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This paper aims to formulate the hypothesis of interactive evolution as evolutionary development of interactivity in relation to complex spatial relations. It also attempts to show that interactive evolution should be considered as a crossroad interdisciplinary conceptualization of social dynamics and technological growth.

The methodology is based on and directed by ideas, concepts and problems of the first‐ and second‐order cybernetics, theory of artificial life, social sciences and contemporary technological art. It shows that there is a need for further conceptual clarification of spatial dimension of interactivity. Clarification and formulation of the hypothesis is given through interdisciplinary analysis of artistic experiments in early cybernetic and contemporary interactive art as well as through addressing small group social interaction in social sciences.

The hypothesis was formulated of interactive evolution describing interactive evolution as a cyclic process that begins with the seeds of feedback reactivity (response), goes to the emergent conversation and developing towards the symbiotic relations (new entity evolved) that goes into the same cycle on the different level. Each evolutionary step has its spatial and structural specifics. Interactive evolution changes spatial structure of interactivity shifting space up from physical distance to new symbiotic totality of betweenness.

The hypothesis can be a useful framework for modeling complex evolutionary design processes and evaluation/development of social processes such as teambuilding, organizational change and social networking.

The innovative aspect of the paper is that it introduces the original hypothesis of interactive evolution, shows important relational aspects of interactivity and its spatial dimensions and provides some interdisciplinary evidence for the interactive evolution (based on social science and contemporary art).

The purpose of this paper is to fill the gap in the existing literature regarding relationships between occupational commitment and labor relations in the Chinese context, particularly in Chinese firm settings.

Based on well‐defined concepts and instruments, the data were collected from 402 human resources (HR) workers in 35 firms, mainly located in Yangtze River Delta, Pearl River Delta and Hunan Province, China.

The occupational commitment for HR workers in Chinese firms can be divided in four dimensions: affective commitment, normative commitment, accumulated costs and limited alternatives. There are positive interrelations between the four dimensions of occupational commitment and labor relations. Also, there is a significant correlation among the three‐way interactive terms with labor relations.

Although the results of this paper suggest that the four‐dimensional model of occupational commitment can be employed to account the variation of labor relations in China, there is a need to use other samples and additional noted research design variables, e.g. organizational commitment and intent to leave one's job, to explore labor relations more comprehensively and deeply.

Theoretically, the paper serves as a pioneer research for indigenizing the concept of occupational commitment in the Chinese context, and fills the gap in the existing literature of the subjects being studied. Practically, the results and recommendations in the paper will be useful to those involved in the field of HR management in firms in China.

There are the interesting words of Myrdal in respect of the universality and commonness of what a scientific problem means:From then on more definitely I came to see that in reality there are no economic, sociological, psychological problems, but just problems and they are all mixed and composite. In research the only permissible demarcation is between relevant and irrelevant conditions. The problems are regularly also political and have moreover to be seen in historical perspective. (Myrdal, 1979, p. 106)

The purpose of this paper is to present the mechanism of online customer brand trust building through the lens of Walther’s Computer Mediated Communication (CMC) – Social Information Processing Theory (SIPT).

This paper integrates a range of theoretical and empirical works across branding and marketing, including concept of brand trust, use of online social media in brand communication and customer brand relations and CMC-SIPT theory and relational marketing literature other relevant information which were found useful in the given context were reviewed. The aim was to collect a broad spectrum of ideas, based on their relevance to the research purpose to propose effective online brand trust building framework.

This paper proposes three different developmental stages in brand trust building on online social media networks. Each stage is guided by the components of CMC-SIPT. Stage I is interaction and compliance of the brand communication clues which suggest that the aggregated level of interaction and compliance in online brand communication on social media determine the movement of the customer to the next level. Stage II suggests information processing at three successive layers by the customer as identification, internalization brand information and bonding, which eventually prompt the customer to the next level of brand trust building. Stage III is related to trust building which is the critical stage as customer internal states of arousal are experienced, which reduces the emotional risk of decision-making and increases confidence and trust of the customers in brands.

The proposed framework of brand trust building has not been tested empirically. Future research could test and validate the proposed model tracking intrinsic changes in the customer in different brand trust development stages. This research is important for marketers or brands who wish to move beyond the notion of merely satisfying customers, to establishing more powerful emotional bonds between their brands and customers. It fills a gap in brand-trust literature and provides marketers and researchers a means to understand and draw strategies for consumers’ attraction toward brands (Patwardhan and Balasubramanian, 2011). The proposed framework has the capacity to revolutionize the way business and brands engage with society by enhancing and establishing trusting relationship.

To date, this research has not been done specifically from the SIPT perspective. This research is the first to examine brand communication strategies in an effort of building brand trust in the context of online social media network from the CMC-Social information theory perspective. It highlights the peculiarities of online brand communication on social media networks and customer information processing in presenting three stages of customer brand trust development to explain the development and flow of events.

