Agency Theory.

The authors provide a literature review regarding agency theory and the regulatory dialectic as the framework to examine service-based money laundering using three documented case studies. Using the caselet approach, this paper demonstrates that innovation in financial crime typologies is ongoing.

The short cases in this paper illustrate the factors related to the regulatory dialectic theory that have yielded innovation in service-based money laundering.

This paper examines only three recent SBML innovations.

Service-based money laundering represents an incremental advancement in money laundering beyond trade-based money laundering, in part supported by agency conflicts between financial intermediaries and stakeholders.

Managers and regulators should take into account that typologies will change as predicted by the regulatory dialectic and that the regulatory response can be burdensome to financial sector entities. This paper also provides recommendations for managers and regulators.

To the best of the authors’ knowledge, this paper is the first to uncover new innovations in SBML in a high-risk geographic region.

Aiming to resolve cross-cultural paradoxes in combining artificial intelligence (AI) with human intelligence (HI) for international humanitarian logistics, this paper aims to adopt an unorthodox Yin–Yang dialectic approach to address how AI–HI interactions can be interpreted as a sophisticated cross-cultural knowledge creation (KC) system that enables more effective decision-making for providing humanitarian relief across borders.

This paper is conceptual and pragmatic in nature, whereas its structure design follows the requirements of a real impact study.

Based on experimental information and logical reasoning, the authors first identify three critical cross-cultural challenges in AI–HI collaboration: paradoxes of building a cross-cultural KC system, paradoxes of integrative AI and HI in moral judgement and paradoxes of processing moral-related information with emotions in AI–HI collaboration. Then applying the Yin–Yang dialectic to interpret Klir’s epistemological frame (1993), the authors propose an unconventional stratified system of cross-cultural KC for understanding integrative AI–HI decision-making for humanitarian logistics across cultures.

This paper aids not only in deeply understanding complex issues stemming from human emotions and cultural cognitions in the context of cross-border humanitarian logistics, but also equips culturally-diverse stakeholders to effectively navigate these challenges and their potential ramifications. It enhances the decision-making process and optimizes the synergy between AI and HI for cross-cultural humanitarian logistics.

The originality lies in the use of a cognitive methodology of the Yin–Yang dialectic to metaphorize the dynamic genesis of integrative AI-HI KC for international humanitarian logistics. Based on system science and knowledge management, this paper applies game theory, multi-objective optimization and Markov decision process to operationalize the conceptual framework in the context of cross-cultural humanitarian logistics.

The purpose of this study is to empirically examine the cause–effect relationships between workplace friendship and knowledge-sharing behavior, from a static perspective. Furthermore, it investigates the bi-directional relationship between the increase in both workplace friendship and knowledge-sharing behavior over same time periods, and also endeavors to identify whether there is a significant negative lagged effect of the increase in both workplace friendship on knowledge-sharing behavior, and vice versa, across time from a dynamic perspective.

The study conducts a three-wave questionnaire survey to test the research model. A latent change score approach was used to test the direct relationship between changes in workplace friendship and changes in knowledge-sharing behavior.

The findings reveal that knowledge-sharing behavior fosters workplace friendship and workplace friendship promotes the emergence of knowledge-sharing behavior. An increase in workplace friendship promotes an increase in knowledge-sharing behavior over same time periods. However, an increase in workplace friendship will lead to a lagged decrease of knowledge-sharing behavior across time, and vice versa.

The time interval in this study is a little short to capture the full changes in workplace friendship. Some important control factors and mediating mechanisms are not included in the research model.

This study guides managers to focus on various motivators to better strengthen workplace friendship and knowledge-sharing behavior and to consider and effectively respond to the negative side of workplace friendship and knowledge-sharing behavior across time.

This study emphasizes the predictivity of one important interaction patterns, namely, knowledge-sharing behavior on friendship at the workplace, from a static perspective. This study also shows the benefits of an increase in workplace friendship for the development of knowledge-sharing behavior in the same time period. Furthermore, the study presents a counterintuitive finding when taking the lag effect into consideration in exploring the relationship between changes both in workplace friendship and knowledge-sharing behavior, and identifies a negative side of both when viewed over longer periods.

This paper aims to explore how digital capability incompatibility affects knowledge cooperation performance through the mediating effect of digital resilient agility and the moderating effect of project complexity in project network organizations (PNOs).

A cross-sectional questionnaire survey was conducted with 207 middle and senior managers in PNOs. Based on validated questionnaire items and construct definitions, a dynamic panel regression was performed using 292 project-focused firms’ annual reports.

The results show that digital capability incompatibility facilitates knowledge cooperation performance by enhancing digital resilient agility in PNOs. Increased project complexity strengthens this relationship, promoting better knowledge cooperation performance.

Managers can use partner firms’ diverse digital knowledge to quickly develop technologies and tackle digital transformation challenges, thereby improving knowledge cooperation. They can also evaluate the project environment to manage digitally-supported cooperation effectively.

