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The purpose of this paper is to integrate job demands–resources theory with core self-evaluation theory to examine how and when sustainable project leadership stimulates sustainable project performance. Psychological empowerment is used as a mechanism between sustainable project leadership and sustainable project performance, whereas core self-evaluation acts as a moderator between sustainable project leadership and psychological empowerment.

This study adopts a time-lagged two-phase approach to collecting data from 257 software engineers working in medium-sized and large companies in the Polish financial sector.

This study reveals the direct and indirect (through psychological empowerment) effects of sustainable project leadership on sustainable project performance. It also confirms that the “sustainable project leadership–psychological empowerment” relationship strengthens with increasing level of project team members’ core self-evaluation.

This article explores a unique research framework. It significantly enriches the literature on sustainable project management, increasing the understanding of effective leadership practices that address the needs of software engineering teams to support sustainable project performance.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

This study examines how asking employees to self-assess their performance during the compensation setting process, when they are unaware of their marginal contribution to firm profit, affects employer welfare. Previous research suggests that giving employees a voice in the compensation setting process can positively affect employee performance and firm profit (Jenkins & Lawler, 1981; Roberts, 2003). However, the study proposes that asking employees to assess their own performance as part of the compensation setting process can have unintended consequences that ultimately lead to higher employee compensation demands. This is because asking employees to assess their performance increases their overconfidence in their own performance and their compensation demands. As a result, employers may face the dilemma of whether to meet these higher compensation demands or risk economic losses due to employee retaliation if their demands are not met. Through experimental evidence comparing a control condition without self-assessments and three self-assessment reporting conditions, the study provides evidence that supports the notion that eliciting employee self-assessments as part of the compensation process reduces employer welfare. Data on employee perceptions of performance further support the notion that asking employees to evaluate their performance leads to an inflated perception of their performance. These findings provide a theory-based explanation of why, in practice, many companies disentangle employee performance assessments from the compensation setting process and that companies are well advised in doing so.

This study aims to explore auto mechanics awareness of repairs and maintenance related to the car’s cybersecurity and provide insights into challenges based on current practice.

This study is based on an empirical study consisting of semistructured interviews with representatives from both branded and independent auto workshops. The data was analyzed using thematic analysis. A version of the capability maturity model was introduced to the respondents as a self-evaluation of their cybersecurity awareness.

Cybersecurity was not found to be part of the current auto workshop work culture, and that there is a gap between independent workshops and branded workshops. Specifically, in how they function, approach problems and the tools and support available to them to resolve (particularly regarding previously unknown) issues.

Only auto workshop managers in Sweden were interviewed for this study. This role was picked because it is the most likely to have come in contact with cybersecurity-related issues. They may also have discussed the topic with mechanics, manufacturers or other auto workshops – thus providing a broader view of potential issues or challenges.

The challenges identified in this study offers actionable advice to car manufacturers, branded workshops and independent workshops. The goal is to further cooperation, improve knowledge sharing and avoid unnecessary safety or security issues.

As cars become smarter, they also become potential targets for cyberattacks, which in turn poses potential threats to human safety. However, research on auto workshops, which has previously ensured that cars are road safe, has received little research attention with regards to the role cybersecurity can play in repairs and maintenance. Insights from auto workshops can therefore shed light upon the unique challenges and issues tied to the cybersecurity of cars, and how they are kept up-to-date and road safe in the digital era.

The purpose of this study is to develop and validate the business streamlining (BS) model proposed in 2017.

This study/paper develops and validates the qualitatively generated BS model, a conceptual model of service sourcing relationships, by testing it quantitatively. A survey was sent to chief exective officers, chief purchasing officers or facility managers in 764 private or public companies in Sweden with an annual turnover exceeding € 10m. The categories were tested and analyzed by means of factor analysis.

The BS model for managing service sourcing processes was confirmed to be significant overall, meaning that it is applicable irrespective of service sourcing context. The efficiency pursuing (EP) was found to have an interlinking role that calls for a revision of the BS model. Furthermore, the four categories tended to load pairwise.

Although this cross-sectional study confirms the relevance of the BS model for managing service-sourcing processes, further studies should examine both the relative significance of its categories in different service-sourcing contexts and why the four main categories tend to pair.

The results support that the model is flexible and adaptable to a wide range of service-sourcing circumstances. Irrespective of the relative complexity of facility management (FM) sourcing processes, the categories can be adapted to fit the service sourcing context. Thus, it can be used as a tool to analyze and facilitate strategic decision-making.

The paper validates that the BS model can represent the dynamics of different service-sourcing processes, regardless of the complexity of the context.

