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This article presents findings on the relationship between social interactions in remote learning environments and the perceived effectiveness of remote learning. Specifically, it examines the impact of teacher-student interactions and student-student interactions on perceived effectiveness of remote learning, with a focus on how students’ attitudes towards remote education mediate this relationship. Additionally, it explores the moderating effects of cultural context and study form (full-time vs part-time) on these dynamics.

A quantitative research design was used, employing a structured survey questionnaire to collect data from a diverse group of students from Poland, India, Indonesia and the UK. The study involved 1,883 students and analysed the data using statistical methods to assess both mediation and moderation effects. The study employed data obtained from a survey of universities in four countries conducted between 2021 and 2022.

The results emphasise the significant influence of both teacher-student and student-student interactions on students’ perceptions of the effectiveness of remote learning. Positive attitudes towards remote learning were found to mediate this relationship, amplifying the beneficial effects of social interaction. Furthermore, the study reveals that cultural context and study form moderate these relationships, with varying impacts observed across different cultural backgrounds and study arrangements. The study has implications for theory, research, policy implementation and practice in improving education programs.

The comparative analysis included only four countries, which may have affected the overall representativeness of the results. Because the study is limited to students from Poland, India, Indonesia and the UK, the findings may not fully capture the diversity of remote learning experiences across other cultural and socioeconomic contexts. As a result, there may be challenges in generalising these findings to all higher education settings globally. Future research is recommended to include a more extensive sample from additional countries and regions to validate the current results and enhance their generalisability. Therefore, it is worth continuing research in this area, considering more countries and potential moderating factors.

This research contributes original insights into the dynamics of remote learning during a global crisis, offering an understanding of how social interactions, student attitudes and contextual factors shape perceived effectiveness. These findings provide critical guidance for educators, policymakers and institutions seeking to optimise remote education strategies in diverse cultural and educational settings.

The link between sleep disturbance and aggression among forensic psychiatric patients is well established. However, the relationship between subjective experience of sleep quality and sleep hygiene, reported head injury, age, neuropsychological functioning and risk within these populations remains poorly understood. A study is described examining the relationships between these factors in a sample of individuals deemed a “grave and immediate” risk toothers. The aim of this study is to explore these relationships in more detail.

A service evaluation project examining the prevalence of self-reported sleep dysfunction, age and the relationship with neuropsychological functioning, reported head injury and dynamic risk appraisals of a UK high secure psychiatric patient sample is described (n = 84).

Self-reported poor sleep quality and poor sleep hygiene is present among 65% of patients, especially those in admission and high dependency wards. Whilst there are no differences between those with a self-reported head injury history in sleep quality, there is in sleep hygiene. Older patients also report more sleep hygiene problems. The combination of poor sleep quality, poor sleep hygiene and performance within selective aspects of executive functioning tasks has some relationship with dynamic risk.

The importance of sleep management and cognitive remediation is discussed, as is the need for more robust research and inclusion of an assessment of sleep within forensic neuropsychological and psychiatric evaluations.

To the best of the authors’ knowledge, this is the first study to examine the relationship of sleep disturbance, neuropsychological functioning and head injuries and risk within a high secure psychiatric patient sample.

This study primarily investigated the tendency of management students to exhibit bias blind spots on three biases related to career decision-making. Second, it also explores how different decision styles, namely rational and intuitive, relate to bias blind spots, considering career exploration as a key factor that might influence this relationship.

To gather data from 277 second-year MBA students specializing in management and business administration from two southern states of India. SPSS software was used to measure the bias blind spot score, and partial least squares structural equation modeling (PLS-SEM) was used to test the hypotheses.

The research findings highlight that students exhibit a bias blind spot tendency during self and environment exploration, and the decision styles indirectly affect bias blind spots through the mediating effects of career exploration.

These findings have implications for future research in career psychology, career guidance, and social psychology and for developing interventions to enhance career exploration behavior and decision-making styles to mitigate cognitive biases in career decision-making.

Interest in using popular movies in higher education has flourished, but determining their actual impact remains tricky. Some studies suggest these movies can positively affect student satisfaction, yet many criticize this method as ineffective or lazy. Our study compared two ways of using popular movies – watching them in class versus a flipped approach – for an advanced finance module. We aim to examine the best teaching delivery of watching popular movies in an advanced module.

This study compares two teaching methods during movie screenings: a didactic flipped classroom (Group 01) and in-class viewing (Group 02). The sampling frame was final-year finance students from a public university. It was conducted over two academic years and involved 190 students aged 20–23. These students were split into two groups: G01, with 93 students, and G02, with 97 students. The study focused on the movie “Big Short,” chosen for its relevance to the Fixed-Income Securities course (the advanced module).

