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This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

The study, grounded on the social cognitive career theory, seeks to analyze the upshot of psychological empowerment on career satisfaction via affective commitment. The study also aims to examine the impact of the interplay among affective commitment and resilience on the career satisfaction of Indian service industry professionals.

In this study, the data has been collected from 277 employees using standardized measures from the North Indian service industry. To test the proposed model, Analysis of Moment Structures (AMOS) (Hayes, 2013) was utilized.

The outcomes of the study offered substantial support for the theorized link between psychological empowerment, affective commitment, resilience and career satisfaction. The outcomes confirmed an affirmative association concerning psychological empowerment and career satisfaction through affective commitment as a mediator and resilience as a moderator. The study concludes that the workforce with extraordinary resilience will perceive a stronger influence of psychological empowerment on career satisfaction.

The study offers a few pertinent inputs for the organizations operating in high-power distance culture to comprehend the role of psychological empowerment and “resilient attributes” of personality in developing a sense of career satisfaction amongst Indian service sector employees.

The present research examines the association between psychological empowerment, affective commitment, resilience and career satisfaction for the first time as mediated moderation model and the same has neither been examined theoretically or empirically.

Business schools are vital in promoting responsible management (RM) – a management grounded in ethics and values beneficial to a wide array of stakeholders and overall society. Nevertheless, due to deeply embedded institutional modernistic dynamics and paradigms, RM is, despite its importance, repeatedly marginalised in business school curricula. If students are to engage with RM thinking, then its occlusion represents a pressing issue. Drawing on the United Kingdom (UK) business school context, this paper aims to examine this issue through a framework of institutional theory and consider the role played by (modernistic) institutional accreditation and research assessment processes in marginalisation of RM.

This study used an exploratory qualitative research method. Data were collected from 17 RM expert participants from 15 UK business schools that were signatories to the United Nations Principles for Responsible Management Education through semi-structured in-depth interviews and analysed using the six phases of Braun and Clarke’s thematic analysis.

The study identifies a potent institutional isomorphic amalgam resulting in conservative impacts for RM. This dynamic is termed multiple institutional isomorphic marginalisation (MIIM) – whereby a given domain is occluded and displaced by hegemonic institutional pressures. In RM’s case, MIIM operates through accreditation-driven modernistic-style curricula. This leads business schools to a predilection towards “mainstream” representations of subject areas and a focus on mechanistic research exercises. Consequently, this privileges certain activities over RM development with a range of potential negative effects, including social impacts.

This study fills an important gap concerning the need for a critical, in-depth exploration of the role that international accreditation frameworks and national institutional academic research assessment processes such as the Research Excellence Framework in the UK play in affecting the possible growth and influence of RM. In addition, it uses heterotopia as a conceptual lens to reveal the institutional “mask” of responsibility predominantly at play in the UK business school context, and offers alternative pathways for RM careers.

This paper explores the motivations and challenges faced by Muslim women ‘mumpreneurs,’ in Northern Nigeria, a region with a predominantly Muslim population. The unique socio-religious and cultural context of Northern Nigeria serves as a key driver for this research, prompting a deeper understanding of the experiences of Muslim mumpreneurs in the area.

The study employed a qualitative approach, by utilizing semi-structured interviews with 12 Muslim mumpreneurs residing in various states across Northern Nigeria. Accordingly, thematic analysis was used to explore the influence of their motherly roles on their entrepreneurial experiences.

Thematic analysis revealed three key themes: Motivations: Mumpreneurs were driven by desires for financial independence, positive societal impact and increased flexibility to manage work-family balance. Challenges: Lack of capital, skills, knowledge and sociocultural constraints (e.g. gender norms) impeded their progress. Push and pull factors: Their entrepreneurial journeys were shaped by both internal aspirations and external societal influences.

The findings of this study provide further understanding of the distinct experiences of Muslim mumpreneurs in Northern Nigeria, contributing significantly to our knowledge of the dynamics of Muslim women mumpreneurs in a specific, understudied Muslim society. By implication, it highlights the need for targeted support for this under-researched population, informing policymakers, support organizations, and future research endeavors.

This study holistically and systematically consolidates the available research on digital reading to reveal the research trends of the past 20 years. Moreover, it explores the thematic evolution, hotspots and developmental characteristics of digital reading. This study, therefore, has the potential to serve as a research guide to researchers and educators in relevant fields.

The authors applied a bibliometric approach using Derwent Data Analyzer and VOSviewer to retrieve 2,456 publications for 2003–2022 from the Web of Science (WoS) database.

The results revealed that most studies' participants were university students and the experimental methods and questionnaires were preferred in digital reading researches. Among the influential countries or regions, institutions, journals and authors, the United States of America, University of London, Electronic Library and Chen, respectively, accounted for the greatest number of publications. Moreover, the authors identified the developmental characteristics and research trends in the field of digital reading by analyzing the evolution of keywords from 2003–2017 to 2018–2022 and the most frequently cited papers by year. “E-books,” “reading comprehension” and “literacy” were the primary research topics. In addition, “attention,” “motivation,” “cognitive load,” “dyslexia,” “engagement,” “eye-tracking,” “eye movement,” “systematic analysis,” “meta-analysis,” “smartphone” and “mobile reading/learning” were potential new research hotspots.

This study provides valuable insights into the current status, research direction, thematic evolution and developmental characteristics in the field of digital reading. Therefore, it has implications for publishers, researchers, librarians, educators and teachers in the digital reading field.