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This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.

The purpose of this paper is to investigate regional impact of macroeconomic and regional policy impulses, using our newly developed multi-regional computable general equilibrium (CGE) model for three, structurally distinctive Polish macro-regions.

In this study, we build an interregional social accounting matrix for Poland and use it to develop a small scale, three-region CGE model, reflecting the size of regional economies and cross-regional differences in industrial structures, while also explicitly accounting for the dynamics of main economic relationships across regions, such as interregional flows in commodities, labor and capital. The model is subsequently use to simulate regional effects of various policy impulses.

We demonstrate important cross-regional differences in the transmission mechanism of macro-level policies, which either affect regional output and its individual components (as in the case of imposing shocks to VAT or PIT rates) or are limited to the components, while preserving a rather uniform impact on output (as in the case of imposing shocks to wages). Furthermore, we contribute to the regional policy equity-efficiency trade-off debate, by illustrating quantitatively how, due to structural differences, spatially targeted expenditure measures might promote either regional convergence or aggregate output growth at the country-level.

Prior to our study, regional CGE models have not been used to simulate spatial distribution of aggregate shocks in Poland or in any other CEE country. Another originality of our study lies in comprehensive evaluation of various policy impulses, from the perspective of their impact on the respective region, spillovers to the other regions and its overall, country-level effect.

This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of higher education institutions (HEIs). The purpose of this paper is to explore the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today’s HEIs.

This paper proposes a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: relevance to current curricula, language, institutional fit and concept of the future. Using these criteria, this paper assesses how various frameworks align with the current (unsustainable) state of affairs and their transformative potential. The frameworks assessed are: the sustainable development goals (SDGs), the three pillars framework and the capitals approach.

This paper finds that each of the frameworks has strengths and weaknesses: the SDGs and the capitals approach perform well on alignment but less well on transformational criteria. Conversely, the three pillars framework performs well on transformation criteria but less well on alignment criteria. By applying the criteria set out in this paper, the authors hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions.

Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking in education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs.

The world is becoming digitised, and the construction industry is not left behind in the move. Buildings are getting advanced to the level of operating them electronically with little or no human interference. The implementation of technological practices into operations has produced many new products and provided ways of improving the efficiency of the products. A practical example is the application of robots being involved in the construction process. And these robotics are controlled by the use of mechatronics engineering through their artificial intelligence incorporated into their systems. This chapter examined the activities and involvement of mechatronics in construction, the different benefits to be derived from mechatronics applications and the uphill challenges it poses in construction projects.

Regulation is critical for sustainable microfinance sector growth. Under this premise, the study aims to examine the different regulatory noncompliance (RNC) practices prevalent in the operations of microfinance institutions (MFIs) at the ground level.

Both the quantitative and qualitative (observations, interviews and focus group discussions) techniques are used to extract the findings.

The study highlights the different RNC practices exercised by the loan officers at the field level in their microfinance loan disbursements.

This study is based on the primary data collected from microfinance clients. The arguments put forth for the RNC practices are extracted from direct personal interviews with the loan officers and the clients. The role of various dilemmas/circumstances of the loan officers and the beneficiaries that implicate the MFIs in RNC is highlighted.

The Uppsala internationalization model is one of the widely accepted models for the development of exports. This model suggests that the explanation of relations between psychic distance, its antecedents and marketing mix adaptation would lead to successful export practices. Consequently, this study aims to determine the determinants of export performance, antecedents of psychic distance and marketing mix adaptation.

This study uses a mixed-methods research design in which qualitative and quantitative research methods were used together. The face-to-face interview method was used to identify the psychic distance antecedents. The face-to-face interview was with eight Turkish exporting firms. Based on the data obtained from face-to-face interviews, a scale for measuring the antecedents of psychic distance has been developed and used in the quantitative study. The scales used for measuring marketing mix adaptation, export performance and psychic distance perception, which has both individual and country dimensions, were adapted from the literature. Data were collected from 221 Turkish exporting companies for quantitative research. Structural equation modeling was used to test relationships between the variables.

As a result of the data analysis of face-to-face interviews, six antecedents of psychic distance were determined. According to the subsequent quantitative research results, it has been determined that employee expertise, which is one of the antecedents of psychic distance, only affects the country dimension of psychic distance perception; the cooperation, institutionalization and international market experience affect both the country and individual dimensions of psychic distance perception. The country and individual dimensions of psychic distance were found to have an impact on the product, price, promotion and distribution dimensions of marketing mix adaptation. Only the product dimension of marketing mix adaption was found to affect export performance.

This study offers a comprehensive perspective for both theoretical and practical studies by discussing various aspects that would help improve the exporting activities of firms within the scope of antecedents of perceived psychic distance.

In this research, a scale was developed for measuring the antecedents of psychic distance, and the variables affecting export performance were analyzed holistically.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.