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This study aims to explore and classify the fragmentary findings of previous studies and improve understanding of the overall roles of supervisors in newcomer organizational socialization (NOS) and their relationships to NOS outcomes.

The study chiefly involves undertaking a literature review, with an emphasis on the perspective of human resource development (HRD). A structured literature review was conducted to identify and select articles through the Web of Science database.

Five important roles of supervisors during NOS – supporting training transfer, providing information, clarifying newcomers’ roles, facilitating sensemaking and providing feedback – were revealed from an examination of extant work. These roles markedly influence five different components of newcomers’ adjustment: task mastery, role clarification, organizational knowledge, social identification and social integration.

Although the concept of NOS used in this paper did not include all meanings of organizational socialization, the findings proposed key areas that require further study to enhance the understanding of supervisors’ roles for NOS.

The literature review suggests key efforts that supervisors should pursue to enhance the efficacy of newcomers’ adjustment. HRD professionals can use this information to design supervisor training programs aimed at enhancing supervisors’ knowledge and skills for successful NOS.

Studies have reported that supervisors markedly impact NOS and ultimately a newcomer’s success or failure. Relatively little work, however, has investigated how supervisors’ roles in the NOS process can enhance newcomers’ successful NOS outcomes.

The purpose of this study is to define and investigate the governance requirements of supply chain finance (SCF).

A qualitative analysis of 849 news articles published in UK newspapers (2000–2022) using the Gioia method.

SCF governance relies on developing capacities for reflexive scrutiny at two stages: (1) prior to entering into an SCF relationship and (2) during its operation. Based on the notion of SCF as a complex adaptive system, we theorise SCF governance requirements as a dual-layered semipermeable boundary. The semipermeability of the two layers allows for a dynamic exchange between the SCF system and its environment. The first layer is the capacity to selectively enable or control the entry and access of certain actors and practices into the SCF system. The second layer is a capacity for ongoing scrutiny of the SCF operation and its development. Further, we identify five aspects of governance to be enabled, i.e. enhancing adaptability, building confidence, improving efficiency, advancing technology and promoting transparency; and four aspects to be controlled, i.e. preventing abuse of power, curbing fraud risk, constraining operational risk and restricting risky extensions to SCF practices.

Our dynamic framework can guide supply chain (SC) members in making decisions about whether to participate, or continue to operate, in an SCF relationship. Moreover, the findings have implications for policymakers and authorities who oversee entry/access and the involvement of SCF providers, particularly, fintech firms.

The study contributes to both the SC and governance literature by providing a systematic analysis of what SCF governance has to accomplish. Our novel contribution lies in its analysis of SCF governance based on a complex adaptive system approach, which expands the existing literature where SCF is described in rather static terms. More specifically, it suggests a need for a dynamic duality of SCF governance through the semipermeable boundary that selectively enables and controls certain SCF actors and practices.

The purpose of this paper is to define the impact of training and development (T&D) in the Visegrad countries (V4) as impacted by the Covid-19 pandemic, namely, Hungary, Poland, Slovakia and the Czech Republic. These countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors.

The authors used the HRD theory and the human capital theory to analyse the context, operations and impact of T&D in the V4 countries due to the Covid-19 pandemic. The research was conducted in 400 companies, 100 from each of the four countries using the computer assisted web interviewing technique. The questionnaire was in a six-point Likert scale format and addressed 12 topics related to T&D: policy, expectations, procedures of diagnosis, preparation, implementation, monitoring, trainees, trainers, investment and expenditures, evaluation, results and controlling.

The authors concluded that in the Visegrad countries, Covid-19 raised expectations on T&D. This was followed by increased levels of action in diagnosis, preparation, monitoring and implementation, following pre-existing and adjusted policies. Evaluation and control were complicated. Investment and results and the human side of the T&D (trainees and trainers) were the ones for which there were more uncertainties and perplexities.

The study has the limitation of using only a small sample in four countries. For further research, the authors suggest a larger study extended to all the European Union countries, an in-depth analysis of the current data and the kurtosis on Policy of T&D.

The results of the research can be used to improve T&D programs after the Covid-19 pandemic. They could also provide information to external trainers to improve and adjust their services according to the opinions of the respondents of the study. The research findings can also serve institutions responsible for policy provision of HRD at a national level by providing possibilities to apply for funding either within national or regional funds like the National Training Fund in Poland or within European Union money at a national level.

The study is original because even if the T&D in V4 countries during the Covid-19 pandemic had already been studied separately (e.g. Mikołajczyk, 2021; Vrabcová, Urbancová 2021; Vinichenko et al., 2021), no empirical, cross-national research analysing specifically the T&D in those countries has been carried out so far. The authors use an innovative methodology, addressing 12 topics and the people involved together with the stages in which a T&D policy is divided. That makes it innovative and very relevant.

This study examines whether engagement with Sustainable Development Goal (SDG)-focused specialized training programs enable senior public officials (focal actor) to collectively deliver on public services that have a transformational societal impact over time. Further, the study explores the factors that impede and facilitate the delivery of such services. The authors do so by using service mechanics theorization and drawing on the lens of actor and collective engagement.

This study undertakes a longitudinal exploratory qualitative study design. SDG-focused training programs were delivered, as interventions, for two cohorts of senior public officials from Bangladesh in an Australian University in 2017 and 2019. In-depth interviews were conducted upon the training's completion and then after 8- and 12-month intervals to assess the short- and long-term impact respectively.

An empirical framework is proposed from the study findings. It shows that engagement – cognitive, emotional and behavioral – with SDG-focused specialized training programs enables focal actors (i.e. senior public officials) to engage other actors (other public officials, community members) in networks, facilitated the delivery of SDG-aligned public services. Such engagement results in a transformative impact that spans micro (individual), meso (organizational) and macro (societal) levels over time. Factors that impede and facilitate SDG-aligned delivery of public services are also identified.

Theoretically, the authors contribute to the literature that relates to actor and collective engagement, SDG-focused capacity-building training programs and service mechanics. Practically, this study informs organizations about the ways that they can effectively engage their senior employees with capacity-building training programs that focus on sustainability.

This study is one of the few that connects the interface between public service delivery for enacting societal changes and SDG-focused capacity-building training programs through service mechanics theorization and using the lens of actor and collective engagement.

The study explores and builds theories in Customer Perceived Values (CPVs) that drive counterfeit buying intention, using a Grounded Theory Approach (GTA) in an emerging market, India.

Counterfeit studies have either resorted to a survey approach or modelling approach in investigating various aspects and dimensions. This study, among a few, attempted a GTA in building theory on CPVs. Based on the observations and recorded responses that emerged through several Focus Group Discussions (FGDs); conducted in two metropolitan cities (India), newer insights into this illicit phenomenon of “Counterfeiting” were derived.

Adding to the counterfeit literature, the study presents a comprehensive view of the CPVs. Findings reveal economic, socio-normative, pleasure-based, euphemistic, acquisition-centrality, self-regulating, situational and sustainable consumption values that influence counterfeit attitudes and in turn impact counterfeit buying intentions. Although Economic Values (ECV) have been the primary motivation for counterfeit purchase, complex and newer values that emerged through this research study bears significance.

As a single point of reference, this study will provide impetus to scholars and academicians in expanding the counterfeit research domain. While aiding policymakers and marketers in further understanding this illicit practice, it will also guide brand managers in strategizing their offerings and reaching out to the masses with strong brand aesthetic values.

Based on a systematic literature review using the 4 Ws framework, this study is one of the few attempts that has adopted a GTA to explore and develop theories on CPVs in counterfeit research.

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.