This chapter focuses on Responsible Research and Innovation (RRI) as a new approach for academic institutions, such as universities and Universities of Applied Sciences (UASs) as organizations based on empirical evidence. A University of Applied Sciences in Switzerland was selected as a case. An analysis of the organization's most representative documents, extensive interviews with employees having expertise in the different RRI keys (public engagement, gender equality/diversity, science education, open access, ethics) and Anticipation, Inclusiveness, Reflexivity, Responsiveness (AIRR) dimensions, as well as a focus group produced interesting insights regarding the discourse and institutionalization of the RRI approach in the organization. Furthermore, the drivers, barriers, best practices, and monitoring of each of the RRI keys and AIRR dimensions were further described. The findings suggest that RRI could be a helpful policy framework at a time that universities are going through a systemic change.

Knowledge hiding in organizations is perceived as counterproductive knowledge behavior that is negatively related to employees creativity and job performance, but positively affect workplace deviance and turnover intention. The extent to which knowledge hiding develops is largely determined by personal characteristics and the work environment. However, there is a lack of research on the relationship between individual intellectual capital and knowledge hiding. This study aims to investigate the underlying mediation and moderation mechanisms of the relationship between individual human capital and knowledge hiding. The study explores the mediating role of pressure of helping others and negative emotions, and the moderating role of perceived organizational politics.

The data were collected in two waves, in January and February 2024, from 424 Polish employees with high intellectual capital. Partial least squares path modeling was used to test the research hypotheses.

Individual human capital is positively related to the pressure of helping others and negatively related to negative emotions. Pressure of helping others mediates the relationship between individual human capital and knowledge hiding. Contrary to expectations, negative emotions do not mediate the relationship between the pressure of helping others and knowledge hiding. The interaction of individual human capital and perceived organizational politics is positively related to knowledge hiding.

To decrease knowledge hiding, managers should promote meritocracy in the organization and reduce employees’ behaviors that are selfish and based on political games. Employees with high human capital should be provided with support to relieve the pressure of helping others and the negative emotions which are associated with the pressure of helping others.

Based on psychological ownership and reactance theories, to the best of the author’s knowledge, this study is the first to explore the relationships between individual human capital and knowledge hiding.

Following the renewed interest to harness the full potential of African female employees in the workplace, this paper aims to explore how patriarchal behaviors relate to career adaptability, subjective career success and job satisfaction among women in Nigerian organizations.

A structured questionnaire was used in collecting quantitative data from 508 middle-level managers in Nigerian organizations. The hypotheses were tested with structural equation modeling.

Patriarchal-induced gendered work practices were found to have a significant negative influence on career adaptability among Nigerian career women. Contrary to expectations, patriarchal discrimination was found to have an insignificant negative influence on job satisfaction and subjective career success, suggesting that Nigerian career women still experience significant subjective career success and job satisfaction amid patriarchal practices in the workplace.

For female employees to possess significant career adaptability resources that will enable them to reconstruct their careers to match redesigned job functions in times of innovation in the workplace, organizations should reinvent their human resources (HR) policies that address patriarchal-induced gendered work practices in the workplace.

This current study extends research on how patriarchy affects female employees in African organizations from the traditional research focus of patriarchy and work-life balance relationships to the under-explored area of career experience among women. To the best of the authors’ knowledge, this is the first quantitative research that explores how patriarchy influences career adaptability resources, subjective career success and job satisfaction among Nigerian female employees.

Intersectionality addresses complex avenues of oppression that emanate at the intersections of one’s identities. However, the intersectional framework assumes static identities, which are increasingly being acknowledged for their fluidity. This research explored the extent of the fluidity of social identities to draw implications for the application of the framework in research.

27 participants from a post-graduate elective course on diversity and inclusion identified their significant social identities, and submitted a write-up using hermeneutic phenomenology in which the participants shared their lived experiences of the fluidity of their social identities in different spaces they occupy or find themselves in.

Fluidity-triggering stimuli in different environments and their associations with identity-related motives were uncovered using thematic analysis. Stimuli operating at micro-, meso- and macro-levels rationally explained identity fluidity. However, in addition to types, intensity and frequency of stimuli, psychological factors, such as identity status, were decisive in determining the degree of generalization of stimuli across individuals and spaces that significantly influenced identity fluidity.

This research explored the extent of the fluidity of social identities to draw implications for the application of the intersectional framework in research. The findings contribute to future research by identifying limitations of the intersectional framework based on the fluidity of social identities arising from environmental stimuli that operate at micro-, meso- and macro-levels, and the extent of psychological generalization of these stimuli across spaces.

The purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.

The study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.

The study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.

The small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.

The study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.