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This study aims at establishing the moderating role of self-efficacy in the relationship between organisational culture (OC) and organisational commitment in the perspective of institutions of higher learning in a developing country.

A cross-sectional design was used to obtain quantitative data from 572 academic staff in eight universities. The sample was selected following a simple random technique. The study data were analysed using SPSS version 23.

The study findings reveal that OC and self-efficacy influence organisational commitment. Further, self-efficacy moderates the relationship between OC and organisational commitment.

Universities should foster a culture that emphasises collaboration, open communication, inclusion, equity and staff development to increase organisational commitment. In order to build academic staff self-efficacy, universities should provide opportunities for training and development, mentoring, coaching, continuous performance evaluation, and regular feedback to stimulate academic staff's desire to remain committed to the institution. University administrators should look beyond traditional skills and competencies when recruiting future academic staff as their personal beliefs are essential to accelerating organisational commitment.

This study extends the current literature in organisational behaviour and provides a comprehensive understanding of the relationship between OC and organisational commitment using the Competing Values Framework. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

This study experimentally aims to determine the degree of influence that mindfulness training exerts on learning capacity at the university level and contrasts it with previous observational or relational studies that have shown contradictory results.

A quasi-experiment was carried out to measure the variation of six academic learning abilities – a) self-efficacy, b) organization of and attention to studies, c) stress control due to time pressure and the environment, d) involvement with college activity, e) emotional satisfaction, and f) class communication – which together comprise the research questionnaire called the college learning effectiveness inventory (CLEI). The CLEI questionnaire was administered before and after the participants were trained in the mindfulness technique. The study was conducted in Ecuador, and the participants were selected from among the graduate students of a local university.

The learning ability measured by the CLEI was improved by a statistically significant margin in the two groups.

The treatment groups consisted of graduate students who did not have opportunities for full-time activities on campus, as they were limited to attending regular classes at specific times, usually at night. The dropout rate was 14% due to inconveniences caused by the pandemic. These conditions could have affected the study results both positively and negatively. In addition, the pandemic limited academic interactions, which are required to evaluate the learning results after applying the research instrument. This limitation was especially critical for people who had experienced online classes only.

Offering graduate students the opportunity to learn about and adopt a mindfulness practice helps to improve their academic outcomes, as reflected through the statistical measurement of the CLEI indicator.

This study is especially relevant within the context of sanitary conditions due to the pandemic and the intensive use of technology for managing academic interactions, both of which have replaced physical contact between participants.

The main contributions of this study are related to the determination of the practical effects of mindfulness training in postgraduate university settings and the identification of the mechanisms involving participants' reflecting upon, learning and understanding the importance of perfecting their soft skills to facilitate their learning processes and face today's uncertain environments.

本研究採用實驗方法、來釐定正念認知對在大學水平上的學習能力的影響程度，並對比於以往顯示了相互矛盾的研究結果的觀察性研究或關係研究。

研究人員進行準實驗、來量度六個學術學習能力的變化。這六個學習能力為：(一) 自我效能, (二) 學習的組織能力和注意力，(三) 控制因時間壓力和環境因素而產生的壓力, (四) 大學活動的參與，(五) 情緒方面的滿足、及 (六) 課堂之溝通。這六個學習能力合起來就構成本研究的調查問卷，我們稱之為大學學習效能清單。問卷調查工作分別於研究參與者接受正念認知技巧訓練之前及之後進行。本研究是在厄瓜多爾進行的，而參與者則選自當地一間大學的研究生。

研究結果顯示、根據大學學習效能清單的測量，有關的兩個組別均顯示明顯數據差額範圍上的學習能力提昇。

若為研究生提供學習正念認知技巧的機會，並讓他們應用這技巧，他們的學習成果將會得到提昇，這正是透過數據上量度有關的大學學習效能清單指標所顯示的現象。

本研究的結果，就現時的衛生狀況而言特具意義。這是由於大流行病的發生，以及在管理學術互動上大量使用應用技術，參與者之間的身體接觸也不需要了。

本研究的主要貢獻為、研究結果確認了在大學研究院的學習環境裡，正念認知的培訓是有其實用效果的;研究亦找出了參與者應如何有效地反省思考和學習提昇其軟技能的方法，並了解其重要性，以能增強他們的學習能力，以及更能應對今天不明確的環境。

This study aims to examine the multidimensional nature of institutional distance as a driver of acquisition decisions in emerging markets. Then, this study aims to offer a nuanced perspective on the role of its various formal and informal dimensions by taking into account the potential contingency role played by a firm’s context experience.

