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This study aims to examine organizational justice, innovation and 360-degree feedback appraisals. It examines how 360-degree feedback appraisals affect innovative behavior, execution and creative asset use. This paper examines organizational justice (distributive, procedural and interactional) and employee perceptions of 360-degree feedback systems. Finally, this study investigates how procedural and interactional justice mediate the relationship between innovative behavior and 360-degree feedback appraisals.

A sample of 200 participants from diverse locations, including Lebanon, Europe, the GCC, North Africa and Australia, spanning various occupations and industries were asked to complete the survey. This sample targeted participants who would be interested in the topic and who were selected from a diverse demographic characteristic. The Statistical Package for the Social Sciences software was used to analyze the research data.

This study reveals important connections within organizations. It shows a positive link between using 360-degree feedback appraisals and innovation, including idea generation and implementation. In addition, it confirms that using such feedback is linked to employees' perceptions of fairness. Moreover, it finds a positive connection between innovation and fairness. Finally, it highlights organizational fairness as a key mediator between 360-degree feedback and innovation.

The recent investigations conducted exhibit various limitations that open avenues for prospective research. Initially, a cross-sectional design was used, presenting an opportunity for future research to consider adopting a longitudinal approach. This method could facilitate the collection and analysis of data over time, allowing for a more nuanced exploration of causality. Moreover, this research concentrated solely on a singular component of performance appraisal, namely, 360-degree feedback. To enrich future investigations, researchers are encouraged to encompass other facets of performance appraisal, such as gauging satisfaction with and the efficacy of performance appraisal. Furthermore, potential future studies may delve into exploring the mediating impact of other variables in the relationship between 360-degree feedback and innovative behavior, such as job satisfaction and affective commitment. In addition, the potential role of various moderating variables, including organizational culture, perceived organizational support and structural empowerment, could be investigated in forthcoming studies.

The study's findings carry practical implications for various stakeholders, encompassing employees, managers and policymakers. Managers aiming to foster an innovative culture should meticulously craft a 360-degree evaluation system that recognizes and incentivizes both concrete and intangible manifestations of innovation. The examination conducted in this research suggests a robust correlation between the existence of a 360-degree evaluation and behaviors related to ideation, encompassing idea generation and implementation.

To cultivate innovative behavior among employees, managers should empower their workforce, and one effective approach is to enhance employees' perceptions of the quality of performance appraisals. Recognizing employee innovative behavior emerges as a crucial prerequisite for the growth, development and sustainability of organizations, demanding specific attention from both managers and policymakers. In the organizational context, the relationship between innovative behavior and perceptions of organizational justice shows that organizations should aim at fostering an atmosphere that promotes creativity while also ensuring fair treatment and recognition for contributors.

Despite the array of research on the relationship between innovative behavior and 360-degree feedback, this study is the first to examine the mediating effect of organizational justice on the relationship between 360-degree feedback and innovative behavior.

This study explores how various officer and event-level factors influence Milwaukee Police Department officers’ decision to activate their body-worn cameras (BWCs) across both community member-initiated services and officer-initiated activities.

Across the 1,052 officers and 1,066,112 officer-events in the sample, we use descriptive and logistical regressions to assess differences in BWC activations across calls for service and officer-initiated activities.

We found similar activation rates between calls for service (41.5%) and officer-initiated activities (44.1%). However, our logistic regression analysis results suggest the explanatory power of the event and officer-level variables was substantially better in models examining officer-initiated activities. Among calls for service, officers were more likely to activate BWCs during calls involving crimes against persons compared to other crimes or non-criminal incidents. Activation was more frequent during traffic stops than other self-initiated activities. Activation increased when the event resulted in an advisement, citation, detention or arrest.

The success of police BWC programs hinges on whether officers activate their cameras when interacting with community members. Findings suggest that officers are more likely to activate their BWCs during activities that involve direct interactions with community members, especially in situations with a higher potential for volatility or serious criminal implications.

The purpose of this paper was to examine how mid- and upper-level police commanders' occupational perceptions shifted after the COVID-19 pandemic, upsurge in police protests, and perceived crime increases in 2020. We assess the extent to which these events altered police leaders' perceptions of stress, satisfaction, burnout and turnover intentions.

This study employs repeated cross-sectional survey data of over 900 police leaders who attended the FBI’s National Academy (FBINA) program. Respondents are distinguished by whether they attended the FBINA program before or after operations were suspended due to COVID-19. Bivariate tests were conducted to compare pre- and post-respondents' perceptions of stress, satisfaction, burnout and turnover intentions.

The findings indicate that post-pandemic respondents had higher turnover intentions than pre-pandemic respondents. The groups had no significant differences regarding stress, satisfaction and burnout perceptions.

The findings suggest that despite facing a global pandemic, police protests and perceived increases in crime, police leaders demonstrated high stability and resiliency. The data comprised law enforcement leaders who participated in the FBINA program; thus, the findings may not be generalizable to all officers.

This study is one of the first to assess changes in police leaders’ work perceptions following the COVID-19 pandemic, the rise in police protests and perceived increases in crime in 2020.

