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This study aims to empirically examine the relationship between the leader characteristic of humility and the informal learning of team members. It also evaluates the role of leader authenticity in mediating that relationship.

Data were collected on 518 salespeople reporting to 66 managers in a time-lagged study of a financial services firm. Generalized structural equation modeling was used to analyze the data and test a multi-hierarchical mediation model.

Leader humility has a significant positive direct and indirect effect on individual informal learning in team contexts, and leader authenticity partially mediates this relationship.

This study advances research on how leaders can help transform learning from a risky endeavor to a daily practice. It shows the impact of the leadership characteristic of humility and explains how humble behaviors provide a model for individual learning in team contexts. It also reveals that leader authenticity is a key mechanism through which leader humility comes to influence employees’ informal learning within work teams.

This study provides empirical support for the importance of leader humility in engendering the trust required for employees to engage in everyday workplace learning. It integrates social information processing theory with social learning theory to show that humble leaders provide critical information about the value, cost and methods of individual informal learning in team contexts. Leader humility increases employees’ beliefs that they can and do learn from working in teams because employees perceive the humble leader’s behaviors as representing the leader’s true intentions.

The purpose of this paper is to provide the systematic analysis of an innovative, intergenerational knowledge transfer strategy in a knowledge‐intensive organization.

The case study method was adopted to study the intergenerational knowledge transfer activities. A triangulated approach was employed in respect of the data collection, which included non‐participatory observation, focus groups, documentary analysis, and semi‐structured interviews. A pattern analysis of data account was undertaken.

Two models for intergenerational knowledge transfer are presented: the source‐recipient model and the model of mutual exchange. This research also shows how a context conducive to knowledge transfer was developed, and concludes that this context allowed both explicit and tacit knowledge to be transferred.

Often ignored or underestimated this study highlights the need for motivation, inspiration, and empowerment in knowledge transfer. The main limitation of this study is the generalizability of the findings.

The two models for intergenerational knowledge transfer provide a rubric against which both old and new intergenerational knowledge transfer initiatives can be assessed to determine whether they are capable of encouraging the transfer of both explicit and tacit knowledge.

There is little empirical work on the design and implementation of strategies for managing organizational memory. The integrated models and empirical results of this study can serve as guides in that process.

In the ever-increasing dynamics of global business markets, firms must use all possible sources to innovate continually. This study aims to explore how supply chain innovation can be fostered through joint efforts between firms and their supply chain partners.

At least two areas advocate innovation through external relations, namely, supply chain collaboration and open innovation. This study aims to provide a holistic insight into how vertical and horizontal partnerships can be implemented to help supply chains become more innovative, building upon commonalities and differences between the two areas.

This study proposes a conceptual framework for supply chain innovation based on the following three ambidextrous capabilities: purpose (i.e. knowledge exploration and exploitation), span (horizontal and vertical collaboration) and orientation (i.e. incremental and radical innovation). With five propositions, the link between the three ambidextrous capabilities and supply chain innovation is explained. The implementation of the framework is articulated through an illustrative real-life case.

The concept of open innovation in supply chain settings is progressively essential yet under-researched. This study is an early attempt to draw on the available theories and literature on open innovation and supply chain collaboration and elaborates how supply chains can facilitate and adopt a more open approach toward innovation.

This article notes the growing attractiveness of concepts “borrowed” from chaos theory in organizational studies. Many of these interpretations display sentiments broadly congruent with a “postmodern” approach to organization. Indeed chaos theory itself is presented as part of a similar postmodern shift within natural science. However, these sentiments have been subject to stinging criticism by scientists. Here, the deterministic underpinning of chaos theory is used to show that chaos theory is an entirely modernist enterprise. In this case the indeterministic messages taken by organizational theorists are something of a misunderstanding. Consequently, I discuss whether this is enough to threaten the interdisciplinary status of chaos theory, particularly when it is used in a self-consciously ‘metaphorical’ fashion.

Financial literacy is generally seen as an important factor explaining a broader set of investment behaviors. In the context of a weak financial knowledge in France, this article focuses on the particular situation of Generation Z (individuals born after 1995) and more particularly management students likely to be involved in financial decisions in the near future.

The analysis is based on a survey conducted in the Fall of 2019, through a questionnaire distributed to 300 students enrolled in a French business school.

