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Confucian nurturing doctrine of xin (heart‐mind) comprehensively illustrates the importance of emerging state of feelings, which are the antecedents of organizational and individual behaviors. This introductory paper seeks to provide meaningful references for the management education and research trends like organizational justice and emotional intelligence.

Based on Confucian nurturing doctrine of xin (heart‐mind), this paper analyzes: the connotation of xin, qing (emotions/feelings) as the manifestation of xing (nature) by xin, and the cultivation of xin. Accordingly, the authors propose the holistic man model based on emotions.

The holistic man model based on emotions contains natural, social, moral, and transcendental dimensions. Self‐cultivation is significant for management practices and education.

As a conceptual essay, the statements in the paper need further argument and exploration.

A referential hypothetical model of human nature based on Confucian nurturing doctrine of xin can make people have transcendent aspiration in their daily life and focus on the unity of individuals' natural feelings and moral cultivation. In this case, people can live an integrated, meaningful and healthy life based on their emerging state of emotions, which are the antecedents of the transactional, instrumental, and procedural regulations.

This paper contributes to the notions of the holistic man based on emotions and emerging state of emotions by referring to Confucian nurturing doctrine of xin (heart‐mind).

This study aims to understand the epistemic foundation of the classification applied in the first Chinese library catalogue, the Seven Epitomes (Qilue).

Originating from a theoretical stance that situates knowledge organization in its social context, the study applies a multifaceted framework pertaining to five categories of textual data: the Seven Epitomes; biographical information about the classificationist Liu Xin; and the relevant intellectual, political, and technological history.

The study discovers seven principles contributing to the epistemic foundation of the catalogue's classification: the Han imperial library collection imposed as the literary warrant; government functions considered for structuring texts; classicist morality determining the main classificatory structure; knowledge perceived and organized as a unity; objects, rather than subjects, of concern affecting categories at the main class level; correlative thinking connecting all text categories to a supreme knowledge embodied by the Six Classics; and classicist moral values resulting in both vertical and horizontal hierarchies among categories as well as texts.

A major limitation of the study is its focus on the main classes, with limited attention to subclasses. Future research can extend the analysis to examine subclasses of the same scheme. Findings from these studies may lead to a comparison between the epistemic approach in the target classification and the analytic one common in today's bibliographic classification.

The study is the first to examine in depth the epistemic foundation of traditional Chinese bibliographic classification, anchoring the classification in its appropriate social and historical context.

This paper aims to identify and evaluate the limitations related to Xin et al. (2022). The discussant also provide suggestions for future research along this line.

In this discussion, the discussant will attempt to identify the main limitations and provide suggestions for future improvement. This written discussion focuses on three main points. First, the discussant will focus on the incremental contribution. Second, the discussant will discuss some remaining issues with the empirical design and propose suggestions for further improvement. Lastly, the discussant will go over the underlying reasons behind the documented results.

Xin et al. (2022) investigate the original and important question of whether local leadership turnover leads to lower financial leverage.

Xin et al. (2022) contribute to the research line of the economic impact of political uncertainty by investigating the turnover year effect of local top leadership in the Chinese setting. Future research can improve our understanding by investigating the underlying mechanisms behind the documented results.

The Chinese Social Citation Index (CSSCI) covers over 500 scholarly Chinese journals in the humanities and social sciences. CSSCI provides an efficient tool for people to obtain information about Chinese social science research. Its CD‐ROM disks have been manufactured and a Web site has been set up for people to search for information about it. In this article the authors introduce the goals, significance and functions of CSSCI and a detailed explanation of the data structure and the direction of data flow is provided.

There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population.

To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included.

The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions.

This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs.

The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum.

This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population.

Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.

The need to give force to change efforts is a problem of importance to all organizations. This paper addresses change efforts that are reinforced by in‐house executive education programs, in particular those that occur in educational institutions. Tracing the development of an in‐house executive education effort in a state university, this case study begins with the President’s cabinet meeting that endorsed the training that was to take place. It takes us through the process of how that training was designed, implemented, evaluated, and subsequently modified and then compares the results of the program to findings in the executive education literature. The study concludes that the program as conducted reinforces three critical aspects of effective executive education: that it be intimately tied to anticipating and causing industry change, that it focus on the centrality of active distributive leadership, and that it engage participants in activities that translate into action plans linked to actual organizational outcomes desired by the institution.

Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.

Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.

Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.

The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

The governing equations for dynamic transient analysis of a fluid‐saturated two‐phase porous medium model based on the mixture theory are presented. A penalty finite element formulation is derived with the general Galerkin procedure of the finite element method (FEM), and the obtained dynamic system equation can be solved with implicit or explicit time integration method, which is discussed in this paper. Using this method, a porous medium column under impulsive loading is analyzed and the results reveal the phenomena of one‐dimensional wave propagation, which are consistent with analytical solutions. Furthermore, two numerical examples of two‐dimensional problems demonstrate the existence of two body waves, i.e. longitudinal (P‐type) and transverse (S‐type) waves in porous media, and the Rayleigh wave in the vicinity of the surface of porous media.

We analyze the economic consequence of government intervention on the incidence of accounting fraud and audit fees of both Big 4 and local big auditors on Chinese audit market in the period 2006–2013. In 2009, Chinese government issued favorable polices to local big auditors and required certain Chinese companies to give priority to these auditors. We find that market share of Big 4 auditors is quite stable before and after government intervention, but market share of local big auditors increases at the cost of local small auditors after intervention. Although audit fee premiums of both local big and Big 4 auditors have increased after intervention, the positive effect of local big auditors on audit fee premiums has significantly decreased. Further, both Big 4 and local big auditors are not likely to reduce the incidence of accounting fraud in pre- and post-intervention period. Our results suggest that Chinese government support to local auditors does not significantly enhance these auditors’ competitiveness in terms of audit fee and audit quality.