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Work engagement represents an important aspect of employee well-being and performance and has been related to both job and personal resources. The purpose of this paper, based on Social Cognitive Theory, is to emphasize the proactive role of self-efficacy which is hypothesized to predict work engagement, not only directly, but also indirectly through positive changes in employee’s perceptions of social context (PoSC); namely, perceptions of one’s immediate supervisor, colleagues and top management.

A sample of 741 employees of a communication service company completed two questionnaires, with a time interval of three years. Structural equation modeling was performed in order to test the hypothesized model.

Results revealed that, as expected: first, initial self-efficacy predicts work engagement three years later; and second, positive changes in employee’s perceptions of the social work context across the three year period, mediates the relationship between self-efficacy and work engagement.

Results relied only upon self-report data. Moreover, each variable was only measured at the time in which it was hypothesized by the conceptual model.

The significant role of self-efficacy as a direct and indirect predictor of work engagement suggests the development of training programs centered on the main sources of self-efficacy, specifically focussed on the social work domain.

This research provides evidence of the substantial contribution of self-efficacy to work engagement over time. Moreover, the results also support the beneficial effects of self-efficacy through its influence on the improvements in the individuals’ perceptions of their social context.

There has been considerable research into the global phenomenon of luxury brand consumption, but relatively few studies have empirically explored key relationships influencing purchase intention. This research aims to consider the respective roles of social context, individual perception, and vanity, and to set these relationships within a broader theoretical context of the literature on possession and consumer identity.

The empirical study consisted of a large‐scale survey conducted among Chinese luxury brand consumers in Taiwan. The data were analyzed using exploratory factor analysis and multiple regression.

The findings support the influence of the social context on purchase intention for luxury brands. There was weaker support for the role of perception. The experiential and functional aspects of luxury brand purchase were positively correlated with purchase intention, but symbolic value was not. Physical and achievement vanity had a positive impact on purchase intention while only achievement vanity had a moderating effect on perception.

This study offers new empirical support for the proposition that vanity has a role in luxury brand purchase intention and thereby shades both theoretical and managerial understanding of luxury brand consumption. It also suggests that symbolic value, which is highly influential in western conceptualizations of luxury brand meaning, needs to be re‐evaluated in the context of Chinese consumers.

This study offers new empirical findings which contribute to a re‐conceptualization of the antecedents of purchase intention in the area of luxury brand consumption. In particular, the study provides evidence of the roles of social context, perception and vanity in a Chinese consumption context to inform the primarily western models of luxury brand purchase intention.

Drawing on Shore and colleagues' model of inclusive workplaces (2018) and the perceptions of social context framework (Borgogni et al., 2010), this study aims to develop and provide a preliminary validation of the Social Drivers of Inclusive Workplaces (SDIW) scale.

Using inductive and deductive approaches, items were developed. The resulting pool of 28 items was administrated to 1,244 employees using an anonymous online survey. The factor structure of the SDIW scale was tested through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Reliabilities were estimated. Alternative models were tested through CFAs. Nomological validity and measurement invariance across gender were explored.

The EFA revealed a three-factor structure, including inclusive colleagues, supervisors and top management. This solution was confirmed by the CFA and outperformed all alternative models, showing good reliabilities. Measurement invariance across gender was confirmed. Correlations indicated that the SDIW total score and each dimension were positively associated with belongingness needs satisfaction and affective commitment, while negatively related to interpersonal strain, negative acts and turnover intention.

This study provides practitioners with a reliable tool to map social drivers of inclusion within workplaces in order to design tailored interventions.

This study contributes to the inclusion literature, as it is the first to provide a scale that simultaneously measures employees' perceptions of inclusive behaviours enacted by the three main social actors within the workplace.

Drawing on entrepreneurship as a social process, the purpose of this paper is to proposes a model of entrepreneurial learning where contextual social and economic structures gain relevance through experiential learning. Concrete experience underpins the emotions, values and interests that support the cognitive and conative processes required to develop an entrepreneurial mind-set. Empirical study undertaken in Kenya and Tanzania explores perceptions of entrepreneurship education (EE) and identify approaches to a social perspective of entrepreneurial learning that is applicable.

The study uses a multi-phase approach consisting of desk research, semi-structured interview and a participatory workshop. Entrepreneurship programmes in 18 universities are benchmarked against accepted standards and 68 participants are purposively selected within key stakeholders for the semi-structured interviews and participatory workshop.