Our findings indicate both methods led to high student satisfaction, with no significant difference between in-class viewing and the flipped approach. However, the understanding of the advanced module significantly increased overall. Importantly, using popular movies as flipped material resulted in better student grades compared to in-class viewing. This suggests that while using popular movies is a beneficial teaching method, employing a didactic flipped classroom approach yields superior outcomes for students.

This research offers practical insights for instructors, highlighting the value of utilizing popular movies in advanced education. It suggests incorporating movies as learning materials can enhance student satisfaction, particularly when employed within a flipped classroom framework. Importantly, the study reveals that adopting the flipped classroom approach yields superior academic outcomes compared to traditional in-class viewing. Thus, instructors teaching advanced modules should consider integrating popular movies within flipped classrooms to not only enhance student satisfaction but also improve academic performance.

Our research investigates popular movies' efficacy, particularly in advanced finance education. While previous studies have explored using movies to enhance student satisfaction, this study investigates it further by comparing two delivery methods: the didactic flipped classroom and traditional in-class viewing. While both methods effectively increase student satisfaction, the didactic flipped classroom significantly improves academic performance. This highlights the innovative potential of the flipped approach in promoting deeper learning and suggests practical implications for instructors seeking to enhance both satisfaction and academic outcomes in advanced courses.

This study aims to shed light on the non-governmental organizations (NGOs) decision-making process and how members’ participation affects the decision-making.

This study applied a qualitative approach to capture experiences, thoughts and opinions on NGO internal democracy. The study was conducted on the Tanzanian mainland, covering two NGOs. Data were collected through interviews and document reviews. The analysis of the data was conducted using a thematic approach.

The results reveal that, while NGOs are making promising progress in consolidating internal democracy and the annual general meeting remains the highest decision-making body, some members have been reluctant to attend such meetings, hence failing to participate. This has implications for NGOs strategic decision-making.

The study focused on only two NGOs. This opens room for more studies to capture members’ opinions and experience on NGOs decision-making processes.

This study suggests considering the use of digital platforms as a way of improving members’ participation in NGOs decisions, reducing costs and increasing flexibility. Also, NGOs have to educate members, improve the level of internal accountability and strengthen leadership to attract members’ participation. This would help to realize the Tanzania National Strategy for NGOs Sustainability 2022/2023–2026/2027 for enhancing the capacity of NGOs to deliver their missions. This is relevant, especially in developing countries where there is a struggle to establish strong NGOs.

Most studies focused on the role of NGOs in promoting democracy; few have interrogated their internal democratic arrangements. This study interrogated the internal democracy of NGOs and the way it affects members’ participation in decision-making.

With the emergence of the digital era, the role of digital leaders in developing digital capabilities and driving their firms towards digital transformation has gained significant attention. Digital dynamic capabilities involve continuous engagement of leaders in sensing, seizing, and transforming activities needed to digitally transform their firms. However, little attention is given toward the role of digital leadership in developing digital dynamic capabilities. We seek to develop an understanding of the role of digital leadership in building digital dynamic capabilities for successful digital transformation.

We conducted a systematic literature review and looked at relevant articles using Google Scholar, ScienceDirect, and Scopus databases with key search items being “digital leadership”, “dynamic capabilities”, “digital dynamic capabilities,”. We used AND, OR operators in between the key terms to search for the relevant articles.

Our conceptual framework and propositions demonstrate the digital leader's role in building three core dynamic capabilities: digital sensing (technological trends, digital scouting, digital vision, future interpretation, and digital strategies), digital seizing (organizational agility and digital portfolio), and transforming (redesigning internal structures and ecosystem partnerships) for successful digital transformation.

This study pioneers an integrated framework that elucidates the role of digital leadership in fostering digital dynamic capabilities essential for successful digital transformation. While previous research has examined digital leadership and transformation in separate silos, our work bridges this gap by defining and dissecting three core capabilities—digital sensing, digital seizing, and transforming. By doing so, we offer both academic and practical communities a nuanced understanding of how digital leadership shapes dynamic capabilities. The study serves as a foundational roadmap for future research and offers actionable insights for organizations striving to navigate the complex landscape of digital transformation.

In the fast-changing field of zero-carbon construction there is a gap in understanding how zero-carbon construction strategies are experienced in practice. This paper aims to identify the key barriers and enablers to driving a zero-carbon construction strategy by industry, policymakers and educators.

