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This chapter seeks to advance the neglected debate on the ethical issues between formal organization and practice arising from innovation in an organization. To that end, the chapter discusses the sources of possible moral dilemmas for practitioners who belong to a practice with a shared identity, values, and standards of excellence, and who need to conform to new rules of formal organization. While formal organization ideally strives for generalized fairness principles for all organizational members when introducing an innovation, the contextualized nature of practices may lead to particular needs and goals of the practice which can only be recognized as such by practitioners and not by formal management, and to which procedural justice cannot respond. The chapter proposes how practitioners may interpret moral dilemmas, aligned with their practice-based identity and ethical values, and what options for action they may seek. The discussion is illustrated with examples of innovation in the field of information systems design.

This paper aims to examine the present status of the research field intercultural information ethics (IIE) including the foundational debate as well as specific issues.

A critical overview of the recent literature of the field is given.

The present IIE debate focuses on a narrow view of the field leaving aside comparative studies with non‐digital media as well as with other epochs and cultures. There is an emphasis on the question of privacy but other issues such as online communities, governmentality, gender issues, mobile phones, health care and the digital divide are on the agenda.

The paper addresses basic issues of IIE that may open new vistas for research and practice in this field.

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities.

This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression.

Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types.

This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations.

The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives.

This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation.

This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

The purpose of the paper is to explore the interrelations between organizational trust and ethics management tools as well as ethical organizational practices in a post‐socialist context.

A conceptual framework of the interrelations among organizational trust, ethics management tools and ethical organizational practices is reasoned and the interrelations among the variables are explored using quantitative methods of data analysis. The method of data gathering is a questionnaire survey that was carried out in Lithuania which is taken as an example of a post‐socialist society where trust is rather low. In total, answers from 519 respondents were collected.

The empirical findings confirm the interdependence of the variables. A significant dependence of organizational trust on ethical organizational practices has been established.

The research findings imply that ethics management tools just weakly predict emergence of organizational trust in the organizations operating in a post‐socialist context. Rather, organizational practices which integrate ethical principles are considerably more important to building organizational trust. This is a peculiarity of a post‐socialist context where people were used to the relativity of the declared values and ideas, therefore, tend to search for evidence of value realization in practice. However, since post‐socialist societies differ in their socio‐historical past, this claim is not a generalization.

The paper provides managerial implications how to advance organizational trust in a post‐socialist context.

The research paper provides empirical evidence on the interrelations among organizational trust, ethics management tools and ethical organizational practices, which is scarce in the existing literature on organizational trust. In particular, neither the interrelation between ethics management tools and organizational trust nor a combined effect of ethics management tools and ethical organizational practices on organizational trust has been empirically tested. Thus, the paper fills in this gap in the related literature.

Premised on the argument that cognition structures the way how individuals think and make decisions, the purpose of this paper is to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda.

The study used cross-sectional research design and quantitative data were collected and analyzed using Statistical Package for Social Sciences. Baron and Kenny guidelines were adopted to test for existence of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Furthermore, ModGraph excel software was used to establish the magnitude of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda.

The results revealed that cognition significantly moderate the relationship between financial literacy and financial inclusion of the poor in rural Uganda. In addition, both cognition and financial literacy also have direct effects on financial inclusion of the poor in rural Uganda.

The study adopted cross-sectional research design and data were collected by use of only questionnaires. Future studies through longitudinal research design may be employed. Besides, further studies using interviews may be adopted. Furthermore, this study collected data from only tier 3 financial institutions, thus, ignoring the other financial institutions. Future studies could focus on financial institutions under the other tiers.

The findings from the study enlightens policy-makers, managers of financial institutions, and financial inclusion advocates on the importance of cognition in enhancing financial literacy among the poor, especially in rural Uganda. Cognition combined with financial literacy helps the poor to make wise financial decisions and choices toward consuming financial services and products provided by formal financial institutions. This leads to increased scope of financial inclusion of the poor in rural Uganda. Therefore, advocates of financial literacy should assess community cultural cognition and utilize them to design and fashion effective financial literacy interventions that can promote financial inclusion.

