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Participative budgeting can benefita firm by incorporating subordinates’ private information into financing and operating decisions. In the managerial accounting literature, studies of participative budgeting posit superiors that range from passively committed to highly active participants, some of whom are permitted to communicate, choose compensation schemes, negotiate with subordinates, and reject budgets. This paper synthesizes and analyzes experimental research in participative budgeting with a focus on the role of the superior defined in the research design, and on how that role affects budget outcomes, subordinate behavior, and in some cases superior behavior. We demonstrate how superior type influences economic and behavioral predictions, and likewise affects budgeting outcomes and the interpretation of the results. This paper is intended to further our understanding of how superior type affects behavior in participative budgeting studies, and to facilitate the choice of superior type in future research designs.

As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout.

Data were collected by survey from a sample of 367 teachers in Israel.

First, the results of general linear model (GLM) analysis indicated significant differences in the teachers’ perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes.

This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers’ well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school’s cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations.

The purpose of this paper is twofold: first, to examine the relationships between participative leadership and employees’ work engagement and job satisfaction; and second, to determine whether the level of fun experienced at work moderates the effect of participative leadership on job satisfaction.

The participants were 177 employees in a retailing store in Hong Kong. Hierarchical multiple regression was conducted with the control variables to ascertain the relationships among participative leadership, level of fun experienced at work, work engagement and job satisfaction.

The results indicated that participative leadership was positively related to employees’ work engagement and job satisfaction. Employees’ work engagement mediated the relationship between participative leadership and job satisfaction. This positive relationship between participative leadership and job satisfaction was stronger when employees had more fun at work.

The generalizability of the data was limited, as the characteristics of participants in a retail store are distinct from others in the service industry.

This paper’s findings imply that participative leaders can engage in role modeling by providing more fun workplace activities to employees, which will increase their work engagement and job satisfaction.

The findings help to explain the relationship between participative leadership and job satisfaction, provide a better understanding of leadership management styles and show that participative leaders who engage employees in fun activities in the workplace can increase employees’ job satisfaction.

This paper aims to explore some of the effects of belonging to a virtual brand community on consumer behaviour. It also proposes the concept of belonging as a three‐dimensional construct.

The paper proposes that belonging to a virtual community has positive effects on consumer satisfaction, affective commitment and word‐of‐mouth behaviour. After validation of the measurement scales the hypotheses are contrasted through modelling.

The data show that belonging to a virtual community may enhance consumer satisfaction, affective commitment and word‐of‐mouth advertising towards the brand around which the community is developed. In addition, the paper introduces a third dimension to the construct of belonging, called non‐participative belonging. Active participative belonging influences the level of satisfaction and affective commitment more positively than passive and non‐participative belonging.

Data were obtained through surveys, web surveys and online interviews. There were also limitations of sample size and sampling procedure.

Managers may enhance consumer satisfaction, affective commitment and word‐of‐mouth advertising by developing virtual brand communities and promoting consumers' participation in them.

Previous works that have focused on virtual brand communities have never concentrated on virtual brand communities within Facebook. In addition, prior to this study, belonging to a virtual brand community was a two‐dimensional construct: active and passive participative belonging. The paper identifies a third dimension as non‐participative belonging. Thus this paper offers new areas for future research.

The purpose of this paper is to provide a critical discussion on the nature of research into people's information behaviour, and in particular the contribution of the phenomenological approach for the development of information solutions.

The approach takes the form of a conceptual analysis drawing on the research literature and personal research experience.

The paper brings to the foreground the relative value of different conceptual approaches and how these underpin and relate to the development of information solutions.

The paper, due to the breadth and complexity of the subject, serves to highlight key issues and bringing together ideas. Some topics deserve further explanation. However, this was beyond the scope of this paper.

A conceptual framework is provided that indicates the value of the epistemic spectrum for information behaviour studies and provides support for action research and participative design.

Taking a phenomenological approach, and consequently either a first person approach and/or a highly participative approach to research, challenges the relationship between researcher and respondent. It also raises questions about why the authors conduct research and for whom it is intended.

The paper makes explicit the underlying philosophical assumptions and how these ideas influence the way the authors conduct research; it highlights the significance of Cartesian dualism and indicates the significance of these assumptions for the development of information solutions. It supports the view that researchers and developers should be open to respondents leading the exploration of their needs.

The purpose of this paper is to draw upon social information processing theory to examine the sequential mediating roles of psychological safety and creative process engagement between participative leadership on creativity.

Using a time-lagged sample of 526 supervisor–subordinate dyads from R&D teams of five enterprises located in the southwest part of China, we tested the theoretical model using structural equation modelling (SEM) as well as with the MPLUS 7.0 software.

Results indicated that participative leadership is positively related to creative process engagement; psychological safety significantly mediates the relationship between participative leadership and creative process engagement; creative process engagement significantly mediates the relationship between psychological safety and employee creativity; psychological safety and creative process engagement sequentially mediates the relationship between participative leadership and creativity.