It is not unusual for Muslim social scientists to complain about the pressure to conform to non‐Islamic frameworks for understanding social phenomena because these typically Western patterns of rationality miss important elements of an Islamic social world and self‐understanding. This being true, the reasoning goes, what is provided is a distorted understanding of the Muslim social world and inadequate policies framed on a distorted understanding. M.A. Choudhury accurately characterizes this situation for economics, but it is applicable to the social sciences in general.

Focusing on the theory of a humanizing pedagogy implies the building of an academic freedom in class to seek for students’ critical thinking and development. To achieve this aim, a qualitative investigation was carried out with 27 eighth-level Applied Linguistics School students who were undergoing their degree process at the Pontifical Catholic University of Ecuador in Esmeraldas, from 2018 to 2019. The teacher in charge of the subjects degree I and degree II taught the students with a humanistic approach, by means of which the students were encouraged to investigate the real problems on English language teaching (ELT) faced in their community, guiding the students to look for proposals to solve these problems. A humanistic theoretical approach was designed to lead the students’ research process taking into consideration three important dimensions: ELT contextualized assessment, ELT innovative intervention and ELT experiment projection. As a result of the process, 27 educative research projects, which mainly focused on free innovative didactic ELT methods, methodologies, strategies and didactic materials, were carried out with successful results for the ELT community in Esmeraldas, since teachers were provided with the necessary tools to get the students involved in the teaching–learning process to improve their English level.

The purpose of this paper is to provide insight into the competence in use when working with interactive research, which is a continuation and elaboration of action research.

A qualitative research approach was adopted for the study. The main body of empirical material in this paper is based on two sources of data – a survey comprising open-ended questions, followed by a series of focus group interviews. The respondents were researchers with varying degrees of experience in using interactive research.

The findings provide illustrations of what characterises interactive research as work and identify an additional set of activities that go beyond traditional research activities. Some activities are relatively easy to describe, while others exist in the gaps between other activities – e.g. boundary spanning – and are harder to explicitly define in terms of implications for the involved researchers’ competence. The work activities reaching beyond the traditional research boundaries are implicit and are not a common shared practice. From a competence point of view, this implies that the competence in use for these implicit tasks of interactive research becomes individually carried. Based on these findings, a number of individual aspects of what constitutes competence in use are suggested.

In future studies, it would be valuable to use a mixed-method approach that also includes longitudinal observations of the actual work of conducting interactive research.

The findings and suggestions for how to understand the competence of interactive researchers can be used as guidance for training in research education.

This study contributes to previous research by describing important requirements and critical elements of competence in use when conducting interactive research.

Team performance frequently is not reached because of motivation losses. The individual identified motivation best fits in team contexts. However, management control systems research has mainly focused on the external motivation. This chapter analyses how identified motivation and team performance can be enhanced through the interactive use of management control systems and the team identity.

An experimental study is conducted among 144 postgraduate students. We manipulate the interactive use of management control systems and the team identity. We controlled its effects on team members’ motivation and performance.

The results show an indirect effect of the interactive control systems on team performance via team members’ identified motivation. Furthermore, the effect of team identity on team performance is also mediated by the identified motivation.

Managers can increase employees’ motivation by using the control information interactively. Controls focused on socialisation processes and shared values best fit with collaborative environments.

The results provide empirical support for the recent calls about the effect of interactive control systems at individual levels. Despite the considerable attention to the relation between the design of management control systems and team performance, this chapter provides empirical evidence of the positive relation between the style of use of management control systems and individual behaviour in team-based settings.

The Industrial Relations Unit of the ATT/ITB have designed an industrial relations course developed from the DIS interactive skills model

The purpose of this study is to better understand what components impact the creation of organizational leaders’ social capital. The study further seeks to illuminate the effects of participating in a leadership development seminar on the creation of social capital in global contexts.

The data was collected through questionnaires from 540 leaders across 69 countries of a global firm. The hypotheses that were developed from existing literature were tested using regression analysis. Quantitative scales were created by averaging the responses to the pertinent survey items. The reliability of these scales was assessed with Cronbach’s alpha. Factor analysis was performed to assess whether the items from each scale measure distinct constructs.

The results of this research showed effects of three components (interactive opportunities, individual-owned resources and motivational interactivity constraints) on social capital. Specifically, the research substantiated that these components differently impacted advice ties and social relations.

The study showed that firm leaders’ advice ties and social relations were differently impacted by identified components. With this in mind, organizations need to consider how they enhance and maintain the balance between advice ties and social relations among their leaders.

Empirical testing targeting organizational leaders in a global firm helped reveal findings in which variables impact their social capital. Based on the findings, this paper presents a framework that shows the identified components’ impacts on social capital ties and social relations.