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This paper’s objective is to provide a systematic literature review of the contextual factors affecting downward communication from supervisors to subordinates in the audit environment. In addition, this review identifies emerging research themes and directions for future research.

I accomplish this review’s objectives by leveraging communication literature to establish a framework to identify and synthesize contextual factors affecting downward communication in the audit environment. The review identifies 50 published articles in the last 20 years from leading accounting and auditing journals.

This study consolidates research findings on downward communication under two primary contextual factors: (1) message and (2) channel. Findings indicate that empirical research examining communication in audit is fragmented and limited. Studies examining the message focus heavily on its content and treatment in the areas of feedback, nonverbal cues, and fraud brainstorming, and a handful of additional studies examine the effectiveness of the channel in these areas. Additional research is needed to understand a broader set of supervisor–subordinate communication practices, including those that are computer-mediated, and their effect on subordinate auditors’ judgments and behaviors in the contemporary audit environment.

Much of the audit literature examining communication to date is topic-versus construct-based, making it difficult to see how the research findings relate to one another. This review is the first to synthesize the literature to provide academics recommendations for a way forward, and inform practitioners of communication practices whereby supervisors can be trained to improve audit quality.

The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors further explored the varying attributes of EI and the extent to which it intersects with IC in the workplace.

Literature on EI and IC from the fields of education, business and leadership was reviewed. The search entailed articles related to EI and IC using the following databases: Business Search Premier, ERIC, JSTOR and ProQuest. The authors used the following key search terms in researching the articles: EI, IC, learning and online instruction. Title and abstract analyses judged each article’s suitability for the study.

To better perceive, understand and appreciate others and their cultures, we need to understand our own emotions and the way we interact with others. EI is thus the foundation on which IC can be built. It takes a higher level of EI to develop higher IC quotient. An online instructor should be cognizant about the emotional issues involved in the online learning and suitably modify the instruction to improve learner engagement to ensure better and improved student learning.

Findings of this study should provide useful information for theory building and practice. Further, it is hoped the findings of this study will stimulate more scholarly interest in this relatively untapped research area exploring how EI can influence IC and ultimately influence online instruction and improve student learning.

The findings will serve as useful pointers for instructors and scholars who strive to improve ICs and appreciate the nuances that enable an emotionally intelligent instructor to perform better and connect with learners from a different culture.

Based on empirical literature reviewed, EI is the ability to perceive, understand and control our own emotions to better connect and relate with other individuals. It is the ability to recognize the emotional cues and change our behavior accordingly. IC is the ability to understand and appreciate the cultural differences to better function in a culture different from our own. The two constructs are therefore interrelated and have a significant overlap. However, while EI has been studied exclusively in different contexts, surprisingly, the researchers have not given adequate attention to the important theme of using EI in improving IC or even the role EI can play in improving instructors’ IC. Moreover, the interrelationship between EI, IC and online learning has not been explored previously. This paper seeks to address this gap.

Despite the prevalence of technology in health care, marketing research on social media in the birthspace is limited. The purpose of this paper is to explore how birthing women leverage social media for transformative well-being in the liminal context of birth.

A qualitative study of women who had recently experienced birth was undertaken. Thematic analysis of data from in-depth interviews reveals birthing women’s digital practices and social media capabilities for well-being in a liminal space.

Within the birthspace, women use social media and digital platforms in an effortful and goal-directed way for role transitions and transformation, curating self and other history, goal striving and normalizing experience. These digital practice styles facilitate consumer integration of the liminal digital birthspace and in situ service encounter enabling diverse value outcomes. Drawing on liminality and social presence theories, the authors interpret these practices as demonstrating three interactive liminal stages of suspending, comprehending and transforming. Multi-modality and rapid connection afforded by digital devices and social media platforms provide social presence (according to perceived immediacy and intimacy) enabling transformative well-being outcomes.