The study findings imply that the participative leadership behaviors of managers or supervisor's nurtures employees psychological safety to take risk and promotes employee engagement in creativity relevant ventures leading to creativity.

The findings contribute new knowledge on the relationship between participative leadership and creativity by uncovering the causal chain of a cognitive mechanism (psychological safety) with a behavioral mechanism (creative process engagement).

Active travel to school, by walking or cycling, can positively influence children's health and increase physical activity. The purpose of this paper is to investigate the context and promoters and barriers of active travel, and the required actions and actors that need to be involved to address each of these.

Both quantitative and participative research methodologies were employed. The sample consisted of 73 children aged between 11 and 13 years from four primary schools in the West of Ireland. A self-completion questionnaire was followed by a participative protocol conducted with the class groups.

Overall 30.1 per cent of children reported that they actively travelled to school. A greater proportion of children from urban and disadvantaged schools actively travelled. Proximity to the school was the most frequently reported promoter and barrier. The children identified many actors that need to be involved to eliminate the barriers and enact the promoters of active travel to school. They also highlighted the need for a multi-sectorial approach to improve active travel rates in Ireland.

This study holds potential value in addressing the continued decline in active travel to school in Ireland as it shares a new perspective on the issue; that of the children. Adopting a participative approach allowed the children to participate in groups and develop the data themselves. The children confirmed that they have a relevant and valuable understanding of the process necessary to address active travel to school as a public health issue in Ireland.

The purpose of this paper is to describe the research preferences and differences of education for sustainable development (ESD) researchers. A model with the continuums assimilation‐accommodation and adaptation‐agency was applied resulting in quantitative, qualitative, theoretic and participative research orientations.

Reunamo's general model of agentive perception was used to design the 32‐item questionnaire, Research for ESD so as to reveal the degree to which the researchers are accommodating their thoughts and actions to real phenomenon, and considering their research as having theoretical or practical agency. The questionnaire was administered to 83 ESD researchers, mainly from European countries.

The most valuable discovery was the desire of ESD researchers to contribute to societal development. The results describe the first continuum of research activity with the need for opening up to the requisites and possibilities of environmental change while applying the existing prerequisites of scientific rigour and validity. The second continuum highlights the research as a knowledge resource for just political or individual choices on the one hand, and the direct application of the models and actions for needed change on the other hand.

It would be difficult to create a reliable register of ESD researchers worldwide. Thus, the opportunity sample of ESD researchers available to the authors was used in the study.

The model, after adjustments, appears to be a promising tool in the study of research orientations. To study complex and controversial subjects such as sustainable development, the researchers need to be aware of their preferences and orientations.

The paper shows the possibilities of the agentive perception model in the case of ESD researchers.

Participation is a key concept in budgeting practice and research. While extant literature primarily focuses on the antecedents and modifiers of participation, here we focus on the measurement of participation.

Building on theoretical and empirical research on user involvement and influence from the information systems, decision–making, and organizational justice literature, we develop a new theoretical perspective on budgetary participation. This new perspective recognizes the complexity of participation and separates it into three dimensions: situational participation, intrinsic involvement, and influence. We provide evidence of these new insights by testing hypotheses based on the model via results from a survey.

Survey results from middle managers indicate that our three separate dimensions of budgetary participation impact motivation and satisfaction in different ways. Specifically, situational participation does not have a direct impact on either motivation or satisfaction; intrinsic involvement impacts both satisfaction and motivation; and influence impacts satisfaction, but does not impact motivation.

These new insights can enhance future budgeting research as well as help managers design participative budgeting processes to improve employee motivation and satisfaction to hopefully enhance organizational performance.

The paper seeks to provide a theoretical contribution to the current phase of the knowledge creation theory of knowledge management (KM) by addressing the need for a paradigm shift and having more ontological and epistemological discussions.

The proposed “becoming to know” framework builds on the KM literature review and on the study of learning, knowing and becoming concepts from several perspectives. Both conceptual and empirical research papers contribute to the framework.

The paper presents the challenges of KM; it identifies five phases of the knowledge creation theory development through 1995‐2008; it summarizes the main criticism against the theory; and it proposes the “becoming epistemology” concept and the “becoming to know” framework. The main elements of this framework are: engaging, exploring, experiencing, emerging, enabling and evolving.

Study of the KM literature reveals several other challenges that are not addressed here and could provide opportunities for researchers. The paper calls for more discussions regarding the paradigm shift and for more attention to the participative research paradigm, as well as action and case study research in KM.

Drawing on the participative paradigm, epistemology of practice, extended epistemology, transformative teleology, becoming ontology and on concepts of learning, knowing, and becoming, the proposed framework illustrates the dynamic, iterative, interactive interplay and evolution of ontological and epistemological knowledge creation spirals that is the essence of the knowledge creation theory.