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There is growing interest in how hubris bias shapes managerial and entrepreneurial judgments and decisions and, in turn, firm strategy and performance. Based on a 44-years dataset of articles reaching the beginning of 2023, the authors offer a synthesis of hubris research published within business journals.

The authors implement a mixed-method approach offering a content representation of 600 peer-reviewed articles extracted from Scopus. The authors conduct a bibliometric investigation – employing Excel, VOSViewer and Biblioshiny software – and perform a qualitative review.

The analysis unveils four thematic clusters: hubris bias in financial policies (Cluster 1), hubris bias in restructuring deals (Cluster 2), hubris bias in entrepreneurial contexts (Cluster 3) and hubris bias in strategic decision-making (Cluster 4). Moreover, the authors infer that hubris research in business predominantly developed from three disciplinary perspectives – finance, entrepreneurship and strategic management – and progressed with limited interdisciplinary dialogue.

The authors call practitioners' attention to the impact of the hubris bias in forming financial, entrepreneurial and strategic choices. Managers get conscious of the risks of hubristic choices; hence, they implement organizational practices that move forward with unbiased (or less biased) judgments and decisions.

The authors offer an up-to-date and comprehensive view of hubris research in business. Furthermore, the authors provide an integrative framework and a research agenda.

Elucidating on the concrete outline of conservation of resource theory, this study aims to explore the links between work-family conflict and workplace thriving. In particular, this study has integrated depersonalization as a mediator and tested the moderated mediation effects of intrinsic motivation in work-family conflict and depersonalization relationships.

Data were collected using a sample of 357 doctors working across various public hospitals in India over two waves (T1 and T2) and was tested using AMOS and Process Macros.

Exploration reveals that work-family conflict is negatively associated with workplace thriving. The mediating role of depersonalization in between work-family conflict and workplace thriving was established. Moreover, the moderating role of intrinsic motivation in work-family conflict and workplace thriving via depersonalization was also established.

The present study makes a theoretical addition to the literature by investigating nuances through which work-family conflict relationships and thriving at the workplace can be affected. To date, such a relationship has not been established. The study also extends the role of depersonalization as an underlying mechanism between work-family conflict and workplace thriving, making an imperative contribution. This study also tested the moderating role of intrinsic motivation. Overall, these relationships are novel and have been seldom reported.

This volume was born out of two considerations. On the one hand, we recognized how the identity boundaries that define Organization Theory and Strategy are crucial to emphasize the distinctiveness of these different research traditions, facilitate our engagement with them, and delineate our contributions. On the other, we felt a growing need to cross those boundaries, and broaden the conversation between these fields. Our wish thus was to create a forum where Organization Theory and Strategy may meet and bring together some of the scholars who work at the intersection between these fields. In this introductory piece we share our understanding of what may distinguish Organization Theory from Strategy, and also illustrate how the research intersection between those fields looks like. In closing the chapter, we explain how the different contributions to this volume map onto one another and elaborate on several avenues of future development.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

We study ceremonial adoption of voluntary standards, where participants adopt the standard in principle but do not change their practices. Ceremonial adoption can benefit individual participants, who may be able to reap the benefits of association with the standard at lower cost, but it can be problematic for overall levels of adoption. We conceive of ceremonial adoption as an interaction between strategic incentives of participants and social ties to their audiences, such that not all participants are likely to ceremonially adopt. Our setting is the Leadership in Energy and Environmental Design (LEED) certification for sustainable construction. We study the conditions under which projects register for LEED certification, allowing them to claim affiliation with LEED, but then do not actually finish certification. While our data are correlational in nature, our results suggest that studying the competition for audience members (in our case, occupants) can provide greater understanding of certification behavior as well as overall levels of adoption. Our findings have implications for organizations that design and maintain voluntary standards and for organization theorists who wish to understand field-level change. Thus, we provide more evidence that strategy and organizational theory interact in important and often unexamined ways.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

This study aims to explore the relationships between employees’ training orientation, organizational support for training and employees’ training satisfaction. It also investigates the mediating role of perceived value of training in the relationships.

Based on a literature review on training, the study proposes a theoretical model that links employees’ training orientation and organizational support for training to training satisfaction directly and indirectly via perceived value of training, while employees’ training satisfaction may influence affective commitment. The model was tested using responses from 364 Chinese employees in Macao.

Results of partial least square-structural equation modeling showed that employees’ training orientation influenced training satisfaction directly and indirectly through perceived value of training, while organizational support for training also influenced employees’ training satisfaction indirectly through perceived value of training. Training satisfaction had a positive effect on affective commitment.

The study’s limitations include a cross-sectional design and the characteristics of Macao’s economic structure. Although the causality of relationships was grounded in prior studies, reverse relationships might exist between some selected variables. It is suggested that a longitudinal study shall be carried out to confirm the causality of relationships. Additionally, Macao’s economy is dominated by its service sector. Future research can be carried out in other cities that have the manufacturing and high-technology sectors.

The study unveiled that employees’ training orientation including their general attitude towards training and training goal orientation and organizational support for training are key antecedents of training satisfaction. Human resources professionals in organizations must develop innovative ways, such as simulation games and competitions, to enhance the awareness of the importance of training to their employees. Additionally, they must advocate and demonstrate organizations providing supportive environments for training.

This article aims to present a direct solution to handle linear constraints in finite element (FE) analysis without penalties or the Lagrange multipliers introduced.

First, the system of linear equations corresponding to the linear constraints is solved for the leading variables in terms of the free variables and the constants. Then, the reduced system of equilibrium equations with respect to the free variables is derived from the finite-dimensional virtual work equation. Finally, the algorithm is designed.

The proposed procedure is promising in three typical cases: (1) to enforce displacement constraints in any direction; (2) to implement local refinements by allowing hanging nodes from element subdivision and (3) to treat non-matching grids of distinct parts of the problem domain. The procedure is general and suitable for 3D non-linear analyses.

The algorithm is fitted only to the Galerkin-based numerical methods.

The proposed procedure does not need Lagrange multipliers or penalties. The tangential stiffness matrix of the reduced system of equilibrium equations reserves positive definiteness and symmetry. Besides, many contemporary Galerkin-based numerical methods need to tackle the enforcement of the essential conditions, whose weak forms reduce to linear constraints. As a result, the proposed procedure is quite promising.