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Neurostrategy is an abductive decision-making process developed from the knowledge generated within the network of decision-makers. It links cognitive style with the team's decisional adaptability in relation to the organization's purpose. Neurostrategy differs from traditional methods, in which it addresses negative utility or decisional trauma, highlighting the variety of interests that are the main cause of team misalignment and allowing for the development of strategies to address them. Neurostrategy enables the classification of strategy deficiencies based on cohesion, coordination, communication and conduction (Co4).

This paper introduces a novel approach called relational neurostrategy (RNS) to elucidate the knowledge processes influencing decision-making. RNS aims to “capture” the intricate processes guiding decisions, enabling the network's decisional plasticity in both forms and contents. This adaptability is crucial for effectively addressing posed challenges, while simultaneously mitigating the impact of diverse interests. The methodology also ensures transparency in the decision-making process and generates an effective solution strategy.

The RNS addresses two critical aspects of the decision-making process. Firstly, it reduces unnecessary variety stemming from multiple interpretations and secondly, it minimizes the adverse impact of diverse interests within the decision-making network. This approach results in strong and credible decisions that reflect the collective intelligence, cooperation and collaborative efforts of the network, rather than being imposed as absolute truths.

The RNS stands out as a distinctive decision-making method, setting itself apart from existing approaches. Its uniqueness becomes evident in its ability to address the question “what prevents the authors from … ?” from this inquiry, RNS successfully integrates unrequired variety and negative utility. By doing so, it strategically narrows down the search field to the universe of distinctions that truly constitute the problem. This innovative process not only enhances efficiency but also fosters a high level of participation in the strategic design of potential solutions. In essence, RNS brings unprecedented value by effectively navigating the intricacies of decision-making and maximizing the relevance of the identified problem space.

This paper aims to present a systematic literature review and bibliometric analysis of research papers published on chat generative pre-trained transformer (ChatGPT), an OpenAI-developed large-scale generative language model. The study’s objective is to provide a comprehensive assessment of the present status of research on ChatGPT and identify current trends and themes in the literature.

A total of 328 research article data was extracted from Scopus for bibliometric analysis, to investigate publishing trends, productive countries and keyword analysis around the topic and 34 relevant research publications were selected for an in-depth systematic literature review.

The findings indicate that ChatGPT research is still in its early stages, with the current emphasis on applications such as natural language processing and understanding, dialogue systems, speech processing and recognition, learning systems, chatbots and response generation. The USA is at the forefront of publishing on this topic and new keywords, e.g. “patient care”, “medical”, “higher education” and so on are emerging themes around the topic.

These findings underscore the importance of ongoing research and development to address these limitations and ensure that ChatGPT is used responsibly and ethically. While systematic review research on ChatGPT heralds exciting opportunities, it also demands a careful understanding of its nuances to harness its potential effectively.

Overall, this study provides a valuable resource for researchers and practitioners interested in ChatGPT at this early stage and helps to identify the grey areas around this topic.

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.

To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.

The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.

The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

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.