The research was conducted in two stages. The first stage used a literature review to determine thematic areas from which to develop discussion points for the second stage of the research, which gathered insights into key barriers and enablers to driving a zero-carbon construction strategy from analysing recorded discussion with industry, policymakers and educators. This study adopts a qualitative research methodological design underpinned by dialectical approach of enquiries involving 31 participants. The philosophical standpoint aligns with a constructivist participatory worldview based on multiple stakeholder perspectives. Data involving virtual and face-to-face engagement held simultaneously in Australia and India were transcribed, coded and synthesised to identify the barriers and enablers to driving zero-carbon construction strategy.

The paper identified key barriers and enablers driving zero-carbon construction strategy. Barriers included limited awareness of industry dynamics; fixed mental models of professional practice; complexities in identifying appropriate skillsets; difficulties associated with reviewing education and training models and integrating sustainable strategies at early stages of projects. Enablers included: fostering education reform and supporting frameworks and procurement strategies for developers and clients; implementing efficient building designs, construction and operationalisation of zero-carbon buildings and; utilising an industry-led integrated approach. A framework was developed to provide an illustrative view of the linkage between the research projects’ focus areas and emergent themes.

The paper provides zero-carbon action priorities for four significant stakeholder groups in the build environment, developers, building occupiers, educators and government. As the priorities are derived in the research from examination of current literature and analysis of stakeholder viewpoints, this paper presents a unique, realistic and timely identification of barriers and key enablers driving zero-carbon construction strategies. Methodology applied in terms of data collection involved a public discourse and a unique technology-driven collaborative approach where participants simultaneously contributed across countries and time zones in a synchronous manner across key topics related to driving the zero-carbon construction strategy.

Ethical decisions are generally based on the intensity of the moral issue at stake. While moral intensity has been studied variously, little is known about the link between individual cultural orientations and the importance attached to the characteristics of a moral issue. The purpose of this study is to examine the effect of moral intensity on ethical judgement while evaluating the relationship between an individual’s cultural orientation and moral intensity.

Data was gathered from 308 tertiary students at a large public university in Ghana by means of self-administered questionnaires. The partial least square-structural equation modelling technique was used to test for the hypothesised relationships in this study.

The analysis reveals that moral intensity significantly predicts the ethical judgement of individuals. Further, the authors find a significant positive relationship between indulgence, self-restraint, power distance, uncertainty avoidance and masculinity-femininity and moral intensity.

Knowledge on the implications of cultural orientations on moral issues provides educators and trainers the basis for designing and implementing strategies that can help improve the ethical judgement of individuals.

The study introduces a new perspective to the moral intensity literature by highlighting the unique role of individuals’ cultural orientation in ethical decision-making.

This study aims to examine the audience awareness of radio messages on malaria prevention and how these messages have influenced the adoption of malaria preventive measures among rural dwellers in Oyo State, Nigeria.

This research adopted a mixed-method approach, combining surveys and qualitative focus group discussions to gather data on respondents’ attitudes, knowledge and practices related to malaria prevention. The authors used Frequency distribution involving tables to present quantitative data, while we deployed thematic analysis to present qualitative data.

Results showed that most rural dwellers (86.5%) were exposed to malaria prevention radio messages. However, findings indicated that awareness alone did not influence the adoption of malaria preventive measures; instead, a positive attitude toward messages influenced the adoption of the malaria preventive measures.

Radio stations should tailor their messaging to address daily malaria difficulties while considering the target audience’s culture and belief systems. Also efforts should be directed at developing messages that promote awareness and build favorable attitudes toward preventative measures. Finally, radio stations, government agencies and health-care professionals must work together to guarantee that malaria prevention messages are effectively distributed.

The originality of this study comes from its unique ability to examine audience awareness of radio messages, mainly as it influences the adoption of malaria preventive measures.

This paper aims to offer a critical biography of labor union organizer Rose Pesotta (1896–1965) as a case study attempt to extend management history’s boundaries of who is considered a model in the field to a woman who worked as a labor union organizer and who developed innovative inclusion strategies to bring new people into her union. The biography has importance to the field because it shows how contemporary concepts such as intersectionality and inclusion can help explain historical organizational conflicts and difficulties motivating workers.

The primary methodology involved close reading and analysis of unpublished primary sources such as letters and memos dealing with Rose Pesotta’s 1933–1941 career as an organizer for the International Ladies Garment Workers Union (ILGWU) as well as contemporary analyses of garment unions and gender relations in the interwar period.

While positionality, intersectionality and inclusion are relatively new research terms, this analysis of ILGWU organizing in the 1930s and early 1940s shows the importance of these concepts in understanding the union’s politics at that time.

This paper, to the best of the author’s knowledge, is one of the first in the management history literature to present a biography of a labor leader who returned to the ranks at some point in her adult career and earned her living as a sewing machine operator. It thus expands the representativeness of the people whom the field sees as important for students of management to study and learn from.