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This study examines identity theft as a significant and growing issue in Australia, not only due to its financial impact but also because of the emotional, psychological, and physical harm it causes, making it a public health concern. This study aims to analyse the results of the 2019 Australian Institute of Criminology (AIC) survey to identify factors associated with an increased likelihood of identity theft victimisation.

This study involved a detailed analysis of the 2019 AIC survey, which had 9,968 respondents from a sample of 10,000. The research focused on whether respondents had ever been victimised by identity theft and analysed various characteristics, including demographics (gender, age, Indigenous status, education), income, computer usage, and preventive technology use, as potential indicators of future victimisation. Univariate analyses (chi-squared test and two-sample t-test) were used to assess individual associations, whereas a multivariate analysis (logistic regression) identified significant predictors of victimisation.

The univariate analyses indicated that all sub-variables were individually associated with identity theft victimisation. However, the multivariate analysis revealed that only identifying as Aboriginal and Torres Strait Islander, having an income between $18,201 and $37,000, and using multiple preventive technologies were significant predictors of victimisation. The unexpected finding that increased preventive technology use correlates with a higher risk of victimisation contradicts the survey’s suggestion that victims adopt more careful behaviour post-victimisation.

The research highlights the need for further investigation into the counterintuitive finding that greater use of preventive technologies may increase the risk of identity theft. Understanding this discrepancy could inform the development of more effective identity theft prevention strategies by the government and related agencies.

This study contributes to the existing literature by offering a nuanced understanding of the factors associated with identity theft victimisation in Australia that may be applicable globally. The unexpected findings regarding the use of preventive technologies provide a basis for further research and have the potential to influence future policymaking and identity theft prevention efforts.

This chapter introduces the concept of a Knowledge Book. It walks the reader through a 10-step procedure for designing and constructing a Knowledge Book. It addresses critical steps for a successful Knowledge Book product, specifically addressing issues external to the knowledge models. It addresses project scoping, budget and planning, designing the architecture of a Knowledge Book, identifying information sources, developing an elicitation strategy, building prototypes, testing and assessing the product, and operationalizing a Knowledge Book. The chapter also addresses the critical steps of planning for sustainability and ongoing support.

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.

Cultivation of a learning culture and subsequent enhancements in employee performance can be translated through employee engagement. This study aims to examine the mediating role of employee engagement in the relationship between the learning culture and employee performance.

This research adopted a quantitative approach, wherein 450 questionnaires were distributed among employees in both public and private sectors in Nepal. A total of 389 questionnaires were returned, followed by two to three reminders. Convenience sampling was utilized, and the data was collected through a questionnaire survey. Descriptive analysis and Structural Equation Modeling – Path analysis was used to describe and hypotheses testing. Data was analyzed using SmartPLS 4.0 and SPSS 24v.

It was found that employee engagement has a mediating effect on the relationship between the learning culture and employee performance. Learning culture also has a positive influence on employee engagement that eventually affects the performance of the employees. This conclusion suggests that fostering a learning culture within an organization should be focused on cultivating an environment that promotes active employee participation, thereby enhancing overall employee performance.

This article provides significant insights into the cultivation of a learning culture inside firms, with a specific focus on establishing an atmosphere that fosters active employee engagement to improve overall employee performance in the service sector. This tool has the potential to facilitate further investigation and progress within the area, while also promoting the adoption of evidence-based learning practices and their associated implications.