This study is unique, as it provides insights into the traditionally private health service experience of birth. Further, the authors extend the understanding of liminal spaces and use of digital technology, specifically for transformative outcomes, by proposing a framework of consumers’ digital practice styles for well-being in liminal spaces.

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback interactions. The emphasis is on understanding how reciprocity within leader-member exchange (LMX) relationships manifests and how it influences the feedback dynamics.

Template analysis of a qualitative data set consisting of 81 semi-structured interviews with leaders (n = 29) and remote working subordinates (n = 52) was performed.

Drawing on the theoretical frameworks of the feedback environment and the leader-member exchange, the findings demonstrate the imbalance between the efforts of leaders and subordinates in building and maintaining a favourable feedback environment in the remote work context. The results of this study highlight the importance of the dyadic nature of feedback interactions, calling for a more proactive role from subordinates.

Given the estimation that the COVID-19 pandemic has permanently changed the way organizations work, leaders, subordinates and HR practitioners will benefit from advancing their understanding of the characteristics of dyadic, daily feedback interaction in remote work.

Qualitative research on feedback and leader-member exchange interactions in remote work that combines the perceptions of leaders and subordinates is sparse.

The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects.

Using qualitative research and in-depth interviews, a sample of 32 project managers with experience in traditional and agile methods acting in Brazil and internationally participated in the research process. The analysis process, utilising coding techniques, involved stages: open, axial, coding and selective coding. These stages encompassed the evaluation of categories based on a hierarchy, in order to determine an appropriate level of abstraction that properly explains theoretical findings.

The results indicate that distributed team cognition is significant for collaborative problem-solving. The data from the interviews allowed the proposal of a model of cognition, and the identification of the elements that support it.

Understand how aspects of distributed team cognition can impact the behaviours of the project professional and contribute to problem-solving in the project environment.

The elements observed affects the collaborative problem-solving by presenting a model of distributed cognition, which is composed by directed communication, collective interaction, trust building and collaborative behaviour.

Research indicates that inconsistent gender norm presentations are met with backlash, which is particularly damaging to women. With social media use in selection rising, it is important to understand if this remains consistent for job applicants on social media.

In two experiments, this study investigates hiring managers' reactions to job applicant (in)consistent gender norm-based communication on Facebook (n = 197) and YouTube (n = 203). Participants located in the United States were asked to review social media materials, reported perceptions of task and social attraction, and make hiring recommendations.

Inconsistent with work on backlash in face-to-face settings, results demonstrated that masculine communication styles on social media may be detrimental to job seekers, and this was more pronounced for male job seekers. Feminine presentation styles had more favorable results.

The findings challenge the long-held understanding that men have more leeway to behave in agentic ways in job seeking contexts. While this may remain true in face-to-face settings, these findings suggest that social media, lacking media richness, may be a context in which males experience backlash for agentic behavior.

The research offers a novel perspective investigating traditional gender expectations in the digital realm, paving the way for a more comprehensive understanding of gender in employment contexts. This study contributes to the growing body of research on online behavior and expands understanding of how hiring managers react to gender norms in the era of social media.

Previous research on salesperson-customer proximity has yielded mixed results, with some studies documenting positive proximity effects on shopping responses and others demonstrating the reverse. To reconcile such mixed findings, this paper aims to test whether and how salesperson proximity influences a series of key customer outcomes in actual retail settings using sample sizes that are considerably larger than most former investigations.

We conducted two high-powered field studies (N = 1,312) to test whether salesperson‐customer proximity influences consumers’ purchase behavior and store loyalty. Moreover, we investigated whether the short-term effects on purchase behavior were moderated by the extent to which the consumption context had a clear connection to consumers’ own bodies.

Salesperson proximity increased purchase incidence and spending in consumption contexts with a bodily basis (e.g. clothes, beauty, health), suggesting that consumers “buy their way out” in these contexts when a salesperson is violating their personal space. If anything, such proximity had a negative impact on consumers’ purchase behavior in contexts that lacked a clear bodily connection (e.g. building materials, furniture, books). Moreover, the link between proximity and consumer responses was mediated by discomfort, such that a salesperson standing close-by (vs farther away) increased discomfort, with negative downstream effects on shopping responses. Importantly, the authors found opposite proximity effects on short-term metrics (purchase incidence and spending) and long-term outcomes (store loyalty).

