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In 2019, FIU-the Netherlands celebrated its 25th anniversary. This study takes the occasion to reflect on the role of the FIU in financial surveillance and to describe its core practices of collecting, analysing and disseminating financial intelligence.

Because FIU practices are often secret and its transaction data classified as state secrets, the FIU’s daily operational activities remain obscure. Drawing on interviews, public reports and an online training course, this study encircles secrecy and offers a fine-grained analysis of the FIU's core activities.

The article finds that the FIU plays a pivotal role in financial surveillance because it can operate at various intersections. An FIU operates at the intersection of finance and security, in between the public and private sector and at the national and international domain. This pivotal role makes the FIU indispensable in the surveillance of payment systems and spending behavior.

The article poses that the desirability and effectiveness of financial surveillance has to date not received sufficient consideration, while it affects (the privacy of) anyone with a bank account. The article asks: is it ethically justifiable that transaction information is declared suspect, investigated, and shared nationally and internationally, without the individual or entity concerned officially being notified and legally named a suspect?

This case-study is not only relevant for the study of finance/security, AML/CFT and financial surveillance, but also to policy makers and the broader public who merit an understanding of how their financial behaviour is being surveilled.

The 2020 Coronavirus pandemic forced universities to hastily transition to eLearning on a mass scale, necessitating the identification of populations who are more challenged by the transition. This study aims to identify how students’ level of introversion/extraversion and digital literacy come to play in their satisfaction with the eLearning environment.

The analysis examined 272 Israeli students who moved from a face-to-face learning environment to a Zoom learning environment between March–July 2020, following the outbreak of the pandemic. All the participants completed two rounds of surveys, and 62 of the 272 participants were then interviewed, and their social network was mapped using a sociogram.

Findings indicated that, in accordance with the “poor get richer” hypothesis, introverts expressed more satisfaction from the transition to the video-conferencing Zoom platform than extraverts. In addition, for highly introverted people, high digital literacy was significantly associated with increased course satisfaction, whereas for highly extraverted people, a high number of social ties with peers from the course was associated with course satisfaction.

As expected, the study’s findings shows that there is no “one size fits all” approach for online learning. Learners with different personalities can benefit from learning environments that foster greater satisfaction with the learning experience. Online platforms can, and should, be designed in a way that offers this needed personalization, and this study provides initial principles that can inform such personalization.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-01-2023-0028

The purpose of this study is to arrive at a conceptual roadmap that may be used to analyze the impacts of post-disaster relocation on a family’s dynamics and how this, in turn, affects their resilience to future disasters. Existing literature shows that the role of the family as a social unit is often overlooked in disaster research. Ultimately, this paper seeks to elevate the place of the family and its internal dynamics as a vital determinant of family resilience in a post-disaster relocation setting.

The study is a result of a systematic literature review of four interrelated topics, namely, families in disasters; post-disaster relocation; disaster resilience and family resilience.

The literature review resulted in an exploration of the experiences of families amidst post-disaster relocation. Such findings were linked towards potential impacts on family dynamics, which then resulted in the study’s proposed roadmap.

The study is a novel attempt at coming up with a conceptual framework that may guide future scholars in determining the effects of family dynamics on a family’s overall disaster resilience amid post-disaster relocation. It is hoped that the use of such a framework will guide policymakers in crafting institutional reforms that take into account family cohesion in disaster relocation efforts.

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.

A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.

This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.

The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.

This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.