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While founder characteristics have been studied extensively as a factor in attracting employees, organizational attributes of startups have received little attention. To fill the void, this study aims to examine organizational attributes of startups to attract employees.

This research collected 8,817 online employer reviews of 117 startups from Glassdoor.com. This research conducted two studies. In Study 1, a topic modeling approach was applied to identify startup attributes to attract employees having actual employer experience and to examine the importance and relationship of the attributes, drawing the person–organization fit theory. Study 2 used logistic regression analysis to explore the effect of identified attributes on employer attractiveness based on the signaling theory.

Study 1 found six attributes: high-quality coworkers, entrepreneurial culture, development, company outlook, physical office and stereotypical startup perks. This study also found high-quality coworkers, entrepreneurial culture and development are not only related to each other but also more critical attributes than other attributes. The core value of the three attributes can be conceptualized as “learning opportunity.” Study 2 found that employees attracted to “learning opportunity” are more likely to recommend their employers than instrumental attributes, including physical office and stereotypical startup perks.

This research elaborates on employer attributes to attract employees in the context of startup based on the real voices of employees having actual employer experience. Furthermore, this research extends the understanding of employer attributes contributing to employer attractiveness by combining qualitative review data with quantitative rating data.

This chapter provides a brief overview of the history of the laws of war up to the mid-1800s CE. It discusses the interconnection between social and historical forces, armies, and the laws that govern them.

This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students.

This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews.

From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics.

First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds.

The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world.

Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures.

Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.

The study aimed to test the validity and reliability of the Polish version of the identity leadership inventory (ILI) proposed by Steffens, Haslam, Reicher et al. (2014) and to confirm the relationship between identity leadership and various job-related outcomes (i.e., trust in leaders, job satisfaction, work engagement and turnover intentions) among employees from Poland-based organizations. Identity leadership appears to be a universal construct (van Dick, Ciampa, & Liang, 2018) but no one has studied it in Poland so far.

The sample consisted of 1078 employees collected in two independent subsamples from different organizations located in Northern and Central Poland. We evaluated the ILI’s factorial structure using confirmatory factor analysis.

The results confirm that the 15-item Polish version of the ILI has a four-dimensional structure with factors representing prototypicality, advancement, entrepreneurship and impresarioship. It showed satisfactory reliability. The identity leadership inventory-short form (four items) also showed a good fit with the data. As expected, the relationships between identity leadership and important work-related outcomes (general level of job satisfaction, work engagement, trust toward the leader and turnover intentions) were also significant.

Despite the cultural specifics of Polish organizations, the research results were generally very similar to those in other countries, confirming the universality of the ILI as shown in the Global Identity Leadership Development project (GILD, see van Dick, Ciampa, & Liang, 2018; van Dick et al., 2021).

This study aims to explore a potential conference experience design strategy, namely, festivalization. It investigates the potential festivalization effects on conference attendees in two formats of business conferences: virtual and in-person.

A series of two scenario-based experimental studies were conducted. A series of one-way analysis of covariance and PROCESS procedures (Model 6) were performed for data analysis.

The inclusion of festivalization elements significantly enhances positive responses of attendees, especially for in-person conferences. This effect is further explained by a serial mediation effect, where enhanced perceived values and conference engagement play key roles in improving attendees’ conference experience.

By incorporating festivalization elements, conference organizers can create a more engaging and satisfying event experience for attendees. This can lead to greater satisfaction, positive word-of-mouth and increased registrations.

This study represents a pioneering effort in revealing the underlining mechanisms that explain how festivalization affects attendee engagement and subsequent behaviors in business event management in both face-to-face and virtual settings.

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.

The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

Managing mega infrastructure projects (MIPs) is more complex because of time, size, social, environmental and financial implications. This study aims to address the management approaches, complexity and risk factors involved in MIPs. The study focuses on project success criteria and their individual effects on the success of MIPs.

To address the challenges and identify the most influencing factor for the success of MIPs, the study deployed a cross-sectional survey approach. Six hundred eighty-two usable samples were collected from the respondents to understand the impact of predetermined factors on the success of MIPs. The structural equation model and artificial neural network approach were used to derive the importance of factors affecting the success of MIPs.

The study's outcome confirms that all three influencing factors: feasibility studies, community engagements and contract selection, have a significant positive impact on the success of MIPs. Community engagement amongst all three has the most influential predictor for the success of MIPs.

The developed model will enable practitioners and policymakers from Indian construction companies and other emerging nations to concentrate on recognized risk reduction variables to enhance project success criteria and project management success, especially for MIPs.