In 2000, Cañibano et al. published a literature review entitled “Accounting for Intangibles: A Literature Review”. This paper revisits the conclusions drawn in that paper. We also discuss the intervening developments in scholarly research, standard setting and practice over the past 20+ years to outline the future challenges for research into accounting for intangibles.

We conducted a literature review to identify past developments and link the findings to current accounting standard-setting developments to inform our view of the future.

Current intangibles accounting practices are conservative and unlikely to change. Accounting standard setters are more interested in how companies report and disclose the value of intangibles rather than changing how they are determined. Standard setters are also interested in accounting for new forms of digital assets and reporting economic, social, governance and sustainability issues and how these link to financial outcomes. The IFRS has released complementary sustainability accounting standards for disclosing value creation in response to the latter. Therefore, the topic of intangibles stretches beyond merely how intangibles create value but how they are also part of a firm’s overall risk and value creation profile.

There is much room academically, practically, and from a social perspective to influence the future of accounting for intangibles. Accounting standard setters and alternative standards, such as the Global Reporting Initiative (GRI) and European Union non-financial and sustainability reporting directives, are competing complementary initiatives.

Our results reveal a window of opportunity for accounting scholars to research and influence how intangibles and other non-financial and sustainability accounting will progress based on current developments.

Building on the forms of immersion in computer games, this chapter argues that games, whether played alone or with others, require a level of engagement equal to that of immersive artworks. Drawing on concepts from Ernest Adams, Staffan Björk and Jussi Holopainen, the chapter explores how games and digital worlds engage and immerse the viewer through sensory-motoric, cognitive, emotional and spatial elements. These digital spaces position the audience as both participants and co-creators, similar to immersive art forms dating from the 1950s and 1960s, where the shift from passive spectator to active participant, as seen in the works of Allan Kaprow and the Light and Space Movement, is mirrored in contemporary digital practices. This chapter examines how digital tools and new thinking enable unique opportunities for representation, display, engagement and interpretation, where the concept of an expanded narrative, incorporating active spaces and cross-disciplinary collaboration, is crucial for contemporary digital and new media practice. This chapter explores the intersection of art and VR gaming, using Half-Life: Alyx as a case study to demonstrate immersive engagement. Highlighting the impact of the COVID-19 pandemic, this chapter also discusses how cultural and heritage institutions have adopted technology to engage remote audiences. By linking research with practical examples, the chapter illustrates how VR and gaming push the boundaries of immersive experiences, creating novel opportunities for audience interaction and engagement.

This study aims to explore the intersection of AI-generated learning materials and active learning strategies in higher education artificial intelligence (AI) is bringing about changes and opening up new possibilities for an improved and more efficient higher education. However, the argument is that its use in education/classroom should be informed by verifiable evidence as well as best practice, which this scholarly work helps build evidence-based research to assess this technology in higher education.

Primary data was collected through structured questionnaire administered online via Google form. Based on the non-probability sampling technique, 300 higher education tutors and students across the UK were purposively targeted, out of which 218 (72.7%) response rate was achieved. Data was analyzed using descriptive statistics with the aid of Statistical Package for Social Sciences, whereby regression, correlation and Chi-square tests were conducted to determine the statistical significance, direction and strength of the relationship between the measured variables.

This study revealed that AI-generated learning materials support active learning strategies that enable students to actively engage in their learning, likewise enabling students to develop deeper understanding of their course content with significantly better knowledge retention, which is critical to the learning process. However, findings further revealed that acceptance/regular use of AI-generated learning materials is still below par across the higher education institutions, and there is major concern that the benefits may not be fully realized due to barriers to adoption.

There are limitations that future studies can improve on, especially in terms of methodology. Pragmatism is a philosophical research stance that integrates quantitative data collection with qualitative data (such as interviews) and will ask in-depth questions to gain holistic quality data for such empirical. Future studies can also improve on the research scope to allow for generalizability of findings and check for potential biases in the data collection, analysis and interpretation processes.

Despite the huge anticipation regarding how AI technology could transform teachers’ roles in higher education, concrete research into AI-generated learning materials and actual impact in facilitating active learning strategies and knowledge retention is currently lacking. This study presents theoretical models on AI acceptance in higher education and explored the Technology, Pedagogical and Content Knowledge framework to inform empirical information on how AI can support active learning strategies and students’ knowledge retention.

Consumer researchers have studied a number of asymmetries between gift-givers and gift-recipients. However, one unexplored potential asymmetry concerns gift-givers’ and gift-recipients’ perceptions of the importance of selecting a good (vs. bad) gift. This paper aims to study this uninvestigated facet of gift-giving.

Five experimental studies tested the hypotheses. In each study, participants assumed the role of giver or recipient and read a gifting scenario. Study 1 explored participants’ views on the importance of selecting a good gift by asking them directly. Studies 2-4 instead operationalized the importance of selecting a good gift through participants’ choices between gifts. Studies 1-4 also examined our proposed mechanism pertaining to givers overestimating the negative implications of giving a bad gift. Study 5 examined a theoretically relevant boundary condition: the nature of the giver-recipient relationship.

