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This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period.

This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim.

Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning.

Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.

This study aims to examine how advance fee fraud (AFF) scammers build their criminal expertise over time and why the AFF scamming deception process succeeds.

This study is interpretive, based on case study interview data with two scammers operating in Africa. The interviews were done over a period of time, and the data collection and analysis processes were iterative, primarily driven by the interview data.

The authors identify four processes that explain how scammers build criminal expertise, namely, socializing with scammers, accepting scamming definitions, practicing scamming techniques and manipulating digital technologies. The fourth process (manipulating digital technologies) also explains why scammer’s tactics are successful.

AFF scamming is a major crime affecting individuals and organizations worldwide, yet it remains under researched as little is known about scammers, their expertise and why their deceptive techniques are successful. The first contribution identifies four processes by which individuals build scamming criminal expertise as they transition from scammers-in-the-making to full-blown active scammers. The second contribution identifies the rationalizations used by scammers-in-the-making and scammers to justify transitioning into scamming and engaging in scamming criminality. The third contribution explains how the digital environment contributes to the processes of building scamming criminal expertise and why scammer’s deceptive tactics are sometimes successful.

The literature on the past triggering learning in strategy practice is scant. To fill this gap, this study aims to examine the meaning of the past to learning in strategy practice and expands on the strategy-as-practice (SAP) literature. Understanding the relationship between the past and learning in strategy practice is important because learning is what keeps strategy practice in motion and remains in place, even if organizations and strategy practitioners change.

The authors used a longitudinal case study design combined with historical methods to examine how the past is embedded in present strategy practice. To capture learning in strategy practice over time, the authors applied a four-stage methodology in our analysis of document and interview data.

The authors identified four dimensions of the past embedded in the present strategy practice. These dimensions emerged from the analysis of the interviews and document data. The study’s results showed that the past appears in structures and routines, materiality, positioning and reflecting over repeated rounds of strategic planning. According to the study’s results, reflecting on strategy practice draws on past structures and routines, positioning and materiality. The past facilitates reflecting and reflecting on the past enables learning in strategy practice.

The authors constructed a conceptual model and showed that in strategy practice, reflection triggers learning. The authors contributed to theory development by demonstrating how the past is embedded in present strategy practice and is available for use by strategy practitioners. The authors showed that strategy practice is a continuous learning process.

Being acquainted with both lean and action learning in theory and in practice, this study finds that the theoretical complementarity of these two research streams has traditionally been underexploited. In this conceptual paper, this study aims to advance the theoretical understanding of lean by exploring the complementarity of lean thinking and action learning leading to a proposed integrated theory of these two research streams. Target audience is the operations management research community.

By deliberately adopting a process of theorising, this paper explores, reflects upon and combines individual experiences of researching, teaching and engaging in lean and action learning as operations management scholars.

Having taken a gemba walk through the literature and practices of lean and action learning, this study views and notices a systematic and complementary relationship between the two domains. The overlapping theoretical and practical complementarities of lean and action learning suggest that these two research streams are ripe for synthesis into an integrated theory. This finding provides an opportunity to (1) progress towards an integrative design of interventions leading to more sustainable lean system adoptions and (2) add new depth to our theoretical explanation of the success and failures of lean system adoptions.

This paper contributes an original integrated theory perspective on lean and action learning.

This paper undertakes an extensive and systematic review of the literature on earnings management (EM) over the past three decades (1992–2022). Furthermore, the study identifies emerging research themes and proposes future avenues for further investigation in the realm of EM.

For this study, a comprehensive collection of 2,775 articles on EM published between 1992 and 2022 was extracted from the Scopus database. The author employed various tools, including Microsoft Excel, R studio, Gephi and visualization of similarities viewer, to conduct bibliometric, content, thematic and cluster analyses. Additionally, the study examined the literature across three distinct periods: prior to the enactment of the Sarbanes-Oxley Act (1992–2001), subsequent to the implementation of the Sarbanes-Oxley Act (2002–2012), and after the adoption of International Financial Reporting Standards (2013–2022) to draw more inferences and insights on EM research.

The study identifies three major themes, namely the operationalization of EM constructs, the trade-off between EM tools (accrual EM, real EM and classification shifting) and the role of corporate governance in mitigating EM in emerging markets. Existing literature in these areas presents mixed and inconclusive findings, suggesting the need for further theoretical development. Further, the study findings observe a shift in research focus over time: initially, understanding manipulation techniques, then evaluating regulatory measures, and more recently, investigating the impact of global accounting standards. Several emerging research themes (technology advancements, cross-cultural and cross-national studies, sustainability, behavioral aspects and non-financial indicators of EM) have been identified. This study subsequent analysis reveals an evolving EM landscape, with researchers from disciplines like data science, computer science and engineering applying their analytical expertise to detect EM anomalies. Furthermore, this study offers significant insights into sophisticated EM techniques such as neural networks, machine learning techniques and hidden Markov models, among others, as well as relevant theories including dynamic capabilities theory, learning curve theory, psychological contract theory and normative institutional theory. These techniques and theories demonstrate the need for further advancement in the field of EM. Lastly, the findings shed light on prominent EM journals, authors and countries.

This study conducts quantitative bibliometric and thematic analyses of the existing literature on EM while identifying areas that require further development to advance EM research.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.