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This study aims to examine the relationships between various components of digital financial literacy, namely, awareness, subjective knowledge, experience, the digital legal framework and skills, and their influence on the adoption of cashless payment systems among university affiliates in Jordan. It also explores the mediating role of gender in this relationship. The study integrates the Theory of Planned Behavior (TPB) and social role theory (SRT).

This study uses a cross-sectional survey across 34 Jordanian universities. Data from 418 participants were analyzed, focusing on factor analysis to assess the constructs' reliability and validity and to explore the moderating effects.

The findings illuminate that digital financial awareness, experience and skills are significant catalysts for using cashless payments among the targeted demographic. In contrast, the digital legal framework and subjective financial knowledge did not significantly influence cashless payment use. Additionally, gender differences emerged, highlighting a stronger association between digital financial experience and cashless payment usage for women.

The study's uniqueness stems from its detailed analysis of digital financial literacy's effect on cashless payment adoption in Jordan's academia, incorporating aspects like legal frameworks, awareness, and skills. It innovatively considers gender's moderating role, adding fresh insights into digital finance practices. Using the TPB and SRT, the research connects theory with Jordan's empirical data, suggesting strategies for education and policy. This work advances understanding of digital financial literacy in fostering a more inclusive digital financial system, contributing significantly to digital finance and behavioral economics literature.

The UN Sustainable Development Goals (SDGs) use indicators in an attempt to foster policy integration and coherence in order to achieve transformative societal change. But the SDGs, like their predecessor Millennium Goals, have not been entirely successful in this effort. Many studies have identified continuing challenges to integrating multiple goals in this way, linked to the complex patterns of interaction between the goals and the nature of the policy systems and subsystems in which they operate. This chapter builds on the policy design literature to argue that the main aim of the SDGs is to reconcile what are otherwise incoherent policy goals and inconsistent policy instruments in a process of policy integration. This process is made more complex in the case of this kind of “super-wicked” problem in which multiple actors face time constraints across multiple policy levels, sectors and venues. It identifies four different techniques for policy integration in such policy nexuses – policy harmonization, mainstreaming, coordination, and institutionalization – and assesses their possibilities for success in the SDG case against what is possible given the nature of the nexus and the capacity of governments to deal with it. The paper contributes to the current literature on policy integration, wicked problems, and the SDGs by further conceptualizing how integrative strategies can be better designed and implemented through capacity-building efforts aimed at developing coordinative relationships within conflict-ridden, multi-actor and multilevel cross-sectoral policy domains.

This study attempts to explore the linkages between reliable big and cloud data analytics capabilities (RB&CDACs) and the comparative advantage (CA) that applies in the manufacturing sector in the countries located in North Africa (NA). These are considered developing countries through generating green product innovation (GPI) and using green process innovations (GPrLs) in their processes and functions as mediating factors, as well as the moderating role of data-driven competitive sustainability (DDCS).

To achieve the aim of this study, 346 useable surveys out of 1,601 were analyzed, and valid responses were retrieved for analysis, representing a 21.6% response rate by applying the quantitative methodology for collecting primary data. Convergent validity and discriminant validity tests were applied to structural equation modeling (SEM) in the CB-covariance-based structural equation modeling (SEM) program, and the data reliability was confirmed. Additionally, a multivariate analysis technique was used via CB-SEM, as hypothesized relationships were evaluated through confirmatory factor analysis (CFA), and then the hypotheses were tested through a structural model. Further, a bootstrapping technique was used to analyze the data. We included GPI and GPrI as mediating factors, while using DDCS as a moderated factor.

The empirical findings indicated that the proposed moderated-mediation model was accepted due to the relationships between the constructs being statistically significant. Further, the findings showed that there is a significant positive effect in the relationship between reliable BCDA capabilities and CAs as well as a mediating effect of GPI and GPrI, which is supported by the proposed formulated hypothesis. Additionally, the findings confirmed that there is a moderating effect represented by data-driven competitive advantage suitability between GPI, GPrI and CA.

One of the main limitations of this study is that an applied cross-sectional study provides a snapshot at a given moment in time. Furthermore, it used only one type of methodological approach (i.e. quantitative) rather than using mixed methods to reach more accurate data.

This study developed a theoretical model that is obtained from reliable BCDA capabilities, CA, DDCS, green innovation and GPrI. Thus, this piece of work bridges the existing research gap in the literature by testing the moderated-mediation model with a focus on the manufacturing sector that benefits from big data analytics capabilities to improve levels of GPI and competitive advantage. Finally, this study is considered a road map and gaudiness for the importance of applying these factors, which offers new valuable information and findings for managers, practitioners and decision-makers in the manufacturing sector in the NA region.

COVID-19 has rendered many firms' business models, strategies and performance vulnerable, including entrepreneurial financials. Some managed to survive, while others drowned in the epidemic swamp. This study offers an exceptional model to fill the gap.

