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There are often relational interactions in teams that lead to and drive the spread of work engagement. Despite the potential social impacts on work engagement, such as coworker support and organizational citizenship behaviors within teams, they have rarely been studied from a social perspective using social network analysis (SNA). This review draws on the crossover model and conservation of resources theory to suggest that the effects of social diffusion and the exchange of resources can impact Well-Being, specifically work engagement, in teams and that SNA can help measure those social interactions. Linking several network concepts – closeness centrality, density, degree centrality, and tie strength – to work engagement propositions related to the spread of work engagement as well as the number and quality of network ties, this review elucidates the potential for integrating SNA methodology to the field of Well-Being for teams.

This contribution responds to the call of various researchers for a shift in Responsible Management Education (RME) to adopt a more human-centered and less organizational-centered approach. Service learning (SL) is introduced as a possibility to offer didactical opportunities for participants to connect real-world experiences to system thinking in various ways. We suggest an approach called a “Prism of Reflections” to pique participants' hermeneutical, technical, and emancipatory interests so they can delve deeply into local social and environmental issues and be able to connect them to broader global issues as encapsulated in the Sustainable Development Goals (SDGs). We exemplify our method by demonstrating how students reflect on their experiences working at food banks, and how they relate to concerns of sustainability, poverty, and access to food. Our research suggests that this approach offers a way to situate organizational thinking and instrumental reasoning in a larger framework that considers the aims of hermeneutics, technical and emancipatory discourses. Our findings demonstrate that there are conflicts and dissonances when connecting intersubjective real-world perceptions to emancipatory interests and technical knowledge, particularly when it comes to challenges in the realm of food.

From the in-group status as a former homeschool parent, the goal is to problematize the entanglement of neoliberalism within self-directed education (SDE) pedagogies. Further and importantly, this study aims to bring attention to and examine the neoliberal resistant practices found in Black homeschooling.

A narrative literature review, content analysis and autoethnographic reflection to critically examine the neoliberal subjectivity of SDE and identify neoliberal-resistant SDE practices of Black homeschooling families.

This paper identifies SDE’s vulnerability to neoliberal subjectivity despite the neoliberal oppositional ethos of many of its practices and its antiestablishment historical context and rhetoric. It analyzes conceptions of self, autonomy and freedom (the ideas that underwrite self-direction) that can inform a critical self-directed learning (SDL) approach. It explores contemporary Black homeschooling and SDE practices for evidence of these conceptions, arguing that this demographic, at the margin of the discursive homeschooling community, instantiates an authentic resistance and disruption to neoliberal subjectivity in SDE.

Very little research has been done on neoliberal subjectivity in the discursive SDE community. The vulnerability of SDE to neoliberalization is important to SDL homeschoolers, unschoolers and other SDE facilitators who want to practice alternative-to-mainstream values or social justice-oriented pedagogy. Without awareness of this vulnerability, neoliberal hegemony can be reproduced by SDE practices.

To advance understanding of transparency by problematising the motivations and strategies of a so far underexplored group: its users.

We explore the relationship between blindness, visibility, and transparency by drawing on our analysis of Max Frisch’s experimental novel Gantenbein (1964), in which the protagonist lives a life of feigned blindness.

The accounting scholarly debate on transparency has neglected the users of transparency. We address this through a novel theorisation of transparency as a game, highlighting some of its distinctive features and paradoxes.

By theorising the transparency game we move beyond concerns with what transparency reveals or conceals and conceptualise the motivations and strategies of the players engaged in this game. We show how different players have something to gain from the transparency game and warn of its emancipatory limits.

The purpose of this multi-voiced paper is to propose a prosocial paradigm for the field of performance management and management control systems. This new paradigm suggests cultivating prosocial behaviour and prosocial groups in organizations to simultaneously achieve the objectives of economic performance and sustainability.

The authors share a common concern about the future of humanity and nature. They challenge the influential assumption of economic man from neoclassical economic theory and build on evolutionary science and the core design principles of prosocial groups to develop a prosocial paradigm.

