Search results

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

The COVID-19 pandemic disrupted organizations, bringing in unforeseen situations and highlighting the need for organizational leaders to develop a capacity for resilience, i.e. the ability to recuperate, exhibit agility and rebound. Hence, this paper aims to explore leaders’ views on what resilience capabilities are needed to manage themselves, the team and the organization.

This qualitative research study uses an in-depth interview tool and adopts a reflexive thematic analysis. The capabilities approach and resilience theory framework were applied to view resilience capabilities. The sample comprises 19 middle and senior leaders, both men and women, from the information technology Industry in India.

This study unravelled different capabilities to manage individuals, teams and organizations. The three key themes of resilience capabilities observed were as follows: self-leadership capabilities – where leaders focussed on capabilities that developed themselves; people leadership capabilities – which focussed on leading people and the team; and organisation-focussed leadership capabilities – which focussed on the macro level.

The findings of the study benefit organizations, leaders, human resource professionals, talent management strategists and academic leadership scholars to identify, train, conceive and deliver resilience capabilities.

This study aims to test the compensatory consumption theory with the explicit hypothesis that China's new-rich tend to waste relatively more food.

In this study, the authors use Heckman two-step probit model to empirically investigate the new-rich consumption behavior related to food waste.

The results show that new-rich is associated with restaurant leftovers and less likely to take them home, which supports the compensatory consumption hypothesis.

Understanding the empirical evidence supporting compensatory consumption theory may improve forecasts, which feed into early warning systems for food insecurity. And it also avoids unreasonable food policies.

This research is a first attempt to place food waste in a compensatory-consumption perspective, which sheds light on a new theory for explaining increasing food waste in developing countries.

Social media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.

This qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.

Findings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.

Previous studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.