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This study examines how the effects of three predictors, namely left–right political orientation, generalized trust and political trust, on fossil fuel taxation attitudes vary between post-communist and other European countries.

By using European Social Survey (ESS) Round 8 data and ordinary least squares (OLS) regression, this paper studied the effects of the hypothesized predictors on fossil fuel taxation attitudes across post-communist and other European countries. The countries were analyzed both in group and individually.

The results showed that stronger left-wing orientation, higher generalized trust and higher political trust predict more support for fossil fuel taxation at the country group level in both post-communist and other Europe. However, the effects were generally speaking less consistent and significant in the countries of the post-communist Europe. By and large, the effect of political trust was the most significant and universal.

The findings contribute to the understanding how left–right political orientation and generalized trust have somewhat distinct effects on fossil fuel taxation attitudes in different European country contexts, while the effect of political trust is more universal across the continent.

This paper analyzes the role that the climate change concern (CCC_i) has on the willingness to accept an environmental tax. The author aims to grasp how individual general tax preferences can differ with respect to the specific (environmental) tax. He focuses attention to the Italian case since it has been argued that the potential acceptability of a carbon tax in Italy is relatively high, and this topic has been scarcely explored so far among Italian citizens (Rotaris and Danielis, 2019).

The author conducted an online survey among 514 Italian economics students.

The CCC_i positively influences the environmental tax morale (ETM_i). The general tax morale (TM_i) positively affects the specific (environmental) TM_i. The CCC_i alters individual tax preferences. The author evidenced that also subjects with low TM_i turned out to be willing to pay an environmental tax if aware of the environmental issues.

Although the author used a common methodology in this strand of research, he is aware that in an online survey individuals can be influenced by the self-reporting and hypothetical choice bias (see Swamy et al., 2001), that in turn can characterize their reported preferences. Moreover, even if economics university students are commonly used as a subject pool in experimental economics settings, and although several studies showed that the behavioral responses of students are largely the same as those of nonstudents in identical experiments (for a discussion see Alm, 2012; Choo et al., 2016), there is awareness that in this case, they are not taxpayers yet (Barabas and Jerit, 2010).

The author’s results remark the importance of increasing climate change awareness among people to let them be more willing to pay the environmental tax, for instance through investments in sensibilization campaigns on the importance of energy source usage and climate-related topic. Then, an increase in the general TM_i leads to an increase in the specific (environmental) TM_i. The author’s evidence showed that people with high tax morale logically recognize the positive impact of paying an environmental tax when the CCC_i increases, since the more the theme becomes important, the larger the willingness to pay the specific tax. For this reason, policymakers should carry on campaigns to increase the general level of TM_i to increase the overall tax compliance level and the relative tax revenues, following the guidelines given by the Organisation for Economic Co-operation and Development (2019) to support taxpayer education programs, such as including TM_i research and analysis into education programs, improving the ease of paying taxes or strengthening revenue–expenditure links to build the social contract.

It should be paramount to increase awareness about environmental topics among people in general and among those who are relatively tax immoral. The author’s results remark on the importance of targeting energy and environmental tax policies to groups rather than to individuals. According to this evidence, we support the use of nonmonetary tools to nudge people in the environmental transition by changing their behavior in energy use, for instance through the taxation on fuel and other nonrenewable energy resources.

It is the first empirical study that analyzes the impact of CCC_i on the environmental TM_i in Italy, in particular controlling for the role of the general willingness to pay taxes (TM_i). To obtain individual attitudes toward tax payment, most of the empirical studies in behavioral economics employ international surveys. For studies across citizens living in European countries, the European Social Survey (ESS) and European Values Study (EVS) represent the most used ones (see, for instance, Martinez-Vazquez and Torgler (2009) in Spain; Torgler and Werner (2005) in Germany; Nemore and Morone (2019) in Italy). However, these surveys do not allow to study the relationship between the environmental and general TM_i across the same subject pool. In fact, despite the ESS (2016) provides individual responses about the willingness to pay an environmental tax, it does not provide information about the general individual attitude toward tax payment (this information is contained only in the ESS wave of 2004, hence referring to a different subject pool). On the contrary, each wave of the EVS (i.e. 2008, 2017) provides information about the general individual attitude toward tax payment, but this survey does not provide a question regarding the willingness to pay an environmental tax. Therefore, to obtain information about the willingness to pay both general and environmental taxes, across the same subject pool, it is needed to carry out a survey.