Findings are based on the premise of the prosocial paradigm that self-interested behaviour may outperform prosocial behaviour within a group but that prosocial groups outperform groups dominated by self-interest. The authors explore various dimensions of performance management from the prosocial perspective in the private and public sectors.

The authors call for theoretical, conceptual and empirical research that explores the prosocial paradigm. They invite any approach, including positivist, interpretive and critical research, as well as those using qualitative, quantitative and interventionist methods.

This paper offers implications from the prosocial paradigm for practitioners, particularly for executives and managers, policymakers and educators.

Adoption of the prosocial paradigm in research and practice shapes what the authors call the prosocial market economy. This is an aspired cultural evolution that functions with market competition yet systematically strengthens prosociality as a cultural norm in organizations, markets and society at large.

The study aims to explore the entrepreneurial agency, focusing on migrant entrepreneurs’ ability to reshape societal structures and initiate endeavours despite limitations in entrepreneurial ecosystems (EEs) with constraints.

Through 23 qualitative interviews in an EE with constraints and using a grounded theory-inspired abductive approach, the study uncovers coping mechanisms and responses to barriers and imitations and explores entrepreneurial agency within these EEs.

The findings show that migrant entrepreneurs overcome constraints through a bricolage approach involving seizing opportunities, leveraging family and friend networks, collaborating strategically, adapting and innovating. Moreover, they exhibit a strong “entrepreneurial gene”, displaying resilience and determination to succeed despite challenges.

Interviewees’ subjective perceptions and language barriers may bias the results due to the narrow spatial focus. Advancing the understanding of entrepreneurial agency in EEs with constraints helps practitioners design training programmes fostering adaptive capabilities and forward-thinking mindsets. At the same time, ecosystem actors can implement inclusive practices and strategies to mitigate regulatory hurdles, promote cultural competence and facilitate collaborative initiatives among entrepreneurs.

Delving into the entrepreneurial agency of migrant entrepreneurs reveals the importance of inclusive EEs in fully exploiting migrant entrepreneurs’ economic and societal value.

Prior research has revealed that a large share of managers is reluctant towards the use of artificial intelligence (AI) in decision-making. This aversion can be caused by several factors, including individual drivers. The purpose of this paper is to better understand the extent to which individual factors influence managers’ attitudes towards the use of AI and, based on these findings, to propose solutions for increasing AI adoption.

The paper builds on prior research, especially on the factors driving the adoption of AI in companies. In addition, data was collected by means of 16 expert interviews using a semi-structured interview guideline.

The study concludes on four groups of individual factors ranked according to their importance: demographics, familiarity, psychology and personality. Moreover, the findings emphasized the importance of communication and training, explainability and transparency and participation in the process to foster the adoption of AI in decision-making.

The paper identifies four ways to foster AI integration for organizational decision-making as areas for further empirical analysis by business researchers.

This paper offers four ways to foster AI adoption for organizational decision-making: explaining the benefits and training the more adverse categories, explaining how the algorithms work and being transparent about the shortcomings, striking a good balance between automated and human-made decisions, and involving users in the design process.

The study concludes on four groups of individual factors ranked according to their importance: demographics, familiarity, psychology and personality. Moreover, the findings emphasized the importance of communication and training, explainability and transparency and participation in the process to foster the adoption of AI in decision-making.

This study is one of few to conduct qualitative research into the individual factors driving usage intention among managers; hence, providing more in-depth insights about managers’ attitudes towards algorithmic decision-making. This research could serve as guidance for developers developing algorithms and for managers implementing and using algorithms in organizational decision-making.

Leveraging the job demands-resources (JD-R) theory, this study proposes and validates a mediation model depicting the impact of health-promoting leadership (HPL) on innovation performance (IP), with the relationship partially mediated by two health-related factors: psychological well-being (PWB) and positive conflict (PC).

