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Libraries are currently undergoing a significant transformation, emerging as dynamic advocates for environmental sustainability, surpassing their conventional roles as mere repositories of knowledge. In today’s world, dominated by the growing climate crisis, these evolving institutions are poised to play a pivotal role in addressing climate change. However, they confront a range of challenges, including the need to establish sustainable operations, provide accessible climate information, engage diverse audiences and uphold ethical standards.

The research methodology used for this study involves an extensive review of literature. The authors analyze existing studies concerning green libraries and their role as catalysts for climate change action globally. This analysis draws from a variety of scholarly sources, encompassing articles, books and reports, to provide a comprehensive overview of the subject.

The findings indicate that despite the aforementioned challenges, libraries in developed countries worldwide have demonstrated noteworthy success through initiatives such as green building projects, community engagement programs, collaborative partnerships, expansion of digital resources, innovative climate literacy initiatives and a commitment to ethical stewardship. These achievements serve as a source of inspiration, fostering hope and spurring action as libraries empower communities to embrace environmental stewardship. They showcase the potential of libraries as catalysts for positive environmental change.

The originality and value of this research lie in its insights into the potential of green libraries initiative as a catalyst for climate change action. Ultimately, this study opens the door to untold literary exploration, revolutionizing the art of green library capacity in the ever-evolving technological landscape. To augment their impact, libraries are encouraged to broaden the scope of their climate education initiatives, expand their digital resources, cultivate strategic collaborations, prioritize ethical responsibility and implement thorough evaluation and communication practices.

Despite being one of the most used dependent variables in expatriate management research, no clear-cut understanding exists of what expatriate success means. Thus, this study aims to propose an integrative definition of expatriate success by providing an overview of expatriate success's dimensions, antecedents, and their interplay.

A systematic literature review (SLR) was conducted to achieve the purpose. A total of 249 empirical studies (quantitative 111, qualitative 50, mixed-methods 17), literature reviews (67) and meta-analyses (4) on expatriate success were reviewed from Web of Science and Scopus databases published from 1990 until December 2021. The study selection criteria followed the PRISMA flowchart steps, and then descriptive and network analyses were performed to identify expatriates' success dimensions, antecedents and their interplay.

The findings show the interplay among antecedents and dimensions of expatriate success across three levels (individual, interpersonal and organisational) to clarify the concept of expatriate success. Also, the study offers a comprehensive definition of expatriate success based on the dimensions identified.

The suggested definition of expatriate success elucidates the “atheoretical”, multidimensional and socially constructed nature of the construct and hence, calls for more “theoretical”, multidimensional and subjective considerations of the term to ground human resource management practices addressed to attain expatriates' success.

This paper provides an integrative definition of expatriate success, giving greater insight into the construct, in addition to critically reflecting on it.

This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.

Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.

The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.

The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.

The developmental relation of informal mentoring within the organization could aid in tiding over the challenges that arise with change. The purpose is to explore the relationship between informal mentoring within the organization and change supportive behaviour to put forth a framework describing the catalytic and a priori role of informal mentoring within the organization in augmenting change readiness and facilitating change supportive behaviour for a successful organizational change.

Drawing on the appraisal theory of stress coping, the paper put forward a conceptual framework describing the mechanisms through which informal mentoring within the organization leads to change supportive behaviour among the individuals.

The conceptual model explains how informal mentoring within the organization develops optimism, resilience, self-efficacy and trust and facilitates change readiness among the individuals, which leads to change supportive behaviours in them. The paper also describes the influence of poor change management history and organizational identity threat on the relations.

The paper explains the underexplored relationship between mentoring and change readiness. It also sheds light on the importance of exploring the micro-foundations of a macro-level phenomenon. Further research should focus on the differential effect of different forms of mentoring on change readiness.

The paper is developed based on the review of extant literature and applying the theoretical lens of appraisal theory of stress coping to the phenomenon. The paper explains the micro-foundation of the phenomenon and describes how informal mentoring would lead to a change supportive behaviour among the individuals.