The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees.

The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation.

The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts.

This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry.

Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes.

A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work.

The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.

The purpose of this paper is to demonstrate different approaches to effective campaigning in support of the Living Wage and so this paper contributes to the broader debate over the nature of the union movement’s engagement with community groups in pursuit of workplace and social issues.

The paper presents a systematic comparison of a union-led and a community-led campaign, drawing primarily upon interview and survey data.

Though different, both campaigns met with a measure of success in improving employee pay and in increasing union membership suggesting a pragmatic approach to the building of union-community relationships.

The paper shows the need for campaigners to adopt a strategic approach in identifying the target for their campaign, and also the importance of shaping a persuasive argument.

The paper reaffirms the importance of traditional union-led campaigning alongside campaigning through engagement with community groups and so offers a broader framework for exploring the relationships between union and community groups.

While every firm is striving to embrace digital transformation (DT) to form new differentiating business capabilities, there are dark sides to such initiatives, and it is essential to acknowledge, identify and address them. The purpose of this paper is to identify and emperically demonstrate the impact of such darksides of DT. While a firm's DT effort may have many dark sides, the authors identify data breaches as the most critical one and focus on proving their impact since it can inflict significant damage to the firm.

Through the lens of paradox theory, the authors argue that the DT efforts of a firm will lead to increased risk and severity of data breaches. The authors developed a one-of-a-kind longitudinal data set by combining data from multiple sources, including 3604 brands over a 10-year period, and employed a DT performance scorecard to evaluate a firm's DT effort across four key digital selling touchpoints: site, mobile, digital marketing and social media.

The findings of this study show that a firm's DT efforts pertaining to its mobile and digital marketing platforms significantly increase the likelihood and severity of a data breach event indicating that these two channels are most vulnerable and need heightened attention from firms. Furthermore, the findings suggest that the negative repercussions of some DT initiatives may be minimized as the firm becomes more innovative. The findings can help firms re-strategize their DT efforts by promoting security and also encouraging a balanced communication strategy.

This research is one of the first to identify, recognize and empirically illustrate the downsides of a DT effort that is otherwise thought to provide only benefits.

The study aims to investigate the time for social media posts and reviews in order to determine the best timing to ensure maximum outreach and interactions from users. The study intends to analytically investigate a company's Facebook and Instagram pages to get meaningful insights for effective post management.

“Great Deal Tires” company’s Facebook and Instagram business pages were taken as the case study and patterns and analytical insights for different posts using Facebook and Instagram analytics were identified. The study categorically selected posts from Facebook pages and Instagram pages that were posted at different times and assessed on their impact.

According to the study, Tuesday and Wednesday have higher engagement on the Great Deal Tires Facebook page, while Friday has higher engagement on Instagram. The study also provided valuable insights into post content and timing in order to increase the marketing impact of the posts.

The study provides an analytical framework for analyzing post and review timing on various company business pages, allowing marketers to initiate more user visits and interactions.

The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.

The authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.

The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.

Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.

Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.

The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches.

An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study.

First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire.

It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support.

This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome.

This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.

The purpose of this paper is to report the design and evaluation of an inter-university collaborative project entitled “Blended learning for building student-teachers’ capacity to learn and teach science-related interdisciplinary subjects.” The project is a response of the science education faculty of three Hong Kong tertiary institutes to the challenge of catering to the diversity of academic backgrounds among student-teachers.

E-learning modules have been produced covering four content domains of science. These modules are designed based on the 5E learning model and are delivered to students using the learning management system provided by Moodle. The design of the modules is iterative, based on the evaluation of three consecutive rounds of trials through student surveys, and focus group interviews with students and course lecturers.

The evaluation findings indicate positive outcomes for certain attributes such as conceptual understanding, eagerness and confidence in learning science, and metacognitive reflection on students’ own learning. There are challenges to be met in relation to instructional design to cater for the diversity of student abilities, and enhance motivation in self-directed learning.

The project indicates the ways to develop students’ basic science knowledge in a mixed-ability setting through the design of self-directed e-learning modules blended with their major courses and possible measures to address the limitations of such design.

The study represents a conscious effort for the science teacher education faculty of different universities to pull together to tackle a perennial teaching and learning problem. The findings provide important insights into possible ways to blend e-learning with face-to-face learning approaches to better cater to the needs of science learners with mixed abilities to prepare them for interdisciplinary teaching.