The findings indicate that entrepreneurship as a value creation process is a shared assertion but the social context informs a construct of learning outcomes, and specifically what characterises an entrepreneur. Entrepreneurial learning is multi-layered and its provision necessitates an engagement with the social context in order to gain relevance for the learners. The learning content should enable learners to develop an understanding of the world alongside knowledge of entrepreneurship. Learning tools should be flexible and action-based, to achieve learning for entrepreneurship as opposed to learning about the phenomenon of entrepreneurship. Ultimately, the value creation process can only happen when learning supports the individual and collective capabilities to transform the social context. Particularly in Kenya and Tanzania, meeting job creation and growth aspirations will require the providers such as universities to work closely with businesses of all sizes, including the informal sector, and the use of innovative learning techniques such as local languages where applicable. These findings have policy and practice implications for HEIs and policy-makers in curriculum design and inclusive learning methods.

The study comes short on entrepreneurial orientation and its impact on learning outcomes. Further investigation could establish if necessity entrepreneurs differ from opportunity entrepreneurs in the way they learn, so that national policy and curriculum can respond accordingly. With high levels of unemployment in countries such as Kenya and Tanzania, entrepreneurship often presents the only choice for employment or a paid job.

The study findings indicate the need for educators to develop learning approaches that are informed by the contextual realities of the learners. Policy-makers should also foster the development of curriculum informed by contextual realities, so that learners can make sense of their entrepreneurial world.

Through the adoption of action learning as essential for the process of creation and transformation, the study makes the case for individual motivations in exploring the realities of the local context.

The study contributes to a deeper understanding of EE from a social context, and proposes a model of entrepreneurial learning which could benefit learners and the community. The informal sector is brought to light as a significant actor in entrepreneurial learning and a considerable source of new knowledge.

Adopting an institutional view of entrepreneurship, this study aims to explore the potential mediating role of entrepreneurial self-efficacy (ESE) in the relationship between subjective norms and the entrepreneurial intentions of Malaysian students. Additionally, social role theory (SRT) was used to examine whether gender acts as a boundary condition in the proposed relationship.

Empirical evidence was based on responses from 220 final-year students registered from a final-year entrepreneurship module at a private university in Malaysia. The hypothesised relationships were tested using Model 7 of the PROCESS macro.

The findings indicated that subjective norms had a weak but positive effect on the entrepreneurial intentions of Malaysian students. Moreover, ESE was found to mediate the relationship between subjective norms and entrepreneurial intentions. However, contrary to theoretical expectations, gender did not act as a boundary condition in the proposed mediation relationship.

By incorporating SRT with institutional theory, this study sought to address a knowledge gap in the existing literature by investigating and empirically exploring the moderating influence of gender on the mediating effect of ESE in the relationship between subjective norms and entrepreneurial intentions.

The COVID-19 pandemic has rapidly accelerated a shift to remote working for previously office-based employees in South Africa, impacting employee outcomes such as well-being. The remote work trend is expected to continue even post the pandemic, necessitating for organizational understanding of the factors impacting employee well-being. Using the Job Demands–Resources model as the theoretical framework, this study aims to understand the role of job demands and resources as predictors of employee well-being in the pandemic context.

A self-administered online survey questionnaire was used to gather quantitative data about remote workers’ (n = 204) perceptions of specifically identified demands, resources and employee well-being. Descriptive statistics, Pearson’s correlation and moderated hierarchical regression were used to analyse the data.

This study found that job demands in the form of work–home conflict were associated with reduced employee well-being. Resources, namely, job autonomy, effective communication and social support were associated with increased employee well-being. Job autonomy was positively correlated to remote work frequency, and gender had a significant positive association to work–home conflict. Social support was found to moderate the relationship between work–home conflict and employee well-being. Findings suggest that organizations looking to enhance the well-being of their remote workforce should implement policies and practices that reduce the demands and increase the resources of their employees. The significant association of gender to work–home conflict suggests that greater interventions are required particularly for women. This study advances knowledge on the role of demands and resources as predictors of employee well-being of remote workforces during COVID-19 and beyond.

This paper provides insight on employee well-being during COVID-19 remote work. Further, the findings suggest that organizations looking to enhance the well-being of their remote workforce should implement policies and practices that reduce the demands and increase the resources of their employees. The significant association of gender to work–home conflict suggests that greater interventions are required particularly for women. To the best of the authors’ knowledge, this is the first study carried out to explore the employee well-being during COVID-19 pandemic and will be beneficial to stakeholders for understanding the factors impacting employee well-being.

This chapter presents a cultural re-interpretation of race/ethnicity and sexuality in the American academy from the perspective of a gay man originally from India settled in the United States for more than 22 years. The reflection is based on experiences in graduate education in the United States during the closing decade of the 20th century.

