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Job embeddedness is considered crucial for organizational success, as it promotes social capital and helps to reduce turnover. A holistic review of job embeddedness remains elusive despite gaining researchers' and practitioners' attention. Therefore, this study aims to synthesize the past literature to understand the concepts and emerging themes in the domain. Further, it helps identify future research avenues and proposes a comprehensive conceptual framework.

The study used bibliographic data of 263 Scopus-indexed publications from inception, i.e. 2001 to 2021, which were subsequently analyzed using diverse bibliometric and content analysis (TCCM) framework and software like Microsoft Excel, Vosviewer and “Biblioshiny” package in R language.

The study analyzes the domain via performance analysis which sheds light on the increasing publication trends and different significant contributors (authors, publications, countries, journals and universities). Science mapping techniques such as keyword analysis identifies author keyword evolution and trends. The content analysis showcases the dominance of diverse psychological theories applied in the domain. Also, the bibliographic-coupling analysis highlights major clusters and associated research publications. The study provides future research avenues, followed by a conceptual framework highlighting the antecedents, moderators and outcomes of job embeddedness.

This study is the first bibliometric and content analysis exploring job embeddedness and will aid in developing a comprehensive understanding of the research topic.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

This study aims to investigate the distinctive personality traits and characteristics of individuals with borderline intellectual functioning (BIF) and mild intellectual disability (MID) within specialized centers for MID-BIF treatment and care compared with individuals without MID-BIF diagnosis gathered from general mental health care (GMH) settings.

Patients classified with MID-BIF (n = 58), most with comorbid psychopathology, were thoroughly interviewed by trained clinicians who afterward completed the Shedler–Westen Assessment Procedure (SWAP-200) about the patient. The authors compared SWAP-200 profiles of MID-BIF patients with profiles of GMH individuals. In addition, the authors have compared these profiles for the MID and BIF groups (differentiated based on previously known intelligence quotient scores).

Results show significantly higher scores for the MID-BIF group than the GMH group on scales encompassing emotional instability, impulsivity and antagonism. On scales containing constraint and healthy traits, significantly lower scores were found for the MID-BIF group than for the GMH group. Importance of including SWAP-200 personality assessment for a more comprehensive understanding and treatment planning for individuals with MID-BIF is discussed.

This study offers insights into personality within individuals with an MID-BIF diagnosis, compared with individuals in a GMH setting.

The globalisation of supply chains has contributed to modern slavery by degrading labour standards and work practices. The inherent difficulties involved in monitoring extremely fragmented production processes also render workers in and from developing countries vulnerable to labour exploitation. This research adopts a benchmark methodology that will help examine the inherent modern slavery challenges.

This study examines how the benchmark model, including governance, risk assessment, purchasing practice, recruitment and remedy of victims, addresses supply chain modern slavery challenges. The proposed hypotheses are tested based on the reoccurring issues of modern slavery in global supply chains.

Estimations suggest that modern slavery is a growing and increasingly prominent international problem, indicating that it is the second largest and fastest growing criminal enterprise worldwide except for narcotics trafficking. These social issues in global supply chains have drawn attention to the importance of verifying, monitoring and mapping supply chains, especially in lengthy and complex supply chains. However, the advent of digital technologies and benchmarking methodologies has become one of the existing key performance indicators (KPIs) for measuring the effectiveness of modern slavery initiatives in supply chains.

This review provides an understanding of the current situation of global supply chains concerning the growing social issue of modern slavery. However, this includes various individual specialities relating to global supply chains, modern slavery, socially sustainable supply chain management (SCM), logistic social responsibility, corporate social responsibility and digitalisation. Furthermore, the review provided important implications for researchers examining the activities on benchmarking the effectiveness of the existing initiatives to prevent modern slavery in the supply chains.

This study aims to empirically examine the influence of management control systems (MCSs) on knowledge acquisition from innovation failure (KAFIF), which further impacts empowerment, creativity and organizational innovation. This study argues that enabling an MCS positively influences KAFIF, whereas controlling the use of an MCS negatively influences KAFIF. Further, KAFIF positively impacts empowerment, creativity and organizational innovation.

