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While most efforts to combat climate change are focussed on energy efficiency and substitution of fossil fuels, growth in the built environment remains largely unquestioned. Given the current climate emergency and increasing scarcity of global resources, it is imperative that we address this “blind spot” by finding ways to support required services with less resource consumption.

There is now long overdue recognition to greenhouse gas emissions “embodied” in the production of building materials and construction, and its importance in reaching targets of net zero carbon by 2050. However, there is a widespread belief that we can continue to “build big”, provided we incorporate energy saving measures and select “low carbon materials” – ignoring the fact that excessive volume and area of buildings may outweigh any carbon savings. This is especially the case with commercial real estate.

As the inception and planning phases of projects offer most potential for reduction in both operational and embodied carbon, we must turn our attention to previously overlooked options such as “build nothing” or “build less”. This involves challenging the root cause of the need, exploring alternative approaches to meet desired outcomes, and maximising the use of existing assets. If new build is required, this should be designed for adaptability, with increased stewardship, so the building stock of the future will be a more valuable and useable resource.

This points to the need for increased understanding and application of the principles of strategic asset management, hitherto largely ignored in sustainability circles, which emphasize a close alignment of assets with the services they support.

Arguably, as the built environment consumes more material resources and energy than any other sector, its future configuration may be critical to the future of people and the planet. In this regard, this paper seeks to break new ground for deeper exploration.

I synthesize the extant experimental literature examining auditor evaluation of others’ credibility published in six top accounting journals over the last three-and-a-half decades. I adapt the original definition of credibility by Hovland, Janis, and Kelley (1953): the extent of perceiving someone as competent and trustworthy. Audit guidance requires auditors to consider credibility of management, internal auditors, and staff, yet the research literature on auditor evaluation of others’ credibility is fragmented and scarce, limiting our understanding of determinants and consequences of auditor evaluations. I develop a framework for analysis of research on auditor evaluation of others’ credibility and review extant literature by types of examined effects (determinants of credibility vs. consequences of credibility) and by examined credibility components (competence, trustworthiness, or both). Throughout the literature review I suggest areas for future research.

This paper synthesizes the extant geographically distributed work literature, focusing on how geographic distribution affects coordination and communication, knowledge sharing, work design, and social identity. Geographically distributed audit arrangements, such as group audits and offshoring, are becoming increasingly prevalent in audit practice. However, little empirically is known about how working across cities, countries, and continents affects auditors, the audit process, or audit quality. To this end, the synthesis seeks to stimulate research investigating the implications of geographically distributed work arrangements in auditing, by surveying the extant literature within the management and social psychology disciplines and developing eighteen research questions for future audit research to consider. The synthesis reveals that geographically distributed audit work is likely to be very different from work performed in more traditional arrangements and therefore cannot be treated by audit researchers, practitioners, or standard setters as replications of domestic processes abroad. As a result, the synthesis focuses on building a greater understanding of the changes in day-to-day auditing, the consequences of such changes, and interventions that may moderate the challenges encountered in geographically distributed audit arrangements.

Emotional intelligence (EI) plays a vital role in work and non-work outcomes. Gaps exist in the role of contextual factor (i.e. perceived organisational support, POS) and personal resource (i.e. psychological capital, PsyCap) in investigating employees’ EI. This current research draws on the cognitive–motivational–reactional theory of emotions and conservation of resources theory in examining the serial explanatory pathways between EI and work engagement.

Data were collected at three points of measurement from the public sector in Nigeria. The authors tested their serial mediation model with a sample of 528 public sector employees using PROCESS macro with a bias-corrected bootstrapping method.

The findings show that EI was positively related to work engagement. EI exerted an indirect effect on PsyCap via POS. The indirect effect of EI on work engagement was serially mediated by POS and PsyCap.

Organisations need to pay attention to the level of support they provide to employees, given that employees differ in their emotional appraisal and regulations. The way employees perceive organisational support is vital to helping them stimulate their personal resources towards work goals. This study further accentuates the fact that emotionally intelligent employees tend to understand how to manage their emotions and that of others in a way that leads to a higher level of work engagement.

This paper addresses gaps in the literature on EI and regulations in the changing and challenging world of work. In so doing, this paper contributes to the literature by deepening our understanding of the complex relationship between EI, POS, PsyCap and work engagement. Theoretical and practical implications for employees’ emotional appraisal and regulations are discussed.

The aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.

The qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).

The results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.

We collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.

We have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.

It is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

Superstars, or prominent managers who are responsible for strategic external relationships, are a resource for domestic firms and multinational corporations (MNCs). Theory suggests that MNCs employ superstars to manage organizational legitimacy and offer greater compensation and promotion potential. Domestic firms may employ superstars to enhance their organizational identity and offer them status and a supportive organizational environment. Empirical analysis of 411 advertising agencies in the U.S. and 239 superstars in advertising suggests that domestic agencies have a slight but statistically significant advantage in attracting and retaining superstars relative to MNCs. The strategic implications for domestic firms and MNCs are discussed.

This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

As knowledge hiding is prevalent and often leaves severe detrimental consequences in its wake, it is imperative to place strategies on the front burner to identify its potential antecedents forthwith if there is going to be any headway to curtail the incidence of this phenomenon in organizations. Therefore, this study aims to examine the relationship between dispositional greed and knowledge hiding with the perceived loss of knowledge power as an underlying mechanism.

A multi-wave, three weeks apart strategy was used for data collection. A sample of 262 employees working full-time in various organizations operating across different industries in Nigeria participated in this study. Data were analyzed with partial least squares structural equation modeling.

The results showed that dispositional greed related positively to a perceived loss of knowledge power but insignificantly to any of the three dimensions of knowledge hiding (i.e. playing dumb, evasive hiding and rationalized hiding). On the other hand, the relationship between perceived loss of knowledge power and the three dimensions of knowledge hiding was positive. Finally, dispositional greed had an indirect positive relationship with the three dimensions of knowledge hiding through perceived loss of knowledge power.

All the variables were self-reported, which may lead to the same source bias.

Human resources managers can subject employees to cognitive restructuring training to help them identify thinking patterns that contribute to the perception of losing their power in the organization if they share knowledge and help reshape their perceptions regarding knowledge sharing. Management can use rewards to encourage employees to adopt knowledge sharing and refrain from knowledge hiding as a desired organizational norm.

This study offers novel insights that identify an underlying mechanism that encourages greedy employees to enact knowledge hiding.

Within the emotional labor (EL) literature, the paper's aim is to test for additional scale distinctions in surface acting and deep acting, using a “difficult client” referent.

Working with existing definitions and operationalizations across prior EL studies, an on‐line sample of 1,975 massage therapists and bodywork practitioners (M&Bs) was used to test the hypotheses. Hinkin's recommended three steps for scale development: item development, scale development and scale evaluation were applied. The M&B sample was randomly split to carry out exploratory factor analysis (EFA) and then confirmatory factor analysis (CFA). A smaller validation sample of 203 working adults was also tested using EFA.

Convergent support was found for EFA between the M&B and validation samples, as well as between EFA and CFA for the M&B sample. Two types of surface acting could be distinguished, basic surface acting (BSA) and challenged surface acting (CSA), while three types of deep acting could be distinguished, basic deep acting (BDA), perspective taking deep acting (PTDA) and positive refocus deep acting (PRDA).

This paper studies a unique sample, massage and body therapists, and the “difficult client” stimulus has not been formally tested in prior EL scale work.