Employing a structured questionnaire developed from validated scales sourced from the existing literature, the study collected data from a sample of 310 employees across various organizations within the service sector of the United Arab Emirates. The dimensionality, reliability, and validity of scales were assessed using exploratory and confirmatory factor analysis. The study’s seven hypotheses were tested through structural equation modeling in AMOS and mediation analysis using the Hayes process model in SPSS.

Support was found for all seven hypotheses, demonstrating that HPL exerts both a direct and an indirect effect on IP, with PWB and PC serving as partial mediators.

Distinct from the traditional leadership literature, which often views an employee’s psychological health as a personal matter, this study highlights the organizational role in promoting psychological well-being. It also provides significant theoretical contributions to the underexplored area of conflict management within the context of innovation.

By promoting employees' PWB, HPL can optimize human capital within organizations. Additionally, leaders can leverage the potential of PC to foster an environment conducive to innovation, resulting in enhanced organizational performance.

The findings enrich the leadership and IP literature by identifying inter-relationships between the three health related antecedents of IP.

This introductory chapter underscores the urgent need to reimagine school leadership in the face of unprecedented challenges and uncertainties, including the COVID-19 pandemic, ongoing struggles for racial justice, and declining trust in public institutions. The chapter argues that traditional, top-down leadership approaches no longer sufficiently meet the complex needs of students, families, and communities and advocates for paradigm shift toward more collaborative, adaptive, and equity-centered leadership practices. Leadership practices are suggested that build inclusive school communities, foster a culture of continuous learning, and prioritize the holistic well-being of every student are highlighted as crucial. Readers are challenged to rethink the very purpose and goals of education, moving beyond narrow measures of academic achievement to encompass the development of the whole child. Three key themes are introduced: (1) school characteristics and structures for facing future challenges, (2) leadership practices to initiate and support new organizational perspectives, and (3) innovative school organizations addressing crises and implications. The chapter asserts that transforming school leadership requires a fundamental rethinking of the structures, policies, and incentives that shape the work of educational leaders. Therefore, school leaders must be equipped with the knowledge, skills, and dispositions to lead for social justice, build culturally responsive school communities, and create transformative spaces where all students can thrive. This bold vision requires leaders to approach their work with humility, curiosity, and courage as they navigate the complexities of educational leadership in the 21st century.

The purpose of the study is to explore a Doctorate in Business Administration (DBA) programme in the context of a small emerging Irish university as an enabler for future management practice development.

The research comprises a literature review and a single case study focused on a single DBA graduate of a DBA programme embedded in a new technological Irish university.

Findings indicate that the DBA supports a unique form of managerial learning supportive of the development of future management practice in graduates. Specifically, such managerial learning emerges from the embracement of differences by both faculty and students; guidance by faculty in opening students to uncertainty and unknowing and in supporting students towards becoming architects of socio-technical organisational change. Ultimately, the DBA graduate is not viewed as leaving the programme, with novel management practices that are time-bound, rather they are imbued with a learning potential supportive of continual management practice development into the future. Theoretically, the authors extend studies that indicate the potential of the DBA as a mechanism for management practice development, indicating the role of managerial learning in context.

The research is limited to a single case study of a DBA programme embedded in a new technological Irish university and draws from the perspective of one key informant graduate. Hence, future research into how managerial learning impacts new management practice development in the context of other universities is encouraged.

The central role of managerial learning promoted in the DBA within this new technological university indicates two practical implications of the research. First, both organisations and students considering DBA education as a means of developing future management practices are encouraged to contemplate such education through the lens of managerial learning. It is anticipated that such contemplation will improve preparedness. Second, business schools are encouraged to contemplate improving their programmes through the managerial learning lens, with such improvement activating potential in marketing the DBA to both students and organisations.

Theoretically the authors extend existing studies that indicate the potential of the DBA as a mechanism for management practice development. Specifically the role of contextual managerial learning is articulated, and is argued to support a management practice development capable of continual transformation.