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Given the growing relationship between Nigeria and the USA, the purpose of this study is to compare conflict communication of Nigerians and Americans.

A total of 186 Nigerians and 214 Americans completed an online survey of Hammer’s (2005) Intercultural Conflict Style Inventory as well as items about the effect of conflict on team collaboration.

Contrary to expectations, Nigerians reported using more direct, whereas Americans reported using more indirect, communication when confronting conflict despite the stereotype that Americans are typically direct or more likely to say what is on their minds. However, consistent with expectations, Nigerians reported exercising more emotional restraint, whereas Americans favored the use of emotional expressiveness in conflict.

Overall, Nigerians were more concerned than Americans about the negative effect of conflict on team collaboration in the workplace. This concern was associated with the use of directness, indirectness and emotional restraint. Further, an exploratory structural equation model showed that the use of emotional expression was affected, in different ways, by several aspects of work and communication. Implications of these results are discussed along with directions for future research.

Established in 1967 by the National Service (Amendment) Bill, National Service (NS) makes it compulsory for most young Singaporean males to enlist in the armed forces, typically for a two-year period. NS comes at a critical juncture in most Singaporean mens’ adolescence, disrupting their lives and isolating them in a foreign environment just as they are beginning to form a firm sense of identity. Recruits are expected to go through grueling training and endure harsh scoldings to prove their worth as both soldiers and men. Through an interview with 14 individuals who have served or are serving NS, it is found that the hegemonic masculinity present in NS relies on norms of strength, leadership, and suppression of emotion. However, its impact on enlistees is inconsistent, and dependent on one’s vocation, personal encounters, and expectations prior to enlisting.

This study aims to qualitatively investigate when and how individuals' paradox mindset influences their individual unlearning.

This study adopted Charmaz's constructivist grounded theory approach based on constructivist ontology and interpretive epistemology. Data were collected through semi-structured interviews with 16 employees of a research company. The employees were asked about their perceptions of their roles and other factors that stimulated them to unlearn in a tension-setting environment.

This study developed a process model of paradox mindset for enhancing individual unlearning through three relational mechanisms, namely, enabling motivation to unlearn, understanding to unlearn and engaging in the unlearning process. The unlearning process is found to be influenced by paradoxical frames and emotions. Moreover, external factors, such as organizational changes, stimulate the adoption of paradoxical cognition and emotions while resource availability facilitates the unlearning process.

To the best of the author’s knowledge, this study is the first to qualitatively investigate how a paradox mindset facilitates the process of unlearning through relational mechanisms. This model provides a holistic understanding of the cognitive, emotional and motivational processes involved in accepting the tensions of unlearning and promoting the unlearning process. The findings also have implications for research on paradox theory and the management of unlearning tensions at the micro level.

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.

For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.

According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.

Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.

This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.

This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

Non-verbal communication (NVC) remains largely understudied despite its importance in today's fast-paced and cross-cultural management and research landscape. This article is significant because it reveals valuable insights into NVC, which represents 65–93% (Mehrabian, 1981) of communication and has the potential to considerably increase management effectiveness and efficiency by providing leaders and researchers with the knowledge they need to understand and handle diversity with competence.

This article draws on social identity theory (SIT) (Tajfel and Turner, 1979) and rapport management theory (RMT) (Brown and Levinson, 1987) to analyse illustrative interview extracts of co-occurring verbal and NVC from an interpretative phenomenological analysis (IPA) study focussed on understanding how London-based Romanian migrant entrepreneurs experience acculturation.

Romanian migrant entrepreneurs use a variety of verbal and non-verbal communication approaches in their acculturation narratives, providing depth and occasionally shifting meaning. These tactics include repeating verbal discourse with non-verbal clues, replacing verbal communication with non-verbal gestures, complementing verbal communication and juxtaposing non-verbal cues with verbal descriptions.

This study makes a valuable contribution to the fields of qualitative organisational management and entrepreneurial studies by addressing the lack of methodological tools available for analysing non-verbal language in interpretative research. This study presents a systematic technique for assessing non-verbal language symbols that has been developed through face-to-face interviews. The article utilises the first-hand interview experience of a Romanian co-researcher to demonstrate the significance of NVC in the transmission of meaning and the formation of identities amongst Romanian migrant entrepreneurs. These findings contribute to a better understanding of organisational management and research practices, particularly about this understudied entrepreneurial minority of Romanian businesses in London, by helping researchers and managers better grasp the cultural and contextual meanings communicated non-verbally. The article holds significance in the context of cross-cultural and organisational management practices.

Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.

The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.

Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.

This is a cross-sectional study. The scope for causal inferences is, thus, limited.

In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.

The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

Business intelligence (BI) systems and tools are deemed to be a transformative source with the potential to contribute to reshaping the way different healthcare organizations’ (HCOs) services are offered and managed. However, this emerging field of research still appears underdeveloped and fragmented. Hence, this paper aims to reconciling, analyzing and synthesizing different strands of managerial-oriented literature on BI in HCOs and to enhance both theoretical and applied future contributions.

A literature-based framework was developed to establish and guide a three-stage state-of-the-art systematic literature review (SLR). The SLR was undertaken adopting a hybrid methodology that combines a bibliometric and a content analysis.

In total, 34 peer-review articles were included. Results revealed significant heterogeneity in theoretical basis and methodological strategies. Nonetheless, the knowledge structure of this research’s stream seems to be primarily composed of five clusters of interconnected topics: (1) decision-making, relevant capabilities and value creation; (2) user satisfaction and quality; (3) process management, organizational change and financial effectiveness; (4) decision-support information, dashboard and key performance indicators; and (5) performance management and organizational effectiveness.

To the authors’ knowledge, this is the first SLR providing a business and management-related state-of-the-art on the topic. Besides, the paper offers an original framework disentangling future research directions from each emerged cluster into issues pertaining to BI implementation, utilization and impact in HCOs. The paper also discusses the need of future contributions to explore possible integrations of BI with emerging data-driven technologies (e.g. artificial intelligence) in HCOs, as the role of BI in addressing sustainability challenges.

This paper presents a follow-on study that quantifies geolingual markers and their apparent connection with authorship collaboration patterns in canonical Digital Humanities (DH) journals. In particular, it seeks to detect patterns in authors' countries of work and languages in co-authorship networks.

Through an in-depth co-authorship network analysis, this study analysed bibliometric data from three canonical DH journals over a range of 52 years (1966–2017). The results are presented as visualised networks with centrality calculations.

The results suggest that while DH scholars may not collaborate as frequently as those in other disciplines, when they do so their collaborations tend to be more international than in many Science and Engineering, and Social Sciences disciplines. DH authors in some countries (e.g. Spain, Finland, Australia, Canada, and the UK) have the highest international co-author rates, while others have high national co-author rates but low international rates (e.g. Japan, the USA, and France).

This study is the first DH co-authorship network study that explores the apparent connection between language and collaboration patterns in DH. It contributes to ongoing debates about diversity, representation, and multilingualism in DH and academic publishing more widely.