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This research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. “agree,” “I see,” “thank you,” “me too”) and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.

The large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.

Online listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.

This research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.

Defying conventional wisdom, leaders' storytelling may have ambiguous and even negative effects on followers. Built upon transformational leadership and leader -member exchange theory, the intention-perception model of storytelling in leadership provides a framework to systematically explain when and why unintended effects of storytelling happen. Despite its theoretical and practical relevance, a quantitative evaluation of the model's main assumptions, and particularly of followers' perceptions of leader storytelling, is still pending.

The authors developed a scale to assess followers' story perceptions in study 1 (N = 79) and confirmed the scale's structure in study 2, an online cross-sectional field study (N = 60). In study 2, the authors also tested a main assumption of the intention-perception model of storytelling, that is, the relationship between followers' story perceptions and story effects, mediated via followers' affective arousal.

Data revealed that story effects indeed depend on followers' perception of the story. In particular, the better a leader's story met followers' needs (need-supply fit), the more adequate the input load transported by the story (story load), the more positive followers' appraisal of their leader's story (story appraisal) and the more positive affective reactions and positive effects of storytelling (transformation, leader -member exchange quality, and trust in the leader) followers perceived.

The authors provide practical insights into how leaders may improve their storytelling by tailoring their stories to the expectations and needs of their followers.

Taking a follower-centric perspective on a common leadership practice (i.e. storytelling), the present research provides first support for the intention-perception model of storytelling in leadership.

Although saving for retirement is critical, many people are reluctant to contribute money now in anticipation of a future event, namely their retirement. This study aims to investigate the interaction effect between message frame and message appeal on individual preparedness for retirement, specifically in terms of an individual’s willingness to contribute to retirement savings.

Across three studies, the authors show that message frames with a gain-orientation are more persuasive when self-oriented rather than oriented towards socially distant others. In Study 1, the authors use a 2 (gain-loss message frame) × 3 (self, close-other, distant-other message appeal) experimental design with ad copy manipulating the scenarios. In Study 2, the authors replicate and extend Study 1 to validate the findings. In Study 3, the authors overlay life-stage to determine how consumers differ in terms of their willingness to contribute to retirement.

Across the studies the authors find that message frame and message appeal influence consumer preparedness for retirement. The authors investigate these effects in terms of willingness to contribute to retirement savings (Studies 1–3) as well as satisfaction with retirement savings, anticipated retirement enjoyment, positive emotions and negative emotions (Studies 1 and 2).

While a substantive amount of research has been devoted to retirement planning, gaps remain as to the efficacy of communication message strategies on influencing retirement preparedness. This research seeks to contribute towards this literature stream by uncovering the ways in which individuals can be encouraged to contribute towards retirement planning.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

Scholars note there are limited studies analyzing ticket price determinants. Using the common seat approach, the authors sought to advance this line of research by analyzing determinants of National Basketball Association (NBA) ticket prices in the secondary ticket market. The authors’ research seeks to ask two questions. The first is how ticket prices in the secondary market are associated with common determinants of consumer demand. The second question is what impact the COVID-19 pandemic has on ticket prices in the secondary market.

Ticket prices of NBA regular season games in the 2021–2022 season were collected a week before the game day from Ticketmaster.com. A regression model was estimated with a group of independent variables: income, population, consumer preference, quality of viewing, quality of contest and pandemic (the number of COVID-19 cases).

Results indicate income, population, consumer preferences (e.g. team quality and star players) and quality of viewing (e.g. arena age and weekend) impact prices. Further, the number of COVID-19 cases did reduce the ticket price.

The present study illuminates the theoretical significance of analyzing ticket prices as a proxy of demand in professional sport, while providing practical implications regarding the potential opportunity to increase revenue.

This chapter aims to identify, analyse, classify and rank the sustainability indices and internationalisation challenges of the footwear industry in the emerging economy of Iran. This would provide deeper decision-making insights into Iranian footwear businesses. First, a list of sustainability indices and internationalisation challenges was obtained by reviewing the literature. Then, a combination of multi-criteria decision-making (MCDM) approaches was implemented. The initial sustainability indices and internationalisation challenges were screened using the fuzzy Delphi method, keeping a total of 14 criteria. The best–worst method (BWM) was employed to weigh and rank the criteria. The interpretive structural modelling (ISM) technique and cross-impact matrix applied in MICMAC were employed to visualise the conceptual model based on the levels and classification of the important criteria for the internationalisation of the Iranian footwear industry. The 14 criteria were demonstrated to be important in internationalisation. The most critical sustainability indices were reducing hazardous substances in leather tanning and labour education and training. In contrast, exchange rate instability in Iran’s economy and strict chemical regulations for clothing and footwear were found to be the most important internationalisation challenges. Hence, these criteria should be considered in the internationalisation strategies of the Iranian footwear industry. A combined multilayer sustainable decision-making approach was used to analyse the Iranian footwear industry’s essential sustainability indices and internationalisation challenges. Furthermore, implications and insights are offered to footwear businesses for future decision-making.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

We investigate how firms’ responses to misconduct change when the institutional environment becomes more stringent. Organizational theory offers conflicting perspectives on whether new legislation will increase or decrease pressure on firms to take remedial action following misconduct. The dominant perspective posits that new legislation increases expectations of firm behavior, amplifying pressure on them to take remedial action after misconduct. A more recent perspective, however, suggests that the mere necessity to meet more stringent regulatory requirements certifies firms as legitimate to relevant audiences. This certification effect buffers firms, reducing the pressure for them to take remedial action after misconduct. Using a temporary, largely arbitrary exemption from a key provision of the Sarbanes-Oxley Act, we show that firms that were not required to meet all the regulatory standards of good governance it required became 45% more likely to replace their CEOs following the announcement of an earnings restatement after Sarbanes-Oxley. On the other hand, those that were required to meet all of Sarbanes-Oxley’s provisions became 26% less likely to replace their CEOs following a restatement announcement. Ironically, CEOs at firms with a legislative mandate intended to increase accountability for corporate misconduct shoulder less blame than do CEOs at firms without such legislative demands.

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study aims to articulate perspectives to guide the next phase of strengthening and growth.

Working from theoretical and empirical research conducted in China, including scholarship on workforce ecosystems, education design and the student experience, this study contributes a framework with qualitative insights which clarify the goals and experiences of doctoral education in ways that will render it more relevant, effective and contributing.

The paper identifies areas for doctoral reform to ensure career readiness, including three distinctive outcomes and four indispensable experiences.

This study advances a doctoral design framework which can render transparent the substance of programs and prompt program coordinators to develop and ensure career relevance.