Building on institutional economics and organizational institutionalism, this study explores the heterogeneity of institutional distance and its effects on the decision to enter emerging versus advanced markets through cross-border acquisitions. Thus, institutional distance is disentangled into its formal and informal dimensions, the former being captured by regulatory efficiency, country governance and financial development. Furthermore, our framework examines the moderating effect of an acquiring firm’s experience in institutionally similar environments, defined as context experience. The hypotheses are analyzed on a sample of 496 cross-border acquisitions by Italian companies in 41 countries from 2008 to 2018.

Findings indicate that at an increasing distance in terms of regulatory efficiency and financial development, acquiring firms are less likely to enter emerging markets, while informal institutional distance is positively associated with such acquisitions. Context experience mitigates the negative effect of formal distance and enhances the positive effect of informal distance.

This study contributes to institutional distance literature in multiple ways. First, by bridging institutional economics and organizational institutionalism and second, by examining the heterogeneity of formal and informal dimensions of distance, this study offers a finer-grained perspective on how institutional distance affects acquisition decisions. Finally, it offers a contingency perspective on the role of context experience.

The purpose of this study is to delve into societal stigma surrounding severe mental disorders and intellectual disabilities, emphasizing gender differences and students’ proximity influence.

Involving 572 Spanish master’s students, this nonexperimental study categorizes participants based on contact frequency, using Goratu and CAEE questionnaires to measure stigma.

Gender-based stigma differences are absent; however, increased contact correlates with lower stigma levels. Notably, greater closeness is associated with more positive attitudes toward intellectual disability, resulting in diminished stigma toward severe mental disorders.

This research sheds light on the pervasive stigma faced by individuals with intellectual disabilities and severe mental disorders among postgraduate university students. Notably, the recognition of widespread stigma among individuals with higher education highlights a more significant societal problem. The findings underscore the urgent need for targeted interventions, especially in higher education contexts, to enhance understanding and reduce societal bias.

By identifying factors influencing stigma and emphasizing the importance of contact in fostering empathy, the study lays the groundwork for informed socioeducational strategies. These strategies have the potential to promote inclusivity, challenge stereotypes and contribute to the well-being and social integration of those affected by intellectual disabilities and severe mental disorders.

The findings highlight the efficacy of direct contact in reducing stigma and underscore the necessity for nuanced understanding. The study suggests fostering positive attitudes through increased contact can combat prejudice and promote social inclusion. Nevertheless, further research is crucial to explore factors influencing stigma reduction and design comprehensive socioeducational interventions addressing diverse cultural proficiencies. This study contributes valuable insights for mitigating stigma, fostering inclusivity and informing future interventions.

Facilitated by social media, employee activism is on the rise, often in response to organizations' own socially irresponsible behavior. Given that digital employee activism is a vital yet underexplored research arena, the purpose of this study is to propose and test a theoretical model for understanding this phenomenon.

A survey was launched on Dynata, a US-based consumer panel company. A total of 657 representative full-time employees working at different levels of positions participated the survey to indicate their perceptual and behavioral responses to organizational social irresponsibility.

Moral obligation was a significant factor in mediating the relationship between organizational social irresponsibility and digital employee activism. Ideological psychological contract adds supplemental weights moderating the mediation effect on digital employee activism.

This study, based on social regulation theory, explores the rise of employee activism in response to organizations’ socially irresponsible behavior. The study identifies moral obligation and ideological psychological contract as the driving forces behind digital employee activism. This study advances digital employee activism scholarship by incorporating the normative lens of moral obligation and ideological psychological contract.

Many PhD students have strong reading comprehension, but some struggle with how to read critically. The purpose of this study is to understand what reading looks like for PhD students, what they are doing when they read scholarly texts and how they bring these texts to life in meaningful ways.

The authors conducted a self-study using a phenomenological research approach. Five PhD students collected data on their academic reading for three weeks, including the references, purpose for reading, and what they did as part of the reading process. Second, students analyzed their reading processes according to Paul and Elder’s (2006) intellectual standards. Third, students participated in two semi-structured discussions about the standards in relation to doctoral reading.

Reading is inseparable from thinking, with Paul and Elder’s (2006) intellectual standards (e.g. clarity, relevance, logic and fairness) playing an essential role in the academic reading process. Alongside these cognitive aspects of reading, the affective domain also contributes to the reading process.

