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Counterproductive work behavior (CWB) imposes significant costs on organizations, thus antecedents of CWB are of particular interest to both practitioners and academics. The authors examine how one’s own narcissism interacts with co-worker narcissism to influence willingness to engage in retaliatory CWB against a co-worker.

The data for this study were obtained from Amazon Mechanical Turk participants and Master of Business Administration students, representing a cross-section of employee representatives.

The authors find that employees expect narcissistic co-workers to engage in continuing future CWB and this, in turn, increases employees' willingness to engage in retaliatory CWB. That is, non-narcissistic employees are provoked to engage in organizationally-destructive behaviors by peers perceived as narcissists. This affect is attenuated by the employee’s own narcissism. Relative to non-narcissists, narcissistic employees find a narcissistic co-worker more likeable, which reduces their willingness to engage in retaliatory CWB against the co-worker.

For corporations and HR managers, this study demonstrates the caution necessary when considering hiring and operational practices. Specifically, non-narcissists demonstrate increased willingness to engage in organizationally-destructive behaviors after interpersonal conflict with a narcissistic co-worker.

The authors extend prior research about interpersonal drivers of CWB, which primarily considered superior-subordinate dyad, by examining the joint effects of individual and co-worker narcissism in peer-to-peer relationships.

This paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.

The paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.

The paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.

Because of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.

This paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.

This paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

Since the last decade, debates regarding the efficiency and effectiveness of the forms of transfer, i.e. in the form of in-kind or cash transfers, have been gaining momentum. This paper aims to explore the preferences revealed by the beneficiaries, the role of contextual conditions in moulding these preferences, factors associated with the transfer scheme that defines the preferences and the rationale behind such responses.

The study conducted involves primary data collected from an Indian state, Odisha. 308 beneficiaries of the Targeted Public Distribution System (TPDS) were interviewed concerning specific objectives in a rural district (Mayurbhanj) and another highly urbanised district (Khordha).

The comparative results show that the strength of the contextual conditions significantly influences the preferences of the beneficiaries in the rural district as compared to the effect on the beneficiaries of the urban district. Education seems to have an insignificant impact in rural areas. However, income and standard of living have positive significant effects on shaping the preferences for cash or in-kind transfers.

Examining the strength of the contextual conditions and emphasising beneficiaries' perspectives would stimulate a better understanding of the implementation of the proposed quasi-Universal Basic Income. The study would hence, be instrumental in dealing with the transition towards cash transfers in the Indian context where the co-responsibility of both stakeholders, the government and the beneficiaries, should be given equal weightage.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-03-2023-0158