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This study investigates how individuals' self-awareness (specifically, private and public self-awareness) and environment-awareness (perceived expertise, similarity and familiarity) shape herd behavior, encompassing discounting one’s information and imitating others. Drawing from latent state-trait theory, this research aims to discern the impact of these factors on purchase intention and behavior.

Longitudinal data from 231 users in Xiaohongshu, China’s leading social commerce platform, were collected to test the proposed model and hypotheses.

The findings from this study show that private self-awareness negatively influences discounting one’s own information and imitating others. Public self-awareness positively affects imitating others, while it does not affect discounting one’s own information. Perceived expertise diminishes discounting one’s own information but does not significantly affect imitating others. Perceived similarity and perceived familiarity are positively related to discounting one’s own information and imitating others. The results confirm different interaction effects between self-awareness and environment-awareness on herd behavior.

First, this contributes back to the latent state-trait theory by expanding the applicability of this theory to explain the phenomenon of herd behavior. Second, this study takes an important step toward theoretical advancement in the extant literature by qualifying that both self- and environment-awareness should be considered to trigger additional effects on herd behavior. Third, this study provides a more enlightened understanding of herd behavior by highlighting the significance of considering the interplay between self- and environment-awareness on herd behavior. Finally, this study also empirically confirms the validity of classifying self-awareness into private and public aspects.

As the world experiences a rapid rise in technological advances, the engineering profession will be required to become even more socially responsible and emotionally stable to be able to display higher levels of empathy towards the society they serve. Therefore, the purpose of this study is to evaluate the key emotional competencies (ECs) that engineers need to possess to thrive in the construction industry after graduation.

A quantitative research approach was conducted with close-ended questionnaires developed and administered to built environment professionals such as architects, construction managers, construction project managers, engineers and quantity surveyors.

The results showed that the ability to display a positive outlook on life, understand one's emotional triggers, ability to display resilience in hard times, control one's emotions and ability to show compassion to others were the highest-ranked ECs. Further analysis revealed four clusters such as self-awareness, empathy, self-regulation and self-motivation.

Practical guidance for higher education institutions is offered in terms of revamping and revisiting their engineering education curricula to develop these ECs to produce emotionally sound engineers for the ever-changing world of work.

As the world of work becomes increasingly dynamic and diverse, engineers will be required to possess empathy, social skills and high levels of ECs to be able to seamlessly interact with fellow professionals as well as the society they serve.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

The purpose of this research is to examine the narratives of victims of abusive supervision. We explore the meaning or “lessons” victims derive from those experiences and how they shape the victims’ views of self, work and organization in relation to navigating their subsequent jobs.

We analyzed how appraisals of supervisory abuse transform victims’ narratives and their consequent work attitudes through sensemaking processes. Semi-structured interviews with the past victims of abusive supervision generated a four-stage model of how sensemaking shapes victims’ future work attitudes. Our interpretations were guided through narrative thematic analysis based on the constructionist approach.

Victims’ lessons learned are predominantly framed by their retrospective post-event appraisal of abuse (based on its severity) once individuals are no longer subject to abusive supervision. With greater distance from the abuse, victims can process the abuse and better understand the motivation of the abuser, enabling the process of causal attributions. These attributions further shape victims’ narratives and future work attitudes through a complex interplay of retrospective and prospective sensemaking mechanisms. The victims broadly reported proactive (with higher self-awareness and endurance) and reactive (self-protection, and emotional scars) lessons. A four-stage model was proposed based on our findings.

Abusive supervision remains a persistent issue experienced by many individuals at some point in their working life. However, little is known about how victims make sense of the event post-abuse and how this sense-making guides their future work behaviors. Understanding this phenomenon provides insight into how employees navigate through adversity and construct a more positive future. The contribution of this narrative inquiry is threefold. First, it explores how individual appraisals of supervisory abuse frame their (1) mechanisms of narrative construction; and (2) future work attitudes. Second, our findings demonstrate how narrative construction is a fluid process often informed by the process of retrospective and prospective sensemaking. Finally, our research suggests two broader categories of lessons that victims internalize and carry forward to their subsequent jobs.

