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The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

This paper aims to give an overview on a number of selected applications in comparison to a previous evaluation conducted two years ago, as well as performing an analysis on several new applications. Mobile messaging and VoIP applications for smartphones have seen a massive surge in popularity, which has also sparked the interest in research related to their security and privacy protection, leading to in-depth analyses of specific applications or vulnerabilities.

The evaluation methods mostly focus on known vulnerabilities in connection with authentication and validation mechanisms but also describe some newly identified attack vectors.

The results show a positive trend for new applications, which are mostly being developed with security and privacy features, whereas some of the older applications have shown little progress or have even introduced new vulnerabilities. In addition, this paper shows privacy implications of smartphone messaging that are not even solved by today’s most sophisticated “secure” smartphone messaging applications, as well as discusses methods for protecting user privacy during the creation of the user network.

Currently, there is no perfect solution available; thus, further research on this topic needs to be conducted.

In addition to conducting a security evaluation of existing applications together with newly designed messengers that were designed with a security background in mind, several methods for protecting user privacy were discussed. Furthermore, some new attack vectors were discussed.

Self-report questionnaires are the predominant method used in human resource management (HRM) research to assess employees’ work-related psychological constructs (e.g., processes, states, and attributes). However, this method is associated with significant shortcomings, including the introduction of self-serving bias and common method variance when used exclusively. In this chapter, the authors challenge the assumption that individuals themselves are the only accurate source of the self-focused information collected in HRM research. Instead, the authors propose that other-ratings – ratings of a target individual that are provided by a workplace observer, such as a coworker, supervisor, or subordinate – can accurately assess commonly measured work-related psychological constructs. The authors begin by explaining the advantages of other-ratings for HRM research and practice, reviewing the history of other-ratings and how they emerged in the personality and person-perception literature, and outlining how they have been used in HRM research to date. Then, the authors build upon Funder’s (1995) realistic accuracy model to develop a theoretical argument detailing why workplace others should be able to accurately judge how another employee thinks and feels about work. Next, the authors highlight existing evidence in the literature on the accuracy of other-ratings and present the results of a preliminary meta-analysis on the ability of other-ratings to predict self-ratings of work-related psychological constructs. Finally, the authors discuss potential moderators of other-rating accuracy and reflect on a number of practical considerations for researchers looking to use other-ratings in their own work. The authors intend for this chapter to meaningfully contribute to the larger conversation on HRM research methods. Other-ratings are a simple, yet powerful, addition to the methodological toolkit of HRM researchers that can increase flexibility in research design and improve the overall quality of research.

This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader.

The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation.

Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace.

This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader.

This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study.

This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

It is eminently fitting that the Greeks who gave us their word for “speaking fair” should also have supplied us with the ultimate exemplification of its use. They were wont to refer to the Furies, a group of avenging goddesses, as the Eumenides or “The Fair Ones.” Since the Furies were imagined as having a batlike shape which was adorned with a profusion of snakish hair, they were not fair at all, but rather terrifying, intimidating in the highest degree. To euphemize a phenomenon is to call it something other than what it most particularly is, anything at all provided the new designation is gentler, milder, less offensive, less threatening. It is even possible, as in the case of the Furies renamed Fair Ones, to effect a 180‐degree reversal of meaning.

Although much research focuses on the compulsive buying behavior theory, little attention has been paid to evaluation and diagnosis of compulsive buying in Eastern Europe. This is surprising, given an increasing prevalence of consumerism in many transitioning economies. Young consumers are particularly vulnerable to this phenomenon. The purpose of this study is to adapt the Richmond Compulsive Buying Scale to the Eastern European, specifically Polish cultural and language environment, and to validate it within a group of young Polish consumers, as well to assess the compulsive buying prevalence and the relationship between the compulsive buying and its precursors.

The Richmond Compulsive Buying Scale was selected for adaptation to the Polish context as it represents one of the best methodological and substantive compulsive buying measures in literature. The research is composed of two studies. Study 1 uses an in-person survey of young consumers (N = 504). A wide range of statistical procedures and latent variable modeling was used in the analysis. Study 2 (N = 756) uses an online survey to evaluate the correlation and relationship between the compulsive buying measure and its precursors, including consumers’ traits and states, by implementing a multiple indicators and multiple causes model.

The results of the two studies confirm that the adapted scale represents a valid and reliable measure of compulsive buying tendency in Poland, with the identified incidence rate of compulsive buying among Polish young consumers ranging from 11% in Study 1 to 11.6% in Study 2. In comparison with the results of other studies using the same measure, the current research findings reveal a similarity with the compulsive buying prevalence in China (10.4%; He et al., 2018), Brazil (9.8%; Leite et al., 2013) and slightly exceed the level found in western societies (e.g. 8.9% in the USA; Ridgway et al., 2008). The results of Study 2 indicate that compulsive buying in Poland is induced by low self-esteem and high levels of materialism, depression, anxiety, stress and negative feelings.

The present research offers a methodological and substantive contribution by adapting and testing the original version of the Richmond Compulsive Buying Scale within an Eastern European transitional market; specifically Poland. In addition, the study offers an empirical contribution to the international research on compulsive behavior, including its precursors, as seen in young consumers.

This research offers important public policy implications and highlights ethical implications for business organizations. In particular, the findings of this study offer suggestions for enhancing policies and processes of programing appropriate social and educational campaigns that can save young consumers from the negative consequences of compulsive buying.

The transitional status of the Polish economy and other Eastern European countries has given rise to compulsive buying behavior, especially among young consumers. This emerging consumer behavior trend in Eastern Europe is still underexplored and underreported; hence, there exists a strong need for exploring and measuring such behavior across different Eastern European markets.

Baumol’s impact on the development of managerial theories of the firm is investigated here through the material found in Galbraith’s archives. In 1957, Galbraith published a paper claiming that the impact of macroeconomic policies varies with market structures (competitive versus oligopolistic). That publication prompted Baumol (1958b) to send Galbraith a manuscript dealing extensively with a crucial question of managerial theories of the firm, namely, the trade-off between sales and profits. I argue that Baumol’s critiques and Galbraith’s answers largely explain the way Baumol (1958a, 1959) framed his alternative model of the behavior of corporations. He reasoned in terms of maximization of sales with a profit constraint as their main objective. In return, Business Behavior, Value and Growth fostered the development of Marris’ (1964) and Galbraith’s (1967) theories of the corporation. While Tullock (1978) provides a narrative in which the sales maximization hypothesis has two main branches – Baumol for the one and Galbraith–Marris for the other – the paper demonstrates that these branches are intimately connected.