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This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

Artificial intelligence and augmented reality are two key tools gaining importance in the digital era due to their wide range of applications in different fields and sectors. Industry 4.0 lays emphasis principally on the technology used to help the business remain competitive and sustainable. Sustainable development goals are another important objective of the UN which has laid responsibility for every business to support addressing the global challenges. Purpose: This chapter essentially aims to present the standpoint of artificial intelligence and augmented reality in meeting the sustainability perspective of organizations. Information about the study is gathered through secondary approaches, critically reviewing published literature, scientific reports, and statistical data accessible through business reports, and corporate websites. Further analyzed to present the perspectives of the authors in the study. Globally artificial intelligence market size is predicted to reach $190 billion by 2025, while the funding for startups doubled during the period 2011–2020 globally. The investment in artificial intelligence is going to reach $500 by 2024 resulting in substantial revenue returns. The augmented reality market size could reach $97 billion by 2028. Artificial intelligence today is increasingly used in many fields and is attracting multiple applications in many sectors such as manufacturing, retail, education, IT, and health care and has also contributed to sustainable development the same time by providing energy conservation options, optimization, and reduction of resources, minimizing wastage, offering timely assistance on maintenance schedules, practices which are enabling organizations to reach closer to sustainability and transformation.

The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations.

The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations.

The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work.

This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.

In the context of rewards-based crowdfunding, this study aims to examine the role of project backers as providers of knowledge inputs beyond just financial capital.

This study uses binomial regression to study the relationship between project creators’ and backers’ knowledge sharing, and the relationship of these two knowledge-sharing elements with achieving above-goal funding levels.

This study finds that the project creator’s knowledge sharing is significantly and positively related to backers’ knowledge sharing and that this relationship is moderated by the type of project. Furthermore, backers’ knowledge sharing is positively related to above-goal funding outcomes for a project.

This study established the link between creators’ and backers’ knowledge sharing in rewards-based crowdfunding, which has been underexplored in the literature. This study’s direct attention to the role of knowledge as a key resource in rewards-based crowdfunding and crowdsourcing in general.

For entrepreneurs seeking crowdfunding, this study highlights the importance of knowledge sharing with their project backers to attain above-goal funding. Furthermore, eliciting backers’ knowledge input acts as a signaling mechanism that increases the crowd’s confidence in the project. It also endows entrepreneurs with knowledge resources that can improve project outcomes and achieve broader market success postcrowdfunding.

To the best of the authors’ knowledge, this study is one of the first to focus on knowledge content as a critical element in project backer-creator communication in rewards-based crowdfunding. This study also delineate the various knowledge types shared between the project creator and backers in both rewards-based crowdfunding projects.

Innovative pedagogical delivery (IPD) and behaviour have been a major concern among academics in Nigeria. The purpose of this study is aimed at analyzing the impact of psychological empowerment (PE) on IPD through achievement orientation (AO) and perceived inclusive leadership (PIL) among academics of tertiary institutions in Nigeria.

A questionnaire-based survey was conducted among the academics in Nigeria, and 350 responses were received. A multiple regression analysis was conducted using Smart-PLS version 3.

Findings are: (a) PE significantly impacts AO and IPD; (b) AO mediates the relationship between PE and IPD; and (c) PIL moderates the relationship between PE and AO.

It is recommended that practitioners and administrators in tertiary institutions pay attention to academics’ AO while integrating employee empowerment intervention for optimum results.

The findings emphasize AO in explaining the mechanism by which the relationship between PE and IPD holds sway. PIL explains the boundary conditions under which PE can effectively influence IPD.

This chapter shares the challenges that scholars experienced during the pandemic and their responses to them. We find that participants responded to complex work and home challenges through ethics of grit and perseverance. Offering a caution against grit mindsets, we argue that academics would benefit from opportunities to develop fuller forms of resilience. To do so, we recommend that higher education institutions co-construct locally and culturally relevant conceptualisations of resilience and enact trauma-informed practice to better support academic resilience in their faculties.

We explore the relationship between urbanicity and police officers’ perceptions of changes in their reactive and proactive work during the COVID-19 pandemic.

Using the 2021 survey of 1,262 Croatian police offices (436 police officers from a large urban community, 471 police officers from small towns and 155 from rural communities), we examine the perceived changes in their reactive activities (e.g. responses to the calls for service, arrests for minor crimes) and proactive activities (e.g. community policing activities, directed patrols) during the peak month of the pandemic compared to before the pandemic.

The majority of police officers in the study, regardless of the size of the community where they lived, reported no changes before and during the pandemic in reactive and proactive activities. Police officers from urban communities and small towns were more likely to note an increase in domestic violence calls for service. Police officers from urban communities were also more likely than the respondents from small towns and rural communities to report an increase in the responses to the disturbances of public order. Finally, police officers from small communities were most likely to observe a change in the frequency of traffic stops during the pandemic.

This study is the first one to explore the differences in perceptions of COVID-19-related changes in reactive and proactive police activities in a centralized police system.

The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.