The results indicate that financial knowledge is poor for students who do not follow a specialized course in finance. This research also demonstrates the importance of risk behavior, showing that risk adverse students are also those with the lowest level of financial literacy.

This article contributes to the academic literature by focusing on students in France. It is the first study to examine Gen Z financial literacy and its implications. It raises awareness on the importance of financial education in the education curriculum.

This article aims to explain why geography is a prime discipline for analysing globalisation and a multicultural view of Global Studies. The generic approach of human geography to first select an appropriate methodology is taken as a key approach.

Concepts from aggregate disciplines such as history, economics, and geography are scanned through during a short description of the historical genesis of these sciences and the paradigmatic shifts they have encountered.

There are four main theses: (1) values are created by appreciation; (2) development is growing jointly with responsibility; (3) accumulation of material value is seen as expenditure to achieve non‐material values; and (4) spatial relations are interrelated with social relations.

Conceptual considerations have to be further corroborated by quantitative analyses using suitable metrics of “development”.

“Social and cultural geography” should contribute to any curriculum of “Global Studies”.

Dialogue and discourse between world views is the essential, ideology‐free approach for understanding globalisation.

Unlike other scientific articles focusing on “facts”, this article focuses on perspectives. Thus, it explains “multi‐perspectivity” and a multi‐paradigmatic approach.

The purpose of this paper is to show how overall performance can help foster trust in financial institutions. While a climate of mistrust amongst investors and the general public toward financial institutions has developed since the recent turmoil in the financial markets, it is believed that mutual funds adopting the overall performance approach can help recover a climate of trust owing to the implied balance between economic, social and environmental performance. More specifically, overall performance promotes values that are similar to investors’ values and could be used by responsible investment funds if they want to contribute to the restoration of trust in investment funds.

This paper uses an innovative, experimental design to test the effect of value similarity on the trust that investors have in the investment fund. This effect cannot be studied in isolation, which is why it is compared with the effects of financial performance and ethical labeling on trust.

The authors find that funds with similar values are perceived as more trustworthy by investors. Consequently, overall performance should be added to fund managers' toolbox if they want to foster trust in their fund. The effect of financial performance on trust applies only when the investor has no other information regarding the fund. As for the ethical labeling of funds, it has no effect on trust.

The findings encourage research that aims to develop a comprehensive approach of integrated overall performance focusing on financial and extra-financial values. Bonnet et al.’s (2016) fieldwork on socio-economic management and Naro and Travaillé^©’s (2016) work on management controllers provide promising examples in this regard.

Investment funds can acquire an edge by communicating on overall performance and specific values of their target investors. Merely labeling funds as ethical is not sufficient to increase trust.

Increasing similarity in values to investors and adopting the overall performance approach in investment funds will increase investors' trust. Trust contributes to social capital and allows societies to create flexible large-scale businesses needed to be competitive in a global environment.

Using an innovative experimental methodology, this paper shows that the underlying factor of overall performance on trust in investment funds is value similarity. It provides researchers and practitioners with insight about the underlying mechanisms of the effect of overall performance on trust.

The purpose of this paper is to identify the representations, figures and processes of shopping/commerce in books published in France that are aimed at three to seven-year-olds.

A semiotic analysis of nearly 50 books published over the past 60 years.

These books reveal a broad diversity in the images of shops given to children (ranging from the traditional shop, a source of pleasure and creator of social ties, to the hypermarket/megastore, a symbol of stress and overconsumption) and the wealth of information that is given to children to help them assimilate the process of a shopping transaction.

The originality and richness of this research lies in its methodological approach. Indeed, it is perfectly aligned with a recent academic trend that calls on researchers to mobilise and compare new data collection tools to apprehend current and future consumer behaviour. Consequently this research is based on an immersion in children’s books that depict the world of commerce in one way or another.

Seeking to clarify the concept of lying, I deal with several topics on which ideas vary. I consider the symbolic, intentional, misleading, and relational character of lies, and include secrecy and other forms of deliberate deception within lies on the basis of these components. Next, I distinguish between human and nonhuman deception, invoking the concepts of symbols, role‐taking, self, and mind. Following this, I present several representative categories of the infinite array of benign and exploitive social contexts in which lying occurs. In a brief discussion, I then impugn the commonly‐used notion of “self‐deception” as internally contradictory. And, finally, I describe both negative and positive consequences of deception in human affairs.