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The growing number of firms leveraging social media ads highlight the urgent need for firms to understand social media ads and their effects on consumer perceptions and attitudes. This research examines whether and how different types of social media ads exert influences on ad engagement and how consumers’ psychological characteristics including regulatory orientation and lay rationalism moderate the influence of social media ads on ad engagement.

This research conducts three quasi experiments featuring two types of social media ads – interactive and transactional – to collect empirical evidence. Results are analyzed using ANOVA and Process in SPSS.

This research reveals that interactive ads lead to higher perceived enjoyment and perceived responsiveness, which further lead to higher ad engagement. Promotion focus moderates the effect of social media ads (interactive vs transactional ads) on perceived enjoyment and perceived responsiveness, and lay rationalism moderates the effect on perceived responsiveness, while prevention focus has no such effect.

First, this research establishes the connection between ad types and ad engagement in social media, which offers a new perspective to understand ad engagement. Second, it explores the underlying mechanisms of processing different types of social media ads. Third, it justifies the moderating effects of consumers’ regulatory orientation and lay rationalism on the effects of ad types on ad engagement, providing the first evidence on the moderating role of consumers’ lay rationalism in ad processing. This research helps firm marketers to fine-tune their social media ads according to consumer characteristics.

With close to two billion people occupying some 50 countries and spending in excess of US$2tn on food and recreational services alone, Muslim societies represent a significant segment of the world’s population, which warrants greater research attention and better understanding. While Islamic scholarship dates back over 1,400 years, few scholars have studied the impact of Islamic teachings and their effect on surrounding business and policy. The purpose of this paper is to better connect business strategy with Islamic philosophy.

This research is a theoretical paper based on literature review of existing works in academia and from the Koran. The researchers consulted academics and religious leader to better understand the written word and its implications on the various philosophies. This paper offers a sound foundation for further research on Islamic business philosophy.

This research is the base for further exploration into Islamic business philosophy and their underpinnings. To better understand Islamic business models, this study introduces three main and three minor schools of thought to provide a foundation for further research. The schools differ in their theological assumptions and worldviews. Some of them place emphases on traditional approaches, i.e. Jabria (like contemporary Salafies) and some underscore the virtue of reasons and enlightenment (e.g. Mu’tazila or the rationalists).

In brief, the study posits six different perspectives and interpretations relevant to Islamic policy that will be useful for both managerial practitioners and scholars to consider when undertaking business in a Muslim context.

This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this query: ‘How do I improve my professional educational practices in education with values of human flourishing?’ This responsibility includes making public evidence and values-based explanations of educational influences in learning, in contributing to the global knowledge base of education.

The notion of excessive teacher entitlement was coined by Ratnam to characterise the putative deficit view of teachers that is projected onto them. Craig (2013) developed Schwab's concept, the teachers' ‘best-loved self’, to embrace teachers' input in promoting the learning and well-being of all in the institutions they serve (Ratnam & Craig, 2021). My experiences of being a living contradiction are grounded in a tension between my best-loved self and my experience of excessive entitlements. Living educational theories research in which individual practitioner-researchers generate their validated, evidence- and values-based explanations of educational influences in their own learning, in the learning of others and in the learning of the social formations that influence their practice with values of human flourishing, have helped me leverage the potential for growth afforded by this tension. The perspective draws insights from the disciplines of education including Habermas's Critical Theory. It also includes insights from other methodologies such as autoethnography, action research, phenomenology, self-study and narrative inquiry.

This study investigates theoretical relationships among personality characteristics, preferences for different types of rewards and the propensity to choose a job in auditing by management-related higher education students. Specifically, the authors consider motivation, locus of control (internal and external) and self-efficacy (SE) as personality characteristics and financial, extrinsic, support and intrinsic as types of rewards.

Data were collected through a questionnaire targeted at management-related higher education students in Portugal. Partial least squares structural equation modelling was used to analyse the data.

The full sample results show that different types of motivation, locus of control and SE are related to different reward preferences. The authors also find a positive association between a preference for extrinsic rewards and the propensity to choose a job in auditing. Moreover, when the authors consider the role of working experience in the model, the authors find that the reward preferences that drive the choice of an auditing job differ according to that experience.

This study enriches the literature by assessing preferences for different types of rewards, considering multiple personality characteristics and a comprehensive set of rewards. Furthermore, the authors identify the reward preferences that drive the choice of an auditing career. This knowledge empowers auditing firms to devise recruitment strategies that resonate with candidates’ preferences, which boosts the capacity of these companies to attract new auditors.

