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Research on leaders’ knowledge management systems focuses exclusively on how leaders gather and disseminate knowledge in collaboration with external actors. Not much is known about how leaders address the psychological aspects of employees and strategize internal communication. In addition, while previous work has treated high uncertainty as a default feature of crisis, this study aims to propose that perceived uncertainty varies in experience/meaning and has a crucial bearing on the relative balance of cognitive/emotional load on the leader and behavioral/psychological responses.

The authors contribute by qualitatively examining the role of leader knowledge systems in designing communication strategies in the context of the COVID-19 crisis by investigating communication characteristics, style, modes and the relatively unaddressed role of compassion/persuasion. In this pursuit, the authors interviewed 21 C-suite leaders, including chief executive officers, chief marketing officers, chief financial officers, chief human resource officers and founders, and analyzed their data using open, axial and selective coding, which were later extracted for representative themes and overarching dimensions.

Drawing from grounded theory research, the authors present a framework of knowledge systems and their resultant communication with employees in high uncertain and low uncertain crises. The authors highlight interactions of a set of concepts – leaders’ preparedness, leaders’ support to employees tailored communication adapted to perceived uncertainty, leading to enhanced trust – in the achievement of outcomes related to balancing operational and relational systems with employees. The findings suggest that a structured process of communication helps employees mitigate any concern related to uncertainty and feel confident in their leadership.

The research has implications for leaders in managing their knowledge systems, for human esources practitioners in designing effective internal communication programs, as well as for scholars in knowledge management, communication and leadership.

This study investigated leaders’ decision-making during crises. Using grounded theory research, we explored whether leaders’ use of either individualistic or collectivistic decision-making styles is based on the context of a crisis. In addition, the authors looked into the components of building leaders’ efficacy during a crisis event and gauged their attitudinal and behavioral reactions to the crisis.

The authors conducted interviews with 30 C-suite executives during the first wave of the COVID-19 pandemic to determine their responses to crises. The authors then used open, axial, and selective coding to examine their data, which was then extracted for representative themes and overarching dimensions. In total, The authors received 12 major themes largely summarizing into 6 overarching dimensions – context of decision-making, leaders’ efficacy, individualistic approach to decision-making, collectivistic approach to decision-making, process of decision-making, and outcomes.

The research presents a decision-making framework clearly bifurcating situations with the need for individualistic and collectivistic decision-making. While, a high level of urgency and scarce resources encouraged leaders to adopt an individualistic approach in which most of the decisions were intuition-based and only high-level stakeholders were involved, the less time urgent and uncertain situation allowed leaders to put significant effort into building their own knowledge systems and involving others. In addition, leaders’ efficacy is understood in terms of their attitudes, readiness and reactions, which further elaborated upon their knowledge systems to allow them to excel in decision-making irrespective of the approaches they chose.

The research has implications for leaders in the decision-making roles to be effective during both individualistic and collectivistic decision-making.

This article provides a systematic literature review on financial inclusion, offering a comprehensive overview of research publications. It also develops a conceptual framework to outline future research objectives, enhancing understanding and identifying key areas for further investigation.

The data extraction concentrates on facts and figures about financial inclusion from 2005 to 2024. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), the study reviews and synthesizes insights from 115 pertinent articles published in 77 high-ranked journals, indexed across three academic databases: Scopus, Web of Science (WoS) and the Australian Business Deans Council (ABDC).

Previous research on financial inclusion demonstrates that out of 115 articles, 50 were published between 2020 and 2024 and 43 between 2015 and 2019. This indicates the increasing trend of research on financial inclusion. Another interesting point is that researchers mostly use regression techniques to analyze the relationship between variables. Notably, reviewing the selected literature is valuable for researchers and practitioners interested in financial inclusion. It synthesizes the existing knowledge on the topic, identifies research gaps and suggests a conceptual framework to direct future studies.

This unique study contributes original value to the financial inclusion literature through a systematic literature review. By synthesizing existing knowledge and identifying research gaps, it presents a novel framework that offers new perspectives and highlights areas for future research, advancing the understanding of financial inclusion.

The transformative impact of digital innovations on education has reshaped academic landscapes, affecting both instructional methods and evaluation systems. This study delves into the realm of distance education, exploring the intricate dynamics of digital access, equity and inclusivity, with a particular focus on their influence on learning outcomes.

A comprehensive survey involving 360 participants was conducted to gather data on various facets of the digital learning environment. Descriptive statistics illuminated participants' perceptions, while digital access disparities were analyzed through a chi-square test. Structural equation modelling (SEM) assessed direct relationships, mediation and moderation analyses and elucidated the nuanced influence of demographic parameters.

Descriptive analysis revealed generally positive perceptions of digital learning, with some variability in aspects like accessibility of learning materials and Internet connectivity. Digital access disparities were evident across demographic parameters, highlighting significant associations with gender, education, income, geographic location, religious affiliation and field of study. SEM indicated robust positive associations between digital access and learning outcomes, strategies for enhancing equity and inclusivity and their combined impact on overall academic success.

This study contributes original insights by comprehensively analyzing the interplay of digital access, equity and inclusivity in distance education and their impact on learning outcomes. The research unveils nuanced disparities across demographic dimensions, emphasizing the need for targeted interventions. The study’s integration of SEM, mediation and moderation analyses adds a sophisticated layer to the understanding of these relationships.