This research reveals how firms in PNOs transform digital capability incompatibility into knowledge cooperation performance through digital transformation efforts. This research extends the boundary of this relationship to project-level factors and proposes digital resilient agility as a digital transformation effort for knowledge cooperation in PNOs than previous research.

Criticality cognitions regarding the same workplace event often differ between leaders and employees. Nevertheless, its consequences on employee work outcomes remain unknown. In this study, we draw on cognitive dissonance theory to examine how and why leader–employee differences in cognitions of workplace event criticality impact employee job-related outcomes.

Wu used multilevel polynomial regression analyses from a time-lagged, multi-source field study with 145 leader–employee dyads to test our proposed model.

Leader–employee differences in cognitions of workplace event criticality can bring both benefits and perils to employees. Specifically, such differences can cause employee rumination, which in turn leads to an increase in both employee voice and fatigue.

This study contributes to the event and cognitive discrepancy literature in four ways. First, prior event studies largely adopted a singular employee perspective for investigation (e.g. Chen et al., 2021; Lin et al., 2021). By examining the impacts of event criticality from the dual perspective of leaders and employees, we attain a more comprehensive understanding of the implications of workplace events in organizational life. Second, extant studies have predominantly focused on the dark side of cognitive discrepancy (e.g. Bashshur et al., 2011; Erdogan et al., 2004; Grandey et al., 2013). Our study reveals that leader–employee differences in criticality cognitions can have both a bright and a dark side on employee outcomes, offering a more balanced and dialectical view of the consequences of cognitive discrepancy. Third, drawing on cognitive dissonance theory, we introduce employee rumination as an underlying mechanism to explain the impacts of leader–employee differences in criticality cognitions on employee voice and fatigue. Finally, while prior cognitive dissonance research has primarily employed an intrapersonal perspective (e.g. Sivanathan et al., 2008; Pugh et al., 2011; Grandey et al., 2013), our study adopts an interpersonal lens and underscores that interpersonal differences in cognitions can also serve as an example of cognitive discrepancy to instigate internal dissonance processes. By doing so, we enrich our understanding of cognitive dissonance theory.

This paper draws on African anti-colonial thought and Black consciousness to propose critical conscious leadership (CCL) as a decolonising leadership approach appropriate for pursuing emancipation, social justice and innovation in a new African university.

I utilised the method of critical discourse analysis to study Ihron Rensburg’s language as he reflected on his leadership at the University of Johannesburg (UJ). The study engaged with Rensburg’s writings and texts on his account of leading the merger and transformation of UJ. The primary text draws from his book “Serving Higher Purposes” (2020).

Through the construction of CCL, the paper proposes alternative tenets for leading transformation towards a new African university. CCL grounds a decolonised and pluriversal new African university’s character premised on a consciously revitalised alternative thinking that will carry the communitarian spirit of Africa in knowledge production, dissemination and consumption in humanising all and serving the greater good. And it operates within the dialectical tensions of the social and economic purpose of higher education (HE), African and global relevance, African and Western paradigms, excellent performance and attainment of social justice.

The proposed CCL offers an alternative leadership approach that responds to the call to “Dethrone the Empire” by centring Blackness in HE leadership, which is crucial for authentic transformation and decolonisation.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

In this chapter, we introduce the topic of essentiality of work, exploring its implications for workers, labour markets, and public policy. The essentiality of work often corresponds in a dialectical way with the precarity of work, raising pressing questions about how societies value and, more pertinently, devalue various types of labour, thereby influencing life chances and societal integration. What we see in the contributions to this volume and the wider evidence is that essential work is typically performed by workers who are treated as expendable, or inessential. We proceed to outline the various contributions from the studies compiled in this volume. These present diverse perspectives on ‘essentiality’ and the experiences of essential workers. Offering a range of new empirical insights, the volume underlines the vitality and lasting relevance of essentiality – both as a concept and in the experience of workers – beyond the pandemic.

As Ratnam makes clear, a cultural–historical perspective on teacher/faculty excessive entitlement is indispensable if we are to use this concept to work with, rather than undermine, education practitioners. In this chapter, a networked relational model of activity is proposed as a tool for understanding excessive entitlement from a cultural–historical activity theory (CHAT) perspective, so that the transformative potential of both entitlement and the modeling of it may be harnessed. The networked relational model, which represents CHAT activity systems as a hand-draw or painted network of relationships between actors and artifacts, allows its creators, in their capacity as researchers or academics, to use it as an imaginative artifact in the Wartofskian sense. That is, by representing activity systems of academic performance as networks of interacting entities, the emergence of excessive entitlement can be traced to, and perhaps mitigated through the relationships that they represent. In this regard, the why, what, and how artifacts proposed by Engeström are taken up as useful means for enhancing the functioning of the networked relational model not just as a tool for analyses of entitlement but also a means for envisioning alternative countercultures into being.