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This paper examines the efforts of National Health Service (England) (NHSE) to respond to employee-based racial inequalities via its Workforce Race Equality Standard (WRES). The WRES constitutes a hybridised accountability initiative with characteristics of the moral and imposed regimes of accountability.

The study conceptualises the notion of responsive race accountability with recourse to Favotto et al.’s (2022) moral accountability model and critical race theory (CRT), and through it, examines the enactment of WRES at 40 NHSE trusts using qualitative content analysis.

Despite the progressive nature of the WRES that seeks to nurture corrective actions, results suggest that trusts tend to adopt an instrumental approach to the exercise. Whilst there is some evidence of good practice, the instrumental approach prevails across both the metric reporting that trusts engage in to guide their actions, and the planned actions for progress. These planned actions not only often fail to coalesce with the trust-specific data but also include generic NHSE or equality, diversity and inclusion initiatives and mimetic adoptions of best practice guidance that only superficially address racial concerns.

Whilst the WRES is a laudable voluntary achievement, its moral imperative does not appear to have translated into a moral accountability within individual trusts.

Responding to calls for more research at the accounting-race nexus, this study uniquely draws on CRT to conceptualise and examine race accountability.

Enterprise social media (ESM) are expressive spaces where users exchange emotional workplace communication. While some studies have explored how positive emotions may be contagious, little research explored the notion that negative communication may accumulate on enterprise social media. This study explores perceived negativity bias and its correlates in the context of ESM.

This study relies on survey data collected from 599 employees of a global organization. The response rate was 18.7%. Structural equation modeling was used to test the hypotheses.

The results contribute to research on ESM by demonstrating that perceived negativity bias is positively related to feelings of accountability and negatively associated with social support. Furthermore, the results indicate that unmet communication expectations on ESM can have implications for perceived social support beyond online contexts and accountability through perceived negativity bias.

The findings demonstrate how employees' unmet expectations about ESM use increase feelings that a digital environment is disproportionately negative, which may create an “unsafe” space for employees and a fear of being held accountable for their contributions. This study highlights how the Expectation-Disconfirmation Theory provides a fruitful framework for studying enterprise social technologies.

This study suggests that work is not merely a rational endeavor, and that emotions and personal feelings (including negative ones) may shape workplace communication on ESM. We contribute to research on ESM use by using the Expectation-Disconfirmation Theory as a lens to study antecedents and implications of perceived negativity bias.

This paper aims to build upon the accountability pyramid model by presenting two studies that examine the dimensionality of individual accountability among Amazon Mechanical Turk (MTurk) gig workers.

For the first study, aimed at investigating the dimensionality of individual accountability of gig workers, the authors collected data from MTurkers by administering two surveys in the English and Mandarin Chinese languages with 185 respondents. The authors implemented principal component analysis and confirmatory factor analysis to analyse the data. For the second study, aimed at establishing validation of the dimensionality found in the first study, the authors collected data from an additional 148 respondents.

The results indicated that the intensity and salience dimensions merged into one factor that the authors labelled Accountability Significance, while the process and outcome dimensions merged into one factor labelled Accountability Focus. Additionally, the authors found that individual accountability is a second-order construct encompassing Accountability Significance and Accountability Focus as first-order factors. The authors validated the findings in the second study.

To the best of the authors’ knowledge, this research is the first quantitative study investigating the individual accountability of gig workers. The validation of individual accountability in MTurkers offers valuable insights into MTurkers’s Hybrid Accountability Focus and Accountability Significance.

Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece.

A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs.

The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement.

The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.

The purpose of this paper is to examine different approaches to framing interviews from the planning stage of interview design, drawing on Goffman’s (1974) notion of frame analysis.

Reflecting on previous studies the author has been involved with, in the context of accountability, three approaches to framing interviews are presented and discussed.

Framing interviews around the experience of interviewees, peers or fictitious yet familiar others provides three pathways to access interviewees’ insights, perspectives, knowledge and experience on issues relevant and familiar to them.

The approaches to framing interviews detailed in the paper provide valuable alternatives to access interviewees’ personal insights based on their worlds and worldviews.

Consideration of interviews on accountability through the use of framing and frame analysis provides novel, strategic perspectives on interview design.

This study attempts to answer the question: “how are the two drivers, accountability focus and organizational learning, independently and interactively associated with public agencies’ proactive policy orientation?” The first driver is the multiple accountabilities that public agencies pursue: (1) bureaucratic, (2) legal, (3) professional and (4) political. The second driver is the organizational learning activities of public agencies: (1) socialization, (2) externalization, (3) combination and (4) internalization.

For data, 800 respondents from the public agencies in South Korea were surveyed.

The analysis provided several findings: (1) the discretionary accountabilities (professional and political) have a greater positive influence on the proactive policy orientation; (2) the conventional accountabilities (legal and bureaucratic) tend to have negative impacts on the proactive policy orientation and (3) among the four types of accountability, legal accountability can be more significantly complemented by organizational learning activities, which can enable both visionary and realistic administration in a balanced manner.

This study provides a unique insight on how organizational proactivity can be ensured through the interactions of organizational accountabilities and organizational learning.

Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.

A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.

Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.

The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.

To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.

This study aims to investigate the mediating roles of servant leadership and employee vitality in the relationship between psychological ownership and employee creativity among healthcare workers in Ghana.

A sample of 736 public and private healthcare respondents was selected using a convenience sampling technique. Data collected using a self-reported questionnaire was analyzed via partial least square structural equation modeling.

The findings reveal that psychological ownership directly improves employee creativity, while servant leadership and employee vitality mediate the relationship between psychological ownership and employee creativity separately and complementarily.

The research used self-reported data, increasing the potential for common method variance. However, sufficient care was taken to minimize these limitations.

This research makes valuable contributions to the field of healthcare practice literature. The findings suggest that management of health care entities should focus on creating a workplace culture that cultivates psychological ownership among employees and policies that enhance employee vitality and promote servant behavior to foster employee creativity.

This study represents one of the earliest attempts to examine a theoretical framework that connects servant leadership, employee vitality, employee creativity and psychological ownership within the context of the health service industry.

The acceptance and perception of people regarding 3D bioprinted meat are considered as primary concerns but have not been widely evaluated. This study aimed to determine how biospheric, altruistic, egoistic, ecological worldviews, awareness of consequences, social norms and personal norms affect the consumption intention of 3D bioprinted meat as a future food source.

The values-beliefs-norms theory grounded this study. An online survey was conducted with 600 valid respondents for analysis utilizing the structural equation modeling method.

It was found that the ecological worldview had the highest significance, and biospheric and egoistic values positively impacted individuals’ ecological worldview. The awareness of consequences and social norms was also seen to directly influence personal norms, leading to consumption intention. However, it was determined that altruistic values toward an ecological worldview had no significant effect, as an individual's moral values are not affected by other people's well-being.

This study was able to assess and discover the positive consumption intention among Filipinos, highlighting societal norms and pro-environmental behavior. The findings may help manufacturers market 3D bioprinted meat effectively and aid studies on environmentalism, social movements and consumer behavior, leading to acceptance of the development and proliferation of cultured meats.

There have been no studies on cultured meats such as 3D bioprinted meat in the Philippines. The current study was able to fully assess the pro-environmental behavior among Filipinos and intention for 3D bioprinted meat against the generic behavioral assessment among related studies. Comparison was presented based on the findings.

Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.