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This study aims to systematically review the literature on digital consumers’ decision-making in the banking, financial services and insurance (BFSI) sector and proposes an integrative framework.

By combining databases such as Web of Science and Elton B. Stephens Company (EBSCO), we identified, analyzed and synthesized 53 peer-reviewed empirical articles that explore the connection between digital solutions in the BFSI sector and various phases and constructs of the consumer decision-making process. We examined the dependent variables (DVs) used to operationalize consumer decision-making, performed a thematic analysis of the papers and proposed an integrative framework.

The reviewed articles have garnered more attention from marketing researchers than from BFSI or artificial intelligence scholars, often employing traditional behavioral and experimental methodologies that have several limitations. We identified 38 DVs used to operationalize consumer decision-making, with the most frequently recurring constructs being “Intention to use,” “Utilization,” “Satisfaction,” “Perceived usefulness” and “Trust.” We propose an integrative framework that groups these DVs into three main clusters: subjects’ perceptions, user experience and adoption/usage choice. This systematic literature review highlights the increasing importance of emotion in recent decades and underscores the difficulty of establishing a framework where relationships between variables are direct and unidirectional, as traditional economic theories assume.

To the best of the authors’ knowledge, this is the first study to provide a comprehensive and systematic understanding of the DVs and the research methods used to study the impact of recent digital solutions on consumer decision-making in the BFSI sector. Further, a framework is proposed that can offer a new perspective for consumer research.

Disaster management practices depend on societies' knowledge. As climate change rapidly reshapes knowledge, questions arise about how knowledge for disaster management is produced and (re)shaped in modern world and how effective it is to withstand the ever-growing frequency and magnitude of disasters. This paper discusses the dynamics of knowledge creation and its use for disaster management in Chokwe district, southern Mozambique.

The study reviews historical archives to identify how disaster management knowledge has changed from pre-colonization to the present.

Before colonization, local knowledge associated with traditions of asking gods and ancestors for rain and blessings in life prevailed. With colonization, around the 1500s, Portuguese rulers attempted to eliminate these local practices through an inflow of European settlers who disseminated scientific knowledge, built dams and irrigation schemes, which changed the region’s knowledge base and regimes of flooding and drought. After independence in 1975, the new government nationalized all the private property, expelled the settlers and imposed a socialist order. All knowledge on disaster management was dictated by the new government; those against this new order were sent to re-education centers implanted nationwide. Centralization of knowledge and power was, therefore, implanted. Socialism collapsed by the 1990s, and over time, there has been an amalgam of different knowledge bases and attempts to recognize local disaster management practices.

The Chokwe case shows that knowledge for disaster management evolves with local socioeconomic, political and environmental changes.

This paper analyzes knowledge-oriented leadership (KOL) and its impact on the learning achieved by the members of academic research teams. We study the influence of KOL on learning, both directly and indirectly, through the knowledge sharing that takes place within the team.

For this purpose, we conducted a survey of 477 researchers belonging to academic research teams. Through partial least squares structural equation modeling (PLS-SEM), our findings show that KOL positively affects both knowledge sharing and learning and that knowledge sharing also enhances learning.

Our results reveal the existence of a direct and indirect effect of KOL on learning, both significant and in the same positive direction, with a complementary partial mediation of knowledge sharing.

This paper contributes to the literature in that it provides evidence in the academic context of how team leader behavior can influence knowledge sharing and learning.

This is one of the fewer studies that analyzed KOL on academic research teams and the first contribution that empirically shows how the effect of KOL on learning takes place.