In this chapter, we propose a strategic framework for capacity-building in cross-border transport megaprojects. First, we make the case for infrastructure megaprojects as wicked policy fields marked by a complex web of stakeholders' interests and characterized by uncertainty and entrenched value divergence and conflict. Second, inspired by Pettigrew's contextualism and by drawing evidence from the case of the Lyon-Turin high-speed railway megaproject, we suggest that strategic management involves the analysis of three different albeit interconnected dimensions: the content of change, the process of change, and the context of change. Our study shows that variations in performance (content) are determined by and determine variations in (1) the openness or closure of national institutional contexts to civil society stakeholders (inner context), (2) the intensity of supervision and control functions realized by actor seating in the supranational institutional context (outer context), and (3) national and supranational actors' capability of making agreements over contested megaprojects aspects (process). We suggest that, from a strategic point of view, there is not a linear relationship between the content, context, and process of change in megaproject development. This is rather a complex nonlinear relationship that varies over time with little predictability. Time is a key factor in understanding these interactions between the content, context, and process. We claim that the capacity for organizing wickedness in megaprojects should rest on a socioeconomic logic and, in particular, on three core governance features: (1) open decision-making systems, (2) bottom-up performance management, and (3) active dialogue between proponents and opponents.

The conclusions summarize the main empirical evidence that emerged in the book and put forward final reflections and some recommendations for scholars and policymakers. First, the reader is reminded that the book focuses on how a desirable and ambitious agenda that contemplates a progress-oriented policy system is feasible when confronted with the challenges of its implementation and the related problem of coordination between the goals it postulates. The purpose of the concluding chapter is to extrapolate the findings from the individual analyses and synthesize them into a single interpretative proposal centered on two analytical pillars. The first is the analysis and management of the complexity generated by wickedness, through the reconstruction of types of complexity and consequences that the policymaker must acquire in terms of problem setting. The second is the analysis of the skills needed to manage said complexity, distinguishing between linear and nonlinear skills. These are the skills that the policymaker must acquire in terms of problem-solving. Both problem setting and problem solving are summarized in some final recommendations on what to do to improve the feasibility and effectiveness of sustainable development policies: the pragmatic culture of government and some supporting institutional tools, the importance of training as a lever of change, and the building of knowledge infrastructures in terms of evidence-based policymaking.

Social media (SM) has been heavily criticised in recent years for its damaging effects on societies globally. Tasked with empowering those same societies, libraries’ continued use of SM is considered ethically contentious. This study presents the findings of a University of Sheffield study that investigated the ethical tension between libraries and their use of SM by aiming to establish whether: (1) libraries’ use of SM is ethically motivated; (2) ethically informed; (3) and compatible with codes of ethics in the Library and Information Science (LIS) sector.

A phenomenographic approach was employed to gather and analyse the data for this study, which is drawn from the transcripts of seven online interviews with Bodleian Libraries staff who used Twitter, now X, in a professional capacity.

Three categories of description were identified among participants: (1) Collectivist conception; (2) Settled conception; (3) Questioning conception. The categories are bound by a shared context of conceptualisation made up of a small set of internal and external influences discussed in the interviews which affected all participants to varying degrees.

The findings were used to support the following determinations: (1) Libraries’ use of SM is ethically motivated. (2) Libraries’ use of SM is ethically informed, in part. Due to lack of evidence, no determination was made about whether libraries’ use of SM is compatible with codes of ethics in the LIS sector. Recommendations for LIS professions and professional bodies are offered based on these determinations.

Transdisciplinarity was the core subject of a special issue of Futures in 2004 including numerous cases of interdisciplinary and transdisciplinary architectural and urban research and professional practice in several countries. This paper takes stock of achievements during the last 20 years before presenting challenges about bridging persistent gaps between theory, research and practice.

The special issue of Futures is a benchmark for numerous publications about transdisciplinarity in and beyond the multidisciplinary and intersectoral field of built environments. This paper presents a narrative literature review of publications about transdisciplinarity in architecture, urban design and planning since the 1970s.

Transdisciplinarity is still being debated, is often contested, and is not mainstream in research or practice. Like design practice, transdisciplinary inquiry is a creative process involving border work by participants in collaborative projects. Transdisciplinary inquiry is broader in scope and purpose than public participation, participatory action research and team science.

This paper discusses challenges that should be addressed by those in the field of built environments who endorse transdisciplinarity. Based on a half century of contributions about design theory and methods, the paper differentiates inquiry from research as fundamental to transdisciplinary projects.