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Organizational success in a dynamic environment demands leadership and agility. The extant literature on employee agility needs more empirical evidence and appropriate theoretical explanations. This study aims to contribute to the literature by bringing empirical evidence to understand the intervening mechanisms through which empowering leadership influences employee agility and to suggest alternate theoretical explanations.

The mediating role of knowledge-sharing behavior and psychological safety is examined using quantitative data from a sample of 924 employees working in India's information technology industry.

Findings reveal that empowering leadership contributes to psychological safety at the workplace, promoting employees' knowledge-sharing behavior and leading to employee agility. The findings are globally relevant and theoretically consistent.

The phenomenon is explained in two ways. Firstly, by combining the structural empowerment and motivation perspectives, and secondly, by combining the conservation of resources and social exchange perspectives.

The findings imply that psychological safety and knowledge-sharing behavior can be used as leading indicators to prepare the organization for success in a dynamic and volatile environment.

This study is one of the earliest attempts to explain the mediating mechanism between empowering leadership and employee agility using serial multiple mediations. Further, this study combines different theoretical perspectives to present the findings more logically.

This research looks at the main effect of individuals’ moral philosophies, idealism and relativism, and its impact on the four dimensions of the consumer ethics beliefs – active benefit, passive benefit, no harm and doing good. The moderating impact of two dominant personalities – Machiavellianism and narcissism – was also analyzed. Based on Hunt–Vitell theory of ethics, this study aims to propose that there is a positive and significant impact of more relativistic and less idealistic moral philosophies on the decreased consumer ethical perceptions and that the narcissistic/Machiavellian personality traits drive that effect.

A total of 497 survey respondents were recruited via an online platform. All respondents were asked to answer questions, which were divided into four major parts. The first part consisted of scales related to both moral philosophies, the second part had both dark personality scales, the third part questioned about their consumer ethical beliefs and the final part was related to consumer demographics.

Relativists had higher scores in three consumer unethical belief dimensions. Idealists were not supportive of the active and passive illegal activities, as did their positive relation with doing good aspect of the ethical beliefs. Machiavellians strengthen the positive relativism relationship. The idealistic relation of narcissists, compared to relativistic relation, is stronger on unethical decision-making for consumers.

This study contributes to the current knowledge of individual’s moral philosophies and their impact on consumer ethical beliefs. It further demonstrates how the dark personalities of narcissism and Machiavellianism drive the relationship.

This chapter examines the prisoners’ strike which took place throughout Great Britain in August 1972. The strike, the first of its kind in British penal history, took place against a background of sub-standard conditions in British prisons, with an outdated prison estate, overcrowding, ‘slopping out’, and a prison department preoccupied with secrecy. The strike was not a sporadic protest, rather it occurred during a year of social and political unrest both inside and outside prisons, and was led by an organisation of prisoners and ex-prisoners – the Union for the Preservation of the Rights of Prisoners (PROP). While the government recognised the need for improvements in prison conditions, it refused to recognise the right of prisoners to organise. An analysis of the 1972 strike and the role of PROP can inform contemporary penal reform and abolitionist debates among scholars, practitioners, activists, prisoners and ex-prisoners.

The Astroworld concert tragedy is used as an example of crisis (mis)management and the potential utility of the 4R model. Although the 4R model has been implemented in high-risk emergency management situations, it is useful in the PR field because of its actionable approach, creating a way for practitioners to prepare for and manage crisis situations.

This is an analysis of the crisis that occurred at Astroworld, spanning preparation, day-of events, casualties and enduring reputational impact. The paper applies the 4R method to the Astroworld tragedy to show how it could have lessened or even prevented the tragedy. Finally, the SCCT model is used to explain why the official post-crisis statements were ineffective.

Social media has heightened the importance of a quick and effective organizational response to risk and crisis situations because poor responses can go viral quickly. However, social media also provides intelligence and crowd sourced information that can inform PR practitioners of emerging crisis scenarios. It is also an underutilized tool for two-way communication during crises.

The 4R approach is beneficial to general practitioners as it simplifies crisis best-practices, something essential for quick action. As our world changes and becomes less predictable, practitioners must have a clear plan to protect their organizations and the public surrounding them. This approach includes reduction, readiness, response and recovery, which are all essential in crisis communication.

The 4R method has not been explored or applied in the PR field. This paper highlights how the model has been utilized in the emergency management field and illustrates the way 4R can serve the PR field.

This study aims to investigate how learning goal orientation (LGO), participative decision-making (PDM) and leadership member exchange (LMX) influence innovative work behaviour (IWB) through expatriate employee creativity (EC). This research study further contributes to the extant literature by investigating team potency’s (TP) potential interaction effect on the expatriate EC–IWB relationship.

Data were gathered via survey from 175 expatriate employees in non-managerial positions in the United Arab Emirates. Partial least square structural equation modelling was used for analysing the collected data.

The statistical results show that PDM, LGO and LMX have a direct positive impact on IWB. The statistical findings also reveal that EC mediates the LGO and IWB relationship. Furthermore, TP has a significant positive moderating effect on the EC and IWB relationship.

This work adds to the literature in the field on innovation work behaviour and its antecedents by analysing data within the expatriate employee context, where empirical examinations are limited.

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.

The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).

The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.

The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

The practical demonstrations and research which led to the preparation of this paper involved a combination of stakeholder engagement, policy debate and the practical demonstration and testing of autonomous vehicles. By adhering to a design approach which in centred on participation and human-centred engagement, the advent of autonomous vehicles might avoid many of the problems encountered in relation to conventional transport.

The research explored how a new and potentially disruptive technology might be incorporated in urban settings, through the lens of participation and problem-based design. The research critically reviews key strands in the literature (autonomous vehicles, social research and participatory design), with allusion to current case study experiments.

Although there are numerous examples of autonomous vehicles (AV) research concentrating on technical aspects alone, this paper finds that such an approach appears to be an unusual starting point for the design of innovative technology. That is, AVs would appear to hold the potential to be genuinely disruptive in terms of innovation, yet the way that disruption takes place should surely be guided by design principles and by issues and problems encountered by potential users.

The research carries significant implications for practice in that it advocates locating those socio-contextual issues at the heart of the problem definition and design process and ahead of technical solutions.

What sets this research apart from other studies concerning AVs was that the starting point for investigation was the framing of AVs within contexts and scenarios leading to the emergence of wicked problems. This begins with a research position where the potential uses for AVs are considered in a social context, within which the problems and issues to be solved become the starting point for design at a fundamental level.