This study aims to create a comprehensive stimulus–organism–response (S-O-R) framework. This framework includes an MCS (belief, interactive, boundary and diagnostic) as a stimulus, KAFIF as an organism and creativity, empowerment and organizational innovation as responses. The data were gathered using an online survey administered to a sample of 321 employees working in India’s micro, small and medium enterprises and analyzed using partial least squares structural equation modeling.

The results indicate that there is no correlation between belief control and the acquisition of knowledge from the failure of innovation, interactive control has a positive association with KAFIF and boundary control has no relationship with KAFIF. Diagnostic control has a significant negative association with KAFIF. Further, this study found that KAFIF positively associates with empowerment, creativity and organizational innovation.

This study is among initial studies that examine the influence of MCSs on KAFIF, which impacts empowerment, creativity and organizational innovation. Further, it helps be one of the initial literature on studying KAFIF rather than innovation success.

This study aims to determine whether or not fashion retail brands can maintain their essence by providing personalized care through conventional face-to-face interactions or the use of e-services.

An exploratory investigation is being conducted to attain this goal. According to the findings of this research, Chatbots have an impact on consumer loyalty. The quality of a Chatbot’s system, service and information are all critical to providing a positive consumer experience.

The study concluded that Chatbot e-services might potentially enable dynamic and fascinating interactions between firms and their consumers. To personalize a Chatbot, firms might change the tone of the language used. Customers are more likely to use a Chatbot if it resembles a real person, which increases their pleasure and confidence in the product.

More precisely, the emphasis of the inquiry was on Chatbot, a relatively new digital tool that offers user-friendly, personalized and one-of-a-kind support to customers. Using information supplied by consumers, the authors examine a five-dimensional model that gauges how customers feel about Chatbots in terms of their ability to communicate with users, offer amusement, be trendy, personalize interactions and solve problems.

The purpose of this study is to empirically examine how individuals’ hybrid entrepreneurial venturing activities (HEVA) influence key characteristics associated with one’s wage work, namely creativity and job satisfaction.

Through a cross-sectional self-administered survey design, data were gathered from 465 US-based useable responses via Amazon Mechanical Turk and analyzed using structural equation modeling (SEM).

Findings show individuals reporting higher levels of HEVA – such as creating, founding, starting or running – tend to also exhibit higher levels of creativity and job satisfaction in their workplaces. Findings further reveal that income negatively moderates the relationship between creativity and wage work job satisfaction.

By providing a better understanding of how engaging in HEVA can impact creativity and job satisfaction, this study has important implications for (1) managers seeking to influence key employee outcomes and (2) employees considering such entrepreneurial activities.

This paper adds to the growing scholarly and practitioner interest in hybrid entrepreneurship and its outcomes. Specifically, the paper adds new insights regarding how engaging in HEVA can influence individual skills (i.e. creativity) or organizational goals (i.e. employee job satisfaction). In doing so, the paper also uses insights from the intrinsic/extrinsic motivation literature to suggest how extrinsic motivators (such as income) can interact with intrinsically motivated behaviors (such as creativity) in influencing employee outcomes in wage work. Finally, the paper contributes to the growing interest in applying the empowerment perspective within entrepreneurship research by exploring where and how empowerment may occur.

Literature around the careers of female academics is targeted mainly toward identifying and examining career progression inhibitors, while the drivers appear largely unexplored. This paper aims to contribute to contemporary knowledge by identifying drivers to the career progression of female academics in Australia. With COVID-19 currently impacting the careers of female academics this knowledge can assist universities and human resource (HR) professionals in developing policies and practices to better facilitate female academic career progression.

Empirically this paper draws on a qualitative study of 18 male and 29 female academics, as well as nine senior university stakeholders. The authors employed semi-structured interviews and a novel methodology, Draw, Write, Reflect.

In line with attribution theory, senior stakeholders mainly identified organisational efforts, including leadership, gender equity endeavours, recruitment and promotion approaches, as well as a construct known as “relative to opportunity considerations”, as drivers of female academics’ career progression. Female academics, however, largely attributed their career progression to personal factors, such as family support, informal mentoring, and determination and persistence.

The findings have implications for universities and HR practices seeking to facilitate female academic career progression. Implementation of the drivers identified may enhance female academics’ abilities to progress their careers.

By focussing on the drivers of, rather than the barriers to, female academic careers, the research is novel in its identification of a previously unexplored mismatch between organisational attribution and individual attribution of career progression drivers thereby advancing knowledge of gender differences in academic careers.