Givers regard it as more important than recipients that a good gift be selected. Critically, this mismatch can manifest as givers making choices that do not align with recipients’ preferences. Drawing on contextualized self-enhancement theory, this study shows that this asymmetry is driven primarily by givers overestimating the negative implications of giving a bad gift as opposed to overestimating the positive implications of giving a good one. Consistent with this account, the effect attenuates when the giver and recipient have a negative (vs positive) relationship and thus givers are not concerned with the negative implications of giving a poor gift.

The findings enrich the field’s understanding of gift-giving psychology by introducing contextualized self-enhancement theory to the gift-giving literature and demonstrating that givers worry more than they should about the negative implications of giving a bad gift. This study also sheds light on the important role that the nature of the giver–recipient relationship plays in gift-giving phenomena. Limitations of this work are that there are some potential boundary conditions and control variables that the authors did not explore, such as potential cultural differences and the income levels of the giver and recipient.

This research suggests that gift-givers should not worry as much as they do about the negative implications of giving a bad gift. In many cases, things may not turn out as bad as givers anticipate when they deliver a less-than-ideal gift. This study also shows that givers sometimes make choices that do not match recipients’ preferences, out of a fear of the negative implications that may arise from giving a bad gift.

This research adds to the gift-giving literature by studying a new facet of gift-giving: whether it is more important to givers or recipients that a good gift be selected. In addition, this work introduces contextualized self-enhancement theory to the gift-giving literature and documents two new asymmetries between givers and recipients: first, givers put more importance on the selection of a good gift than recipients; second, givers overestimate the negative implications of giving a bad gift.

This paper aims to introduce International Digital Collaborative Autoethnographical Psychobiography (IDCAP).

This paper describes how IDCAP was developed to answer research questions about what it takes and what it means to recover from mental illness. During its development, IDCAP combined the diverse and intersectional experiences, knowledge and interests of an Anglo-Swedish research team with what could be found in different publications concerning the experiences and the mental illnesses of the musicians Syd Barrett, Peter Green and Brian Wilson.

IDCAP combines features of autoethnography and psychobiography to offer a novel qualitative research method.

Whilst IDCAP was created to focus on recovery from mental illness and musicians, it can be applied to other areas of research. It shares the same limitations as autoethnography and psychobiography, although some of the features of IDCAP may go some way to mitigate against these.

IDCAP is a novel research method that is offered to other researchers to develop and enhance further through application.

IDCAP is a collaborative research method that encourages the involvement of a wide range of researchers from different countries and cultures. It can be used to give voice to marginalised groups and to counter discrimination and prejudice. Recovery from mental illness is a topic of great personal and social value.

IDCAP is a novel research method that, to the best of the authors’ knowledge, has not been explicitly used before.

The integration of artificial intelligence (AI) into higher education (HE) represents a transformative shift in the way academic institutions operate and engage with students. This chapter explores the multifaceted impact of AI on HE, touching upon key themes that encapsulate this transformation. First, the chapter outlines the developments of AI in education. It discusses how adaptive learning systems make use of AI to personalise educational content to individual students and optimise their learning experiences. The discourse also explores AI-driven assessment tools that provide educators with data-driven insights into student performance, offering a more personalised and efficient approach to grading and feedback. Second, the chapter extends the discussion to AI in teacher administration, demonstrating how AI technologies streamline administrative tasks in HE. The text will examine the use of AI for enrolment and registration processes, reducing bottlenecks and enhancing efficiency, and AI’s role in student support services, where AI-powered chatbots and virtual assistants offer timely and personalised guidance to students, improving their overall experience.

This study draws on financial slack, agency, and critical mass theories to investigate risky firms’ ESG engagement, board gender diversity’s moderating role between firm risk and ESG engagement, market reaction to risky firms’ ESG engagement, and board gender diversity’s role in moderating market reaction to risky firms’ ESG engagement.

The study uses a sample of 44,129 firm-year observations between 2005 and 2019 across nine industries and 61 countries. We adopt Refinitiv’s (LSEG Workspace database) scheme in assessing firm ESG performance.

We find that firm risk is significantly and negatively associated with ESG performance. Board gender diversity (1) negatively moderates between firm risk and the environmental pillar (2) negatively moderates between firm risk and the social pillar, (3) negatively moderates between firm risk and CSR strategy metric of governance pillar but positively moderates between firm risk and management metric of the governance pillar. We show that as the number of female director increases, their moderating effect between firms’ risk and ESG performance becomes stronger. The existence of a critical mass of female directors on the board alleviates the market’s negative reaction to ESG engagements.

Although plenty of prior studies focused on board gender diversity’s role in driving firm outcomes, its role in risky firms’ ESG engagement is yet to be explored. It is imperative to investigate risky firms’ engagement in ESG because these firms face more financial distress and are more concerned about their short-term survival whilst investing in ESG is specifically sensitive to the accessibility of slack resources. Consequently, risky firms may have less flexibility to initiate ESG activities or cease them.