The author employs a personal critical narrative, gaining insights and developing an alternative “voice” of race/ethnicity and sexuality other than what gets reported in the mainstream media and contrary to stereotyped representations. It involved resisting real and/or imagined lapses emerging in Asian-Indian contexts in areas such as ethnic gender role differentiation, heterosexism, improper academic practices, and unethical intellectual property infringement, while at the same time questioning the limitations of American gay white hegemonic dictates in a journey of self-discovery and self-growth.

The chapter identifies select strategies in the provision of information services that, had they been available during the author’s graduate education, would have better addressed (and supported) efforts to deconstruct and understand perceptions of unjust/prejudiced behaviors. The insights are meant to provide future directions to both individuals and institutions that are coping with similar needs, situations, and perceptions of people who are stuck between a rock and hard place owing to intersections in their multiple (and seemingly conflicting) identities (e.g., based on race/ethnicity and sexuality). The chapter calls for a more inclusive understanding of diversity-information-leadership intersections to better respond to the needs of such marginalized individuals and communities.

The dominant paradigm in international branding research treats perceived brand globalness (PBG) and localness (PBL) as attributes algebraically participating in brand assessment and disregards the perception of brands as humanlike entities actively embedded in consumers’ social environments. Challenging this view and drawing from stereotype theory, the purpose of this paper is to suggest that PBG/PBL trigger the categorization of products under the superordinate mental categories of global/local brands which carry distinct stereotypical content. Such content transfers to every individual product for which category membership is established and shapes brand responses.

One experimental study (Study1, n=134) tests the process of global/local brand stereotype formation, identification and content transfer. Subsequently, two consumer surveys test the impact of brand stereotypes on brand approach/avoidance tendencies (Study2, n=328) and consumer–brand relationships (Study3, n=273). Data were analyzed with experimental techniques and structural equation modeling.

The findings suggest that upon categorization under the global or local brand class, individual brands are charged with the stereotypical content of the class. Global brands are predominantly stereotyped as competent while local brands are predominantly stereotyped as warm. Localness-induced warmth has uniformly positive effects, whereas globalness-induced competence acts as a double-edged sword which can both help and harm the brand.

This research contributes by proposing a novel conceptualization of global and local brands as groups of intentional marketplace agents stereotyped along their intentions and abilities, empirically establishing the process through which individual brands are assigned stereotypical judgments and demonstrating how these judgments impact critical brand outcomes and consumer–brand relationships.

This paper aims to investigate how consumers perceive the value of luxury brands and the antecedents to these perceptions, including consumer knowledge, reference group influence and accessibility. Prior studies focused less on the salience of consumer knowledge and sources of luxury information, in addition to their accessibility to luxury. Hence, a more nuanced luxury conceptualization is needed to reflect luxury’s conceptual fluidity, consumers’ different lived experiences, accessibility levels and persistent retail marketing changes.

In a survey involving 475 US respondents, five hypotheses were tested and analyzed with structural equations modeling, examining the relationships among knowledge and accessibility of luxury brands, as well as reference group influence and its impact on consumer value perceptions of luxury brands and consumer behaviors.

Significant relationships were found for all five hypotheses and demonstrated that knowledge, reference group influence and accessibility have strong relationships with consumers’ personal value perceptions of luxury brands and behavioral measures, including purchase intentions, willingness to recommend to a friend and willingness to pay a price premium.

This conceptualization recognizes that consumers must have luxury brand awareness prior to reference group influence, developing individual luxury value perceptions and entering the buying process. This research contributes to the literature by highlighting consumers’ views of the luxury category, which induce perceptions and potential outcomes. It also expands the understanding of consumer’s accessibility to luxury products, which impacts purchase intentions. While it was conducted in the USA, it yields broader consumer perspectives.

This study aims to examine how exploitation of shared knowledge is related to creative behavior by focusing on the roles of social contextual factors – perceived co-worker support and perceived relationship conflict.

The proposed research model in this study posits the following: exploitation mediates the relationship between shared knowledge and creative behavior and perceived co-worker support and perceived relationship conflict moderate the relationship between shared knowledge and creative behavior. For an empirical examination, the model was tested by PLS-SEM using 457 responses gathered from workers of different companies in Korea.

It turned out that knowledge exploitation fully mediates the relationship between shared knowledge and creative behavior. Also, the findings revealed that the stronger the perceived co-workers support is the stronger the relationship between shared knowledge and knowledge exploitation becomes. In contrast, perceived relationship conflict has a negative moderating effect on the relationship.

This study helps to deepen the understanding of how knowledge sharing impacts creative behavior in light of social context and the active utilization of shared knowledge. In addition, this study attempts to provide new perspectives by suggesting double aspects of perceived relationship conflict, which eventually extending the previous research on conflict in the field of knowledge management and creative behavior.