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This paper seeks to identify a rounded understanding of two fuzzy terms in wide but muddled use in guiding corporate leadership: accountability and responsibility. Both have deep resonance discussions of strategy and corporate affairs, but their often-confused meanings both inform actions and impede understanding. Each has normative implications for the practice of corporate governance, and yet each, like an empty vessel,[1] leaves practitioners with an unhappy sense of knowing they have a use but not knowing what to do with them.

This essay examines the varied uses of these terms in academic literature and practitioner discussions, exploring their conflicting meanings through lenses of philosophy, literary writing, and management studies to show how each, in their flux, overlap and diverge.

The article analyses themes obscured by these muddy waters and clarifies them by speculating on how their ambiguity demands reflexive, thoughtful action and interaction between the parties in absence of clear hierarchy of command or greater authority. How meaningful that interaction is questionable, when the words are so full of meanings without an iterative process of understanding.

Given the prevalence of the ambiguities is usage, clarifying terms is not a realistic option. Instead, this essay proposes that insofar as these concepts reflect abilities, they represent our ability to embrace their ambiguity in a philosophically pragmatic way, and in so doing be able to act accountably and responsibly.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

This study aims to examine the influence of digital financial literacy (DFL) on the financial well-being (FWB) of students in Andhra Pradesh, specifically exploring the factors of impulsivity and self-control. Both DFL and FWB are treated as multi-dimensional constructs in the study. The research delves into the impact of DFL dimensions, viz. digital financial knowledge, digital financial experience and digital financial skills, on both impulsivity and self-control. Subsequently, the study assesses the effects of impulsivity and self-control on financial well-being.

To gather data, a questionnaire-based survey method was employed, reaching 475 university students through purposive sampling. The study utilizes confirmatory factor analysis for scale validation and structural equation modeling for hypothesis testing.

The results reveal a significantly negative influence of digital financial knowledge (DFK), digital financial experience (DFE) and digital financial skills (DFS) on impulsivity, while demonstrating a significantly positive impact on self-control. Additionally, the study finds that impulsivity negatively affects financial well-being, whereas self-control has a positive impact. Focusing on higher education institutions in Andhra Pradesh, the research highlights students’ limited concern for long-term financial planning.

This study underscores the relevance of understanding the crucial role of digital financial literacy in enhancing their financial well-being. The implications of these research findings are substantial and can be utilized to shape educational programs for students in higher education institutions. Such programs can guide institutions in imparting knowledge and skills related to personal finance management, particularly in the context of the increasing digitalization of financial transactions.

The purpose of this study is to examine the role of wine involvement in moderating the effect of winery service quality on loyalty toward small family wineries.

This study used a structured questionnaire. The survey was distributed to wine tourists who visited small family wineries located in Crete, Greece and a total of 216 usable questionnaires were collected for the study. To analyze the data, the study used partial least squares structural equation modeling.

The results reveal that wine involvement moderates the effects of winery service quality on wine tourists’ loyalty. Specifically, staff behavior affects the loyalty toward wine tourists with low involvement more significantly compared to the wine tourists with high wine involvement. On the other hand, the quality of wine tastings affects the loyalty of wine tourists with high wine involvement more significantly in contrast with the wine tourists with low wine involvement.

Findings suggest that winery operators need to take into consideration wine involvement among wine tourists when they develop a winery service strategy. Operators of small family wineries can provide more customized, diverse and quality wine tastings to wine tourists with high wine involvement while prioritizing winery staff’s behavior and hospitality to those wine tourists with low wine involvement.

This study contributes to extant wine tourism literature by adding the effects of wine involvement on wine tourists’ loyalty toward the winery, and particularly focusing on small, family wineries.

The study aims to review integrative public leadership (IPL) scholarship, identify trends and suggest future research. The paper answers the question, “How has the field of study of integrative public leadership developed, and what gaps should future research address?”

A systematic literature review (SLR), utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 protocol, was conducted over the period 2000–2023. The preliminary database returned 497 articles; however, 55 articles remained after the screening phase. Three themes were addressed: the conceptualization of IPL (what it is), the study characteristics (how and where it was completed) and what has been studied (what we know about IPL).

IPL differs from its related concepts: “shared” and “distributed leadership.” Cross-boundary behaviors are one of IPL’s pillars. Most studies focus on the local level and center on upper-echelon leaders. IPL has been linked to leadership training and positive outcomes, such as organizational and network performance.

This review focused on articles in refereed journals, excluding books.

This work provides a twofold contribution in that it: (1) sharpens the concept of integrative public leadership, establishing the boundaries with similar concepts and (2) provides an overview of the field, identifying relevant areas for future research.

This work provides a twofold contribution in that it: (1) sharpens the concept of integrative leadership, establishing the boundaries with similar concepts and (2) provides an overview of the field, identifying relevant areas for future research.

This study examines the association between financial education and budgeting behavior among college students. Under the guidance of the extended theory of planned behavior, we use a comprehensive measure of budgeting behavior and explore mediating factors between financial education and budgeting behavior.

Financial education was measured by both frequency and intensity of taking courses in finance and economics in college. Data from a sample of college students across China were analyzed using structural equation modeling and serial mediation analysis to explore the mediating roles of attitudes, subjective norms, perceived control and budgeting intentions in this relationship between financial education and budgeting behavior.

Budgeting intentions alone did not mediate the relationship between financial education and budgeting behavior. However, the serial mediation involving attitudes, subjective norms and budgeting intentions was significant.

The findings of this study have significant implications for financial educators, universities, governments and families. Financial educators should prioritize budgeting in curricula and aim to enhance students’ budgeting attitudes and intentions. Universities should enhance their financial education offerings, while governments and families should foster supportive environments and positive norms and attitudes around budgeting.

This research contributes a nuanced measurement of budgeting, analyzes the link between financial education and budgeting behavior among college students and highlights the roles of various components of the theory of planned behavior. It extends the theory by identifying how financial attitudes, subjective norms and budgeting intentions mediate the relationship between financial education and budgeting behavior.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

The purpose of this paper is to report findings from a service evaluation of a training initiative in participatory practice with children and young people (CYP) for early help (EH) professionals. The training was based on the Lundy model of child participation.

A questionnaire-based survey was undertaken of staff completing the training. Within the sample of professionals surveyed, various work contexts were represented.

Reported benefits arising from the training included increased understanding of the utility of the tenets of the Lundy model, as well as changes in practice with CYP. Barriers and issues encountered in seeking to work in a participatory way were identified in relation to time for relationship-building, resources and interprofessional and interagency working.

The evaluation findings provide insight into ways training in participatory practice with CYP is experienced by EH professionals. The role of networks of practitioner champions in influencing participatory practice is also addressed, as well as the interface between participatory and relationship-based practice.