Drawing on the nonverbal communication literature and theories on processing fluency, the current work introduces a theoretically relevant boundary condition for the effects of salesperson-customer proximity on consumers’ purchase behavior. Specifically, the bodily basis of the consumption context is discussed as a novel moderator, which may help to explain the mixed findings in this stream of research.

Salesperson-customer proximity may serve as a strategic sales tactic to improve short-term revenue in settings that are closely tied to consumers’ own bodies and characterized by one-time purchases. However, as salesperson proximity was found to be associated with lower store loyalty, irrespective of whether the shopping setting had a bodily basis, the risk of violating consumers’ personal space may have costly consequences from a long-term perspective.

The present field studies make three central contributions. First, we introduce a novel moderator for proximity effects in various sales and service settings. Second, we test the focal hypotheses with much higher statistical power than most existing proximity studies. Finally, we document that salesperson-customer proximity ironically yields opposite results on short-term metrics and long-term outcomes, thus underscoring the importance of not solely focusing on sales effectiveness when training frontline employees.

Customer service conversations are becoming increasingly digital and automated, leaving service encounters impersonal. The purpose of this paper is to identify how customer service agents and conversational artificial intelligence (AI) applications can provide a personal touch and improve the customer experience in customer service. The authors offer a conceptual framework delineating how text-based customer service communication should be designed to increase relational personalization.

This paper presents a systematic literature review on conversation styles of conversational AI and integrates the extant research to inform the development of the proposed conceptual framework. Using social information processing theory as a theoretical lens, the authors extend the concept of relational personalization for text-based customer service communication.

The conceptual framework identifies conversation styles, whose degree of expression needs to be personalized to provide a personal touch and improve the customer experience in service. The personalization of these conversation styles depends on available psychological and individual customer knowledge, contextual factors such as the interaction and service type, as well as the freedom of communication the conversational AI or customer service agent has.

The article is the first to conduct a systematic literature review on conversation styles of conversational AI in customer service and to conceptualize critical elements of text-based customer service communication required to provide a personal touch with conversational AI. Furthermore, the authors provide managerial implications to advance customer service conversations with three types of conversational AI applications used in collaboration with customer service agents, namely conversational analytics, conversational coaching and chatbots.

The digital transformation is dramatically changing the business-to-business (B2B) sales environment, challenging long-standing views regarding the critical competencies required of salespeople. This paper aims to explore the personal traits associated with sales performance in a digital selling environment.

Using template analysis, the researchers captured and coded over 21 h of in-depth, semi-structured interviews with senior sales leaders from various industry sectors, exploring their perceptions of the personal traits now required of B2B salespeople in the digital landscape.

The research identifies three high-level trait types critical to sales success within a digital selling environment: “analytical curiosity” – the natural motivation and ability to gather and synthesize sales-related knowledge, “empathetic citizenship” – the ability to establish initial rapport while building long-term trust and “disciplined drive” – the exertion of selling effort in a highly focused and methodical manner across all stages of the sales process.

The present data came from interviews with sales leaders in Canada. A more global sample may lead to additional insights. Moreover, the sample was drawn from long-cycle B2B sales environments; conclusions may differ for short-cycle or business-to-consumer markets.

This paper presents a framework for hiring and developing salespeople in the digital sales environment, identifying personal trait types that sales leaders should look for when hiring: analytical curiosity, empathetic citizenship and disciplined drive. The paper identifies how these trait types influence sales success, suggesting that sales leaders could coach and educate their teams to make the best use of them.

This paper presents a conceptual framework for hiring in the digital sales environment and introduces the trait of analytical curiosity not previously discussed in the literature.

The increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum.

A case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern.

Systemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning.

The strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape.

This paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences.