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Drawing on the microfoundations theory and rational choice sociology, this study aims to investigate knowledge-sharing microfoundations through knowledge sabotage behaviours in the workplace. As such, it aims to shed light on the adverse impact of knowledge sabotage on a knowledge-sharing climate.

As a quantitative deductive study, it is based on information collected from 329 employees of European companies by self-administered online surveys. Data validity and reliability has been assessed through a confirmatory factor analysis, and data analysis was carried out by using a covariance-based structural equation modelling technique.

The findings from the empirical investigation supported the baseline hypotheses of the multilevel conceptual model, which is the positive relationship between organizational trust and environmental knowledge sharing. Then, recurring to a microfoundational exploration, this study supports the mediating indirect effect of job satisfaction and knowledge sabotage in affecting knowledge sharing as a social outcome.

This study concurs to broaden knowledge-sharing awareness among scholars and practitioners, by focusing on knowledge sabotage as its most pernicious counterproductive behaviour. Furthermore, this research provides valuable guidance for the future development of research based on multilevel investigations.

This study builds on the need to explore the numerous factors that affect knowledge sharing in economic organizations, specifically focusing on knowledge sabotage. Adapting Coleman’s bathtub, the authors advance the first multilevel conceptual model used to unveil the knowledge-sharing microfoundations from the perspective of a counterproductive knowledge behaviour.

The purpose of this article is to develop an integrative framework of accelerator design to answer the question of what activities accelerators perform and how they function within a structured framework. Research on the functioning of accelerators as a mechanism for startup engagement produced multiple empirical results. However, the comparability of relevant research is strongly limited, currently hindering theoretical developments. Existing accelerator design models often differ and only partially overlap, which leaves extant literature with a fragmented and discordant conceptual understanding.

Based on a meta-synthesis method using qualitative analysis of 36 accelerator design articles, an integrative framework is developed. After identification of relevant literature, a renowned method for extracting, coding and synthesizing data on individual and cross-study level is applied to identify accelerator design constructs. Eventually, identified accelerator design constructs are integrated into a framework resting on the activity system lens of business model design.

The article reconciles fragmented knowledge on accelerator design and shows how accelerator design can be holistically conceptualized by 32 key activities clustered in eight design dimensions. The framework is complemented by an initial guideline for measurement. The findings further highlight formerly disregarded aspects of governance and community formation from a processual and structural perspective.

This article is the first to present a comprehensive picture of accelerator design integrating multiple empirical findings of prior research into a single coherent framework. This framework offers a shared foundation for future research exploring the delineations, functioning and impact of accelerators. From a practical perspective, the article provides managers of accelerators a guide to design, review and improve programs according to their value creation goals.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

The current study heeds prior calls to test the hypothesis that perceptions of inclusion mediate the relationship between inclusive practices and employee outcomes.

Using responses from 3,367 employees drawn from three time-separated surveys administered between 2020 and 2022 within a large retail fashion chain, structural equation modeling (SEM) was conducted to examine the mediating role of perceptions of inclusion connecting inclusion’s antecedents and outcomes. Exploratory multigroup SEM and relative weights analysis was conducted to examine the relative contribution of each antecedent of perceptions of inclusion across racial/ethnic groups.

We identified manager support, career support, organizational support, transparency, and employee recognition as antecedents of perceptions of inclusion, as well as work engagement, organizational commitment, and intent to stay as outcomes of perceptions of inclusion. Recognition indirectly relates to employee outcomes via perceptions of inclusion, but we did not find evidence of mediation for the other antecedents. Exploratory analyses suggest that career support and employee recognition are the most predictive antecedents of perceptions of inclusion overall. However, there are racial/ethnic group differences regarding which inclusive practices most contribute to perceptions of inclusion.

Results uncover several directions for future research and suggest that to truly make employees feel both included and unique at work, organizations should focus on supporting employees' career development goals and recognizing their valuable contributions.

This paper aims to illuminate the issue of workplace violence (WPV) against psychiatry residents. Workplace violence is known to negatively impact physical and emotional well-being, professional development and the quality of the care that mental health professionals provide to patients. The authors discuss the prevalence of, risk factors for and consequences of WPV against psychiatry residents, as well as the need for support and resources to help residents cope with the emotional challenges of their job.

This paper is a review of the literature on WPV against psychiatry residents, and includes studies on its prevalence, associated risk factors and consequences.

Psychiatry residents face a heightened risk of WPV, including physical and verbal attacks, which can harm their mental and physical health and disrupt their continuity of care. Factors that contribute to WPV against psychiatry residents include exposure to aggressive or violent behaviors, inadequate training in WPV, understaffing, the stigmatization of mental illnesses, and discriminatory treatment. Furthermore, psychiatry residents who encounter WPV may develop negative emotions and attitudes toward their patients, which can compromise the care they provide.

The inherent heterogeneity of study designs highlighted in this review could hinder the establishment of definitive conclusions about the impact of workplace violence on psychiatry residents. A focus on studies published in English may inadvertently exclude relevant literature in other languages, potentially limiting the comprehensiveness of study findings.

This paper highlights resident physicians’ personal experiences with and perceptions of WPV encountered during residency training. In response, potential solutions are proposed to address WPV, including increased support for resident physicians, mandatory reporting of WPV incidents, and a cultural shift toward zero tolerance for WPV. In addition, the paper raises awareness of the limited research on this topic and the importance of further investigation.

Merchant and Van der Stede (2006) produced a comprehensive analysis of 24 years (1981–2004) of field-based accounting research. This study aims to analyse how the publication of field research in accounting has changed since 2005. In addition, it aims to analyse contributions from specific individuals, institutions and countries, and whether the field studies have contributed to accounting research and textbooks.

The authors identified and classified 1,115 field-based accounting articles published in 14 accounting journals from 2005 to 2022 to uncover any changes. Thereafter, bibliometric analysis was conducted using data from SciVal.

The results show several significant changes. Firstly, the growth of field studies has more than trebled as nearly all journals published at least some field studies. Secondly, field research is no longer as confined to management accounting as before. It is gaining increasing traction in auditing, financial accounting and corporate social responsibility (CSR). Thirdly, while interview-based accounting research was clearly the most popular, the fastest growth was seen in mixed-methods non-management accounting research. While public sector management control case studies and content analysis of CSR were the most popular topics of interview-based studies, audits were the most popular topic in mixed-methods research. Authors based in large universities in large English-speaking countries have been most productive, followed by authors based in Europe and Asia. Based on citation analysis, the field studies have contributed to academic research substantially more than to textbooks.

An analysis of changes and trends improves the understanding of what has happened in accounting research and the development over time.

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 societal, economic and personal costs of aggression are indisputable. Impulsivity and childhood trauma (CT) play a role in aggression but less is known about the potential mechanisms underlying these associations. This study aimed to investigate the influence of CTs and impulsivity on aggression in the general population.

A total of 178 participants (aged 18–86, M = 30.93, SD = 14.50) including 65 men (36.5%), 110 women (61.8%), 3 participants self-identified (1.7%)(n = 2 nonbinary, n = 1 gender fluid) of the UK adult population completed an online survey. Questionnaires measured impulsivity (Short UPPS-P), adverse childhood experiences (CT Questionnaire) and aggression (Buss and Perry Aggression Questionnaire).

Emotional neglect and abuse were the most endorsed CTs (abuse and neglect). As predicted, results showed the impulsivity facet “negative urgency” was associated with the behaviour, emotions and cognitions of aggression. Findings showed a distinct effect of both impulsivity and emotional abuse on physical aggression, which may reflect a pathway in which impulsivity influences adverse childhood experiences and future violence. Types of aggression may have potentially distinct pathways. This study discusses the reasons for these observed results and future research.

The originality/value of the paper lies in the acknowledgement of the role of negative and positive urgency in behaviours related to emotional dysregulation. It also highlighted the importance of examining different types of aggression. There was a distinct effect of both impulsivity and CTs on physical aggression and hostility. Further research in larger samples should examine pathways in which impulsivity mediates the effects of adverse childhood experiences and adulthood aggression. These collective insights can help further our understanding of the role adverse and traumatic events in childhood and impulsivity has on aggression and may be relevant to tailored support and intervention strategies for individuals expressing aggressive behaviours.

Women’s direct or subtle exclusion from the labour market is still evident, necessitating more rigorous inquiries into the subject matter. The study aims to assess the moderating factors that can boost the inclusion of women participation in the labour market by complementing and actualising the doctrine of the feminist U-shaped hypothesis.

This study is situated within the feminist U-shaped hypothesis and employs the generalised method of moments (GMM) on 38 countries in sub-Saharan Africa (SSA).

This study validates the U-shaped labour hypothesis and expands on the moderating effects of the U-shaped curve in 38 SSA countries.

The study contributes to the influences of human capital development and technological access that can significantly improve the workings of the feminist U- hypothesis in SSA countries.