The study uses Baron and Kenny and ModGraph excel software to test for the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. While several studies exist worldwide on financial inclusion, this study is the first to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural areas in a developing country context.

The purpose of this study was to investigate the participants' attitudes toward the ethical issues caused by collecting social media data (SMD) for research, as well as the effects of familiarity, trust and altruism on the participants' attitudes toward the ethics of SMD research. It is hoped that through this study, scholars will be reminded to respect participants and engage in ethical reflection when using SMD in research.

This study adopted social media users as its research subjects and used Sina Microblog, the world's largest Chinese social media platform, as the example. Based on the 320 valid responses collected from a survey, structural equation modeling was employed to examine the research model.

The results indicated that altruism, familiarity and trust have significant influences on participants' attitudes toward the ethics of SMD research, and familiarity also influences attitudes through the mediating role of trust and altruism.

This study explored the mechanism underlying the relationship between the determining factors and participants' attitudes toward the ethics of SMD research, and the results demonstrated that the informed consent mechanism is an effective way to communicate with participants and that the guiding responsibility of the platform should be improved to standardize SMD research.

The main aim of the paper is to show the necessary convergence of two promising but under‐explored research fields, intellectics and inventics, into a new one, that of intellectual invention, and to discuss new ways of thinking which can be efficient in building an invention culture.

These purposes are achieved in an interdisciplinary way, in which the various scientific approaches are governed by a philosophical perspective that ensures the conceptual level and the unity of the discourse. The philosophical approach itself is practised in several specific fields and at various levels, being used in order to lay the foundations of a new domain of research. Specific theoretical problems are elucidated through concrete examples furnished by sciences and discussed from the perspective of inventics. Graphical representations help in giving a systemic and integrative perception of complex issues.

The paper defines in a comprehensive way the two partially studied and till now separately conceived research fields; delimitates and characterizes a new domain of study, of crucial theoretical and practical interest; analyses some types of intellectual techniques involved in all sorts of inventive activity; identifies the main new ways of thinking encouraged by the information technologies and shows their forms and manifestations, as well as the new values promoted by their development. There are proposed some improvements on sociological thinking from the perspective of inventive thinking. The emergence of an invention ethics is anticipated as a necessary component of an invention culture.

Proposes a new field of research, that of the intellectual invention, analyses the main instruments of its study and development, and uses the results of different sciences in order to lay the philosophical foundations of invention ethics as part of the future invention culture.

The importance of metacognitive awareness in learning, on the one hand, and the necessity of considering demographic variables, on the other hand, have encouraged the researchers to conduct this research. This research aims to initially determine the relationship between the level of metacognitive awareness and demographic variables of students from three Lithuanian universities, such as age, gender and area of study.

The quantitative research strategy was applied in this study using the survey with the students scoring the Metacognitive Awareness Inventory (MAI). The research involved 296 students from three universities in Lithuania. Data were analysed using statistical analysis methods to compare different groups of subjects according to selected criteria.

It became evident that two demographic variables of age and the field of study had a relationship with knowledge of cognition. Conditional knowledge had a positive relation with the variables of age and the field of study. Procedural knowledge was the second area which had a relation with the area of this study. Therefore, it maybe be concluded that under specific circumstances, declarative and procedural knowledge is at the same level of performance while conditional knowledge revealed the highest relation with metacognitive awareness. Furthermore, no statistically significant difference was found with gender in all metacognitive subcomponents despite the initial assumption.

One of the limitations of this study is that the research did not address the actual application of metacognitive strategies during teaching and learning. The research would benefit from in-depth class observation and triangulation of data from various sources. The teaching model should be tested in a larger population to obtain aggregated results for a vast population.

Results are significant in identifying students' cognitive abilities which can be attributed to various factors such as creativity, which in turn may efficiently foster students' potential. Metacognitive awareness can be developed by explicitly informing students about the importance of metacognition and life-long learning. Lecturers' role-modelling induce students to continuously assess, monitor, plan and reflect on their own learning process as well as to recognize cognition along with metacognitive prompts, questions, checklists, reports and discussion of topics in the learning process.