The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.

This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.

Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.

Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.

Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

This study examines handmade clothing consumption as a means of self-expression by exploring the interrelationships between consumers' self-expression, brand love and word of mouth.

Using a descriptive research design, data were collected from 295 respondents in South Africa who posted about fashion on social media and who had bought handmade clothing in the 6 months prior to data collection. Structural equation modelling was used to examine the interrelationships between consumers' self-expression, brand love and word of mouth.

Brand love intervenes between consumers' self-brand connections and word of mouth about handmade clothing. More specifically, brand love strengthens positive word of mouth online and mitigates negative word-of-mouth intentions following a handmade clothing product failure scenario.

The study enlightens scholarly understanding of consumers' self-expression motivations for using ready-made handmade clothing that results in brand love and positive word of mouth.

Handmade clothing marketers who tap into consumers' self-expression and who can establish brand love among consumers can similarly create beneficial consumer–brand relationships.

Consumers often use handmade clothing for the purpose of self-expression, which provides subsequent spin-offs for brands in the form of brand love and positive word of mouth. Objective self-awareness theory provides a parsimonious lens to reveal the important role that brand love plays as a mechanism to explain the linkage of consumers' self-brand connections to word of mouth about handmade clothing.

Social entrepreneurship has been recently viewed as an emancipatory process that promotes freedom and autonomy for social entrepreneurs and those they serve. However, the mechanisms of how emancipation is enacted remain relatively underexplored. By using an integrative lens, this paper aims to explore the emancipation experiences of women social entrepreneurs and unpack the processes through which they extend their self-emancipation to facilitate the empowerment of others.

This study adopted a qualitative multiple-case study approach. Semistructured interviews were conducted with eight women social entrepreneurs from various industries in Hong Kong to understand and examine their experiences of “emancipation from” and “emancipation to” in social entrepreneurship.

This study identified a three-phase emancipatory journey of women social entrepreneurs. Specifically, the findings revealed that their emancipation experiences started with self-awareness of constraints in their surroundings, primarily due to stereotyped social norms and institutional barriers. This phase is followed by embracing social entrepreneurship as a coping strategy for navigating the perceived constraints and exploring new possibilities with increased agency. Ultimately, this transformation extends beyond their individual growth into broader social impacts as women social entrepreneurs use their newfound agency to effect meaningful social changes.

This study enriches the “entrepreneuring as emancipation” perspective by embracing an integrative lens that allows us to delve into the complex layers of emancipation experiences of women social entrepreneurs. Notably, this study differentiates various conceptions of emancipation, presenting a dual role of women social entrepreneurs as both the emancipated and the emancipator. By situating the study in Hong Kong, where women often face gendered expectations that shape their career choices and development, this study offers a nuanced and contextual understanding of the unique challenges and opportunities women social entrepreneurs encounter in their environment.

In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.

This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.

The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.

In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

In light of climate change, the design and construction of buildings needs to shift from conventional to lower-carbon practices to maximise carbon reduction. Over the past few years, the zero carbon buildings (ZCBs) approach has been promoted worldwide as an effective way to reduce environmental impacts and mitigate climate change. Although zero-carbon policies, technologies, processes and products are widely available in the construction market, construction stakeholders play an important part in adopting relevant strategies to implement ZCBs successfully. This study investigates the knowledge of construction stakeholders involved in the design and construction of buildings regarding zero carbon initiatives in New Zealand.

The research was conducted using a literature review and an online questionnaire survey with various New Zealand's construction stakeholders.

The findings indicate a low level of knowledge regarding the design and construction of ZCBs. To successfully deliver ZCBs, the study suggests that construction stakeholders must have their self-awareness increased, especially in improving knowledge of whole-of-life embodied carbon reduction. The governments and construction sectors should devote more effort to establishing training programmes and knowledge-sharing platforms to improve stakeholder knowledge in carbon literacy, building assessment methods, energy modelling and life cycle assessment.

The research implications may assist the real-world uptake of the ZCBs approach by offering academics and practitioners an insight into the ZCBs knowledge gaps.