This study is important because being able to read scholarly work is crucial for completing doctoral programs, conducting research, and publishing. We suggest that just as we need to teach writing, we need to acknowledge that many doctoral students need guidance to read scholarly texts, they need to be educated on the intellectual standards, and supervisors must rest their assumptions about doctoral reading and explicitly teach these processes.

This study aims to investigate how to manage the stressors that facility managers (FMs) face with the aim of reducing their stress and strain levels.

Using the job demands-resources (JD-R) model, stressors are operationalized from job demands, job resources and personal resources constructs. A structured questionnaire was used to collect data from FMs based in Singapore.

FMs have significantly high levels of stress, but they are able to manage this well. Job demands that cause stress and strain are those relating to insufficient time to complete the work and difficulties in handling the work. The lack of job resources in terms of lack of organizational support and inadequate stress mitigation programs are associated with high levels of stress and strain.

The limitations are the relatively small sample size and absence of a database of FMs in Singapore, and correlation is not causation when determining the association between stressors and stress and strain.

Based on the recommendations, employers and FMs may manage the specific stressors identified so that FMs’ stress and strain levels are under control to enable them to work optimally.

This research discovered that the JD-R model is moderated by certain features of facilities management and FMs. When these features are present, FMs are predisposed to more stressors, and higher stress and strain. For the facilities management profession, the discovery is that there are significantly more job demands: for in-house FMs compared to those working for outsourced firms; for FMs who need to carry out estate and asset management, landlord activities and facility planning compared to FMs who focus on operations and maintenance; and for FMs who work longer than five days compared to those who work a five-day week.

This study aims to explore the impact of controversial firms’ corporate sustainability assessments on their risk exposure according to the environmental, social and governance (ESG) paradigm.

This study conducts a cross-sectional study using the ordinary least squares approach to test how corporate social responsibility practices affect firms’ risk exposure, testing the three single impacts of ESG components and the impact of an overall ESG assessment. This study considers the largest Standard & Poor’s (S&P) 500 stock market index companies and focus on a double-risk measurement – systematic and idiosyncratic – developing an empirical study on 132 controversial companies listed on the S&P index.

Empirical findings indicate that the overall ESG assessment and the environmental and social sub-dimensions decrease idiosyncratic firm risk. At the same time, no significant results are found according to the systematic risk component.

This study fits into the domain of risk management research, investigating whether additional and non-financial disclosures regarding sustainability issues decrease information asymmetries, improving investors’ decision-making and stakeholders’ relations. Prior literature has shown limited evidence on the relationship between corporate social performance (CSP) and firm risk based on controversial companies. The main contribution is to consider the controversy as an independent factor from the industry sector, given that the implications of CSP actions and practices are mainly firm-specific.

The authors integrate the established literature on corporate entrepreneurship with the expanding inquiry into sport entrepreneurship by examining professional teams and leagues across North America. By situating the discussion in the context of organizational theory on competition, the authors argue for how teams (contestants) and leagues (organizers) uniquely apply the different forms of corporate entrepreneurship, providing contemporary examples of each. Additionally, the authors identify notable challenges of entrepreneurship within a sport context, emphasizing components that allowed organizations to overcome these concerns. By shining a light on the occurrences and challenges of corporate entrepreneurship within the sport industry, the authors hope to continue the push for greater interest in and examination of sport-related innovation and entrepreneurship.

This work researches and shares numerous examples across the North American sport landscape to illustrate corporate innovation and venturing by sport entities.

This research identifies innovation, sourced from different competitive actors, involving new products, new services, new processes and new administrative structures and approaches, and even includes the development of new businesses.

In looking at the entrepreneurial efforts of established sport teams and leagues, the authors highlight the impressive efforts of these entities to innovate, grow and evolve their products, service offerings and markets despite unique industrial constraints.

The purpose of this study is to describe and explain the relationship between organizational justice, as an environment and as a buffer and suppressant for influencing cynicism about organizational change (CAOC), thereby influencing change-supportive behavior (CSB) and its impact on higher education performance (OP). The social cognitive theory was applied to test the moderating role of perceived organizational justice in the relationship between CAOC, CSB, and OP.

The research found support for the proposed model using data collected from 91 faculties at 10 autonomous higher education institutions in Indonesia and a multisource research design with a non-academic staff sample.

This finding confirms that distributive and interactional justice only influences organizational performance when perceived as moderate or high. The moderated mediation analysis findings were supported by the moderating variable of procedural justice but were supported by the moderating variables of distributive and interactional justice.

As a determinant of CAOC on non-academic staff in Indonesia, a country with a high-power distance, cynicism towards change is difficult to detect due to the prevalence of silent cynicism.