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This study aims to explore the determinants of viewers’ gifting and social sharing behaviours in online streaming from a dual-attachment perspective and to explain how live streaming fosters attachment through a social interaction aspect.

This study conducted an online survey with 316 valid responses to test the research model. The structural equation modelling approach was applied to assess both the measurement and structural models.

The results show that both bond-based and identity-based attachments promote gifting and social sharing behaviours. Participation and cognitive communion motivate viewers to establish bond-based attachment, while group interaction among viewer crowds encourages viewers to create identity-based attachment. In addition, group interaction can moderate the relationship between participation and bond-based attachment.

This study is one of the earliest attempts to highlight the significance of viewer crowd and viewer-viewer interaction in promoting viewers’ behaviours in live streaming context. This study also indicates that viewer-viewer interaction can moderate the impact of viewer–streamer interaction, which is among the first to investigate the interaction effects of viewer-viewer interaction and viewer–streamer interaction.

Adaptive reuse entails the physical modification of abandoned architectural structures, with the activation of processes and practices leading to the re-incorporation of heritage into the contemporary life of communities. This transformation entails an affective adaptation, a re-modulation of how citizens attune to a built environment that has been returned to urban, shared forms of use. By observing the emotional ties that are established between subjects and the spaces they inhabit, affecting forms of dwelling, attachments and corporeal responses, the author can clarify how adaptation purports this affective modification, where the original ambiance is not necessarily altogether overwritten, but may rather merge with the supervening situation to give life to unique assemblages of spatialized feelings.

Drawing from contemporary phenomenological theories, with their specific focus on the affective and embodied dimension of lived experience, this paper describes and discusses two instances of adaptive reuse, one in Brussels, the second in Rome, highlighting their different processes and spatial outcomes.

The paper implements recent literature on spatial experience to bring to light conditions found in cases of adaptive reuse. By describing the generators of shared emotions – objects, movements, expressions, materialities, textures – it highlights how the layering of the physical world can lead to both the domestication of affects and to discrepancies and discontinuities in the fabric of experienced space.

There is only a limited literature dedicated to the description of adaptive reuse processes from the contemporary phenomenological perspective. This kind of description can clarify the dynamics unfolding between citizens and experienced space in cases of heritage reuse.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Existing literature points out that conventional educational modes are not sufficiently motivational for students. Concurrently, the contemporary society requires awareness of sustainability within project management. The purpose of this paper is to investigate how the use of simulations in project management education can positively impact students’ awareness of sustainability and enhance their ability to navigate projects in a sustainable way.

Experiment where 26 experienced professionals with different backgrounds engaged in three extensive project management simulations with sustainable aspects and participated in pre- and post-assessments.

Our research shows that simulations have a high potential for enhancing learning on project management with sustainable aspects. We conclude that simulations can significantly contribute to enhancing student awareness of sustainability. This is through directly confronting them with three areas in which sustainability impacts project management, that is the management of environmental, social, and economic aspects; through handling opportunities, complexities, and adaptability; and by assuming responsibility for sustainable development in the simulation case.

We have shown that simulations – as a part of project management education – are highly likely to augment students' capacity to navigate their projects in a sustainable way.

This paper offers results of an empirical study on simulations as a means to create awareness of ability to navigate projects in a sustainable way. The paper provides extensive qualitative statements from participants, and thereby gives the reader insights into the raw data leading to insightful conclusions for the field of project management education.

This study aims to explain the relationship between employer branding, social media, online reviews and intention to apply for a job vacancy (IAJV), which organizations should ponder upon while designing branding campaigns.

The sample belongs to 385 final-year management graduates and postgraduates enrolled in central universities in the state of Uttar Pradesh, India. The dual mediation model is tested by regression and PROCESS macro.

Out of five employer branding dimensions, three (corporate social responsibility, healthy work atmosphere and training and development) were found to be significant predictors of IAJV. On the other hand, the dimensions of compensation and benefits and work-life balance did not influence candidates’ intention to apply for a job. The findings indicate that social recruiting could act as an effective tool for leveraging an organization’s image as an employer and could communicate unique brand values to the target market. Moreover, review whether positive, negative or neutral attributes could help job seekers affirm and reaffirm employer branding attributes before applying for a job.