Employing a rigorous qualitative design, the study utilizes a novel framework that integrates institutional theory (IT) and corporate entrepreneurial strategy (CES). Semi-structured interviews were conducted, and thematic analysis identified key themes: external environment, institutional environment and organizational response, CES and performance and survival.

The study reveals the dual nature of the external and institutional environment, acting as both facilitators and barriers for entrepreneurial financial firms (EFFs). It highlights the robust CES exhibited by these firms during the pandemic, demonstrating their adept balancing and integration of different CES components in their organizational response. The EFFs employ a mix of financial and nonfinancial indicators for performance assessment, yielding varied outcomes based on contextual factors.

EFFs and stakeholders are guided to adapt their business models, balance institutional pressures, implement CES and evaluate performance. It advocates collaboration within the entrepreneurial finance ecosystem and leveraging opportunities emerging from the pandemic, including new market segments, technologies, innovations and regulatory changes.

This topic is underexplored in many emerging economies. Fresh perspectives and rigor frameworks are developed on how EFFs navigate and capitalize on the pandemic under uncertainties.

This paper aims to advance recent literature on the performativity of accounting by examining how project accounting affects a project organization’s ability to deliver a relevant project outcome, such as a product or a building, for a receiving client organization.

The paper draws on a longitudinal case study of a 41.4-billion-kroner (5.5-billion-euro) Danish project of constructing 16 new public hospitals. Its objective was to reduce the average unit costs and improve the quality of patient care. Each hospital construction was managed by a separate project organization and handed over to a separate receiving hospital organization. The project organizations applied a common approach to project accounting. The paper relies on Michel Callon’s concepts of performativity and sociotechnical agencement – approaching project accounting as an arrangement of devices.

The paper shows that the project-accounting agencement simultaneously supported and undermined the project organizations’ ability to deliver hospitals relevant to the receiving hospital organizations. The agencement performed hospital designs, disciplined project actors and guided decision-making, thus supporting the overall work of the project organizations. It also, however, compelled the project organizations to compromise on hospital designs when unexpected events occurred. These compromises led to the delivery of hospitals, which largely prevented the receiving hospital organizations from achieving the project’s objective.

This paper advances our limited understanding of the dynamic and complex relationship between project accounting and the relevance of project outcomes. It introduces the concept of a “contronymity device” to capture the way project accounting simultaneously produces two opposing consequences, both supporting and undermining the enactment of a particular reality. The paper lastly enriches our understanding of how project-accounting devices impact hospital organizations’ operating cost structures and challenge patient care capabilities.

Building on social exchange theory (SET), the main aim of this paper is to empirically study the impact of high-commitment work practices (HCWPs) systems on radical innovation. Additionally, the paper examines the mediating roles of employee innovative work behaviour (IWB) and knowledge sharing (KS) in the relationship between HCWPs and radical innovation.

Using a survey questionnaire, data were collected from employees working in pharmaceutical, manufacturing and technological industries in Jordan. A total of 408 employees participated in the study. Structural equation modelling (SEM) using AMOS v28 was employed to test the research hypotheses.

This research found that HCWPs in the form of a bundle of human resource management (HRM) practices are significant for employee IWB and KS. However, similar to previous studies, this paper failed to find a direct significant impact for HCWPs on radical innovation. Rather, the impact was mediated by employee IWB. Additionally, this paper found that HCWPs are significant for KS and that KS is significant for employee IWB.

Distinctively, this paper considered the mediating effect of employee IWB on radical innovation. Extant research treated IWB as a consequence of organisational arrangements such as HRM practices; this paper considered IWB as a foundation and source for other significant organisational outcomes, namely radical innovation. Additionally, the paper considered employees' perspectives in studying the relationship between HRM, KS, IWB and radical innovation.

This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.

We conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.

All three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.

The results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.

This study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.

Understanding the challenges and opportunities of policy coherence when dealing with wicked problems is a particularly relevant approach to policy analysis. Coherence and complexity condition each other in the context of the different policy domains, jointly offering an enabling debate angle to account for and unbox policy success and failure. A complexity perspective invites an analysis of the interdependencies between the different elements of a system (Argyris & Schön, 1996). This is very similar to the ambition of policy coherence of promoting synergies between policy domains in order to encourage policy success (Nilsson et al., 2012). The current chapter looks at the nexus between policy coherence and complexity, analyzing lessons learned from the UK context while aiming to fulfill policy commitments related to the policy goals of the Sustainable Development Framework. Looking at the United Kingdom's policy journey includes analyzing the ambitions of the United Kingdom as a European country with global presence, aiming for policy coherence and integrating, for example, its security, defense, development, and foreign policy strategies, through the Integrated Review, therefore creating the institutional arrangements for materializing ambitions across different policy domains.

The analysis developed here uses an outward perspective to understand how a complexity reading of the United Kingdom's efforts for achieving the SDGs can unveil an understanding of how and if its nature as a global governance actor within the Sustainable Development Framework has changed in significant ways and which are the potential related challenges.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.