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This study aims to explore the impact of athlete brand image on fans’ social media engagement, purchase intentions, and also examines the mediating role of emotional attachment on these relationships, as well as the moderating role of perceived price value between emotional attachment and purchase intentions.

The data are based on an online survey conducted in China (N = 572). The PLS-SEM (partial least squares structural equation model) and regression-based estimation method (PROCESS) are employed to test the hypotheses.

The results indicate a positive relationship between athletes’ athletic performance and fans’ social media engagement as well as purchase intentions. The impact of athletes’ attractive appearance and marketable lifestyle on fans’ purchase intentions is sequentially mediated by emotional attachment and social media engagement. Moreover, the mediation effect of athletes’ off-field image and purchase intentions is contingent upon fans’ perceived price value.

Athletes and marketers could integrate and leverage both the on-field and off-field attributes to cultivate emotional connections with fans. Sports organizations and managers need to pay attention to fans’ social media engagement and provide content that increases engagement and converts into transactional behavioural intentions.

The study provides empirical evidence of the mediating role of emotional attachment between athlete brand image and fans’ purchase intentions. The explanatory mechanisms involving emotional attachment and social media engagement (non-transactional behavioural intentions) are anticipated to be a noteworthy addition to the traditional fan transactional behavioural intentions framework. Moreover, the research introduces and confirms perceived price value as a crucial moderating factor influencing the relationship between emotional attachment and purchase intentions.

This chapter attempts to untangle the complex arena of private sector engagement in education by discussing the definitional challenges associated with understanding the non-state sector and by introducing some conceptual frameworks employed in research on private education. A thematic review of research from the field of Comparative International Education is provided to give the reader an understanding of the diversity that characterizes private involvement as well as the interconnectedness of private actors, specifically drawing attention to findings that grapple with equity implications. The chapter concludes with some suggestions for developing a framework for research via posing questions that ought to be asked when designing, conducting and analyzing findings from studies into private sector engagement in education.

Psychological ownership (PO) theory and extended self theory explain why someone feels like the owner of his/her job or organization. Yet, there is limited prior research examining whether PO differs as an individual versus collective phenomenon, and in different cultural contexts. The authors extend this literature by examining the dimensionality of PO, multiple outcomes and cultural values as boundary conditions.

Data from surveys of 331 supervisors from Mexico and the US were collected to examine the relationships between the theorized constructs. The authors apply two-stage least squares (2SLS) regression analysis to alleviate endogeneity concerns and produce robust results.

Both individual and collective PO (IPO and CPO) are positively associated with organization-based self-esteem (OBSE) and a new outcome, paternalistic leadership behavior. Cultural values are significant moderators with an individualistic orientation enhancing and a power distance orientation attenuating these relationships.

This study extends PO theory and extended self theory by investigating whether IPO and CPO have different outcomes considering contextual differences in cultural values. Additionally, the authors capture the frequency of paternalism instead of its mere occurrence.

Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally‐constrained federal government, resource‐poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers.

The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA.

While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders.

Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The authors review the German voluntary turnover literature and examine how it reflects and extends the overall knowledge of employee turnover. First, the authors describe legal, institutional, and cultural influences specific to Germany that may affect voluntary turnover and its relationships with antecedents and outcomes. The authors then explain how research paradigms, which in German turnover research are primarily embedded in sociology and labor economics and to a lesser degree psychology and management, affect the lens by which voluntary turnover is examined. For instance, the variety of research perspectives leads to a variety of research questions, theories, data, and methodological approaches. Using these diverse perspectives, the authors explain how measurement and data quality concerns may hamper the understanding of turnover in cross-country/cross-cultural comparisons. This review further reveals many similarities with US-based turnover research, regarding the theories, methods, and results. The authors also find that turnover levels are, on average, considerably lower in Germany than in Anglo-Saxon labor markets. The authors suggest that the industry structure in Germany, coined by its strong and traditionally organized “Mittelstand” companies, may partly drive these findings. The authors close by identifying several research opportunities, available through advances in technology to improve the matching process, nonstandard work arrangements (such as in the gig economy), and a broader perspective on institutional peculiarities.

The purpose of this paper is to draw from: Freud's Interpretation of Dreams, citing the Dream of Irma's Injection, to illustrate psychic organization and the relation of psychic to social organization; The Dream of the Failed Dinner Party, to illustrate the inter‐individual context of dreaming; and finally The Dream of the Burning Child, to briefly discuss analogous processes to dreams in relation to the ethics of organization.

The paper consists of a critical conceptual review of literature in the fields of psychoanalysis and organization.

A psychoanalytic focus on dreams acknowledges the importance of the organization of the psyche, highlighting the continuing importance of childhood experience and of repressed desire for adult neurotics. The social organization of the psyche illustrates the importance of understanding that different character types produce different phantasies of organization. It is argued that the inter‐individual context is important to understanding the contagious nature of hysterical desire. Finally, given that traumatic dreams unsettle and destabilize our conscious understanding as good, rational, individual subjects, the paper discusses the analogous roles for dreaming, which might be related to organization ethics.

By highlighting unconscious processes, the psychoanalytic understanding of dreams asks organizational theorists to enquire into material that is withheld from consciousness.

This paper contributes to the understanding of dreams in relation to the organization of the psyche; the relation of psychic organization to social organization; and the inter‐individual context.

The purpose of this paper is twofold: to describe and evaluate the life grid as a methodology for historical research; and to provide an example application investigating the dynamics of family meals over a lifetime by pairing life course theory with the life grid method of obtaining oral histories.

To explore how the meanings and processes of meals change, the authors conducted interviews with 15 respondents aged 80 years old and over, on the topic of family meals.

The paper discusses the merits of using the life grid method to analyze lifetime family consumption behavior. The findings of this example study provide insight as to how the roles, responsibilities, and loyalties of our participants had changed through births, deaths, marriages, wars, economic periods, illnesses, and the process of aging, leading to changes in dining.

The benefit of the life grid method described in this paper is its ability to minimize recall bias. In addition, the overt process of cross‐referencing events throughout the course of the interviews via the life grid method proved to be a helpful aid in identifying patterns and symmetries during the interpretation stage.

Emotions are recognised as central to all aspects of human experience. Yet, in some cultures and across various professional domains, there is a tendency to suppress emotions and limit their perceived significance. The development of research in neuroscience has allowed for a better understanding of how different parts of the brain interact and function, connecting emotions and cognition. However, despite the advancement in neuroscience, many leaders continue to embrace data-driven decision making, distancing the role of emotions in these critical processes.

This study seeks to better understand how school leaders define leadership and to reflect on the role of emotions and emotion management in two collectivist transitional societies: Liberia and Palestinian Arabs in Israel. A total of 14 school principals (seven from each country) were interviewed for this study. A Restorative Practices framework, combining a focus on cognitive (rational) and emotional (affective) components was used to analyse the data.

The results indicate that a high level of emotional involvement when discussing decisions related to individual students and an effort to suppress emotions when discussing professional decisions related to teachers or the institution. Differences were found in the way emotions were handled in relation to school level (elementary vs. high school), gender, stakeholder (students, teachers) and the principal’s development stage (experience). The Liberian participants perceived a conflict between western culture and the local culture with regard to newly implemented educational policies.