Studies in social media and employer branding areas lag far behind in practice, and the present research attempts to fill this research gap. A further contribution of this research work will be to assess the role of reviews for a meaningful analysis of potential employees’ intentions to apply in an organization.

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.

The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.

This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.

The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.

This study explores how police culture is experienced by women officers serving in positions where they are significantly underrepresented (i.e. leadership and elite specialty units) and the environmental factors that shape these experiences.

A qualitative analysis of transcripts from interviews with 71 women serving in male-dominated roles was conducted (N = 39 ranking women; N = 32 women on elite units).

Participants described five occupational, organizational and assignment-level factors that shaped their workplace experiences. While some contextual forces at play are similar for women working patrol (e.g. traditional police culture, the underrepresentation of women in law enforcement) unique position-level factors were also identified (e.g. the high-risk and consequential nature of the work).

While the cultural environment for women patrol officers has improved in the past few decades, the same cannot be said for women working in positions that are still dominated by men. More attention to this area of policing is needed to ensure gender diversity is achieved throughout organizations and not only in positions deemed suitable for women.

The study extends research on women in policing beyond the focus on patrol. Further, it explores the assignment- and rank-based perspectives of police culture, which are largely absent from the literature.

This study aims to explore the role of restaurant experienscape in affecting diners' emotions and satisfaction with solo dining, considering the moderating role of solo dining willingness and public self-consciousness (PSC).

In total, 403 Korean customers who had dined alone at restaurants in the past three months participated in this study. Structural equation modeling, including multiple group analysis, was conducted to examine the hypotheses.

The dining atmosphere influenced solo diners' positive emotions but not their negative emotions. Responses from other guests and the interactional fairness of employees affected solo diners' negative emotions but not their positive emotions. Food sensory influences both positive and negative emotions. This study found that PSC significantly moderated the effect of the dining atmosphere on positive emotions, and solo dining willingness significantly moderated the impact of food sensory on positive emotions.

This study suggests that restaurant managers should pay close attention to providing fair service to all customers by training and educating employees because the unfair treatment that solo diners receive from employees affects focal customers' negative emotions.

The experienscape model was applied to the solo dining context based on Mehrabian and Russell's (1974) stimulus–organism–response paradigm and Pizam and Tasci's (2019) experienscape concept, which reflects the growing trend in solo dining.

While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

In recent years, counterproductive knowledge behavior (CKB) and its types have received increasing interest in knowledge management as the degree of knowledge sharing and innovation in enterprises continues to increase. A rapidly growing number of studies have shed light on the important antecedents and consequences of employees’ CKB. However, the various labels, conceptualizations and operationalizations of CKB have fragmented this body of research. This study aims to systematically integrate the effects of the six types of organizational characteristics on CKB and further draws more general conclusions based on the results of previous studies.

Based on a survey of 103 effect values responsible for 52 CKB samples, the authors use the ABC theory to explore the effects of the six types of organizational characteristics on CKB. Moderator analysis were performed to resolve inconsistencies in empirical studies and understand the contexts under which CKB has the strongest or weakest effect.

The results showed that task interdependence and a positive organizational atmosphere, in general, negatively affect employees’ CKB in the moderation analysis. In contrast, workplace discomfort, negative organizational atmosphere, internal competition and time pressure positively and partly affect employees’ CKB. The direction and magnitude of these effects were affected by emotional factors, knowledge personnel types and sample sources. Discussing the theoretical, methodological and practical implications of these findings can offer a guiding framework for future research.

Better control of employees’ CKB is not achieved by adjusting organizational characteristics alone but by combining personal characteristics and mood changes with it to balance organizational characteristics and CKB. Furthermore, the large-sample joint study integrated the conceptual definition of CKB. The multivariate data study provided more reliable conclusions and a solid theoretical foundation for CKB research areas.