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This study aims to examine how individual differences and contextual factors affect audience responses to sponsored video content. Specifically, this study tests whether executive function (EF, both hot and cool) skills in young adults influence persuasion knowledge and advertising responses. The study further tests the moderating role of disclosure presence and country of participants (US vs The Netherlands).

An online experiment (N = 368) with a 2 (disclosure: present versus absent) × 2 (country: US versus The Netherlands) between subjects design featuring young adults (M age = 21.06; SDage = 3.06) is conducted.

Participants with more advanced cool EF showed a better understanding of the persuasive intent of the video, and hot EF was associated with higher brand recall. In addition, disclosures only enhance the understanding of persuasive intent of the video for people with less advanced levels of hot EF. Lastly, Dutch participants were more responsive toward the disclosure.

This study provides key insights regarding how young adults process sponsored content and the role that cognition plays in shaping responses.

This paper explores the ways women entrepreneurs in male-dominated industries do identity work in order to gain legitimacy. In particular, we consider such identity work as a process being prompted by their direct environment, while demonstrating the gendered structural power relations in these women’s entrepreneurial contexts. We use a postfeminist lens to show how, in their quest for more legitimacy, they seem to be interpellated by postfeminist discourse.

We have used a narrative approach to show how women entrepreneurs in masculinised contexts do identity work to acquire legitimacy, and moreover use a postfeminist perspective to reflect on this identity work as to demonstrate how these Dutch businesswomen consider their agency in specific feminist terms within these men-dominated industry environments.

We present empirical data of ten women entrepreneurs in the Netherlands and how they discursively and subjectively make sense of their surrounding gendered contexts, in order to illustrate how local gender regimes and individual actions may conspire to constrain as well as stimulate these women’s entrepreneurship. By reflecting on three different ways of identity work through a postfeminist lens, we show how these women are interpellated by postfeminist discourses when trying to gain legitimacy.

The rather small sample does not allow us to generalise our findings to the whole population of women entrepreneurs in men-dominated contexts, yet this was not our goal anyway.

Such a reflection might help policy makers and such women themselves realise how, after all, gender inequality is still persistant in the entrepreneurship field and drawing on postfeminism does not necessarily help to support these women entrepreneurs' work–life balance.

Our findings underline the importance of a more gender inclusive entrepreneurship ecosystem, in which women entrepreneurs in both masculinised ánd feminised sectors are seen and treated as legitimate entrepreneurs.

Postfeminism, to our knowledge, has hardly been applied to women entrepreneurs' experiences in men-dominated environments, and is in itself still a rather new field in entrepreneurship studies.

This study aims to provide insights into the experiences of working from home (WFH) in a global context from the perspective of perceived productivity.

This paper uses a multivariate analysis benefiting from an extensive data set of almost 137,500 respondents from 88 countries.

This paper find that most respondents are satisfied with their productivity when WFH: 70% agree or strongly agree with “My home environment enables me to work productively”. The results further show that socio-demographic factors, as well as the social and physical settings at home, are associated with the perceptions of productivity. Being younger, dissatisfied with the physical setting and the presence of others at home seem to decrease the probability of being satisfied with productivity, whereas being female seems to increase it. However, some differences between countries exist when controlling for socio-demographic factors, presence of others and physical setting at home.

The results enhance understanding of perceived productivity in different countries while WFH and provide valuable insights for employers, employees and policymakers on how to support WFH effectively.

The value of this paper lies in its investigation of socio-demographic factors, as well as the social and physical home environment, in relation to perceptions of productivity within a truly global context, while also comparing differences between countries.

The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.

Using quantitative and qualitative methods, the authors analyzed 240 CEO statements in 120 multinational enterprises from six countries (France, India, Japan, South Korea, UK, USA), pre- and mid-COVID-19.

Results show that CEO emphasis on inclusive leadership increased during the pandemic. More substantively, the authors identify three key behaviors of inclusive leadership – fidelity, calmness and collective resilience.

The authors provide empirical evidence of inclusive leadership behaviors by global business leaders. In doing so, the authors integrate inclusive leadership into societally engaged international business research.

We aim to explore the role of digital technologies for enhanced sustainability, hope, empowerment, resilience and optimism (SHERO) among female entrepreneurs in the Caribbean and the importance of embeddedness and contextualisation as a premise for integrating gender as a socially constructed situational practice.

The study presents qualitative data results of semi-structured interviews with 30 female digital entrepreneurs who own and operate their businesses in a range of sectors in three national contexts in the Caribbean. Narratives of the participants were used to develop the themes that emerged from the interviews.

The Caribbean context is an overarching factor that influences every facet of the lived experiences of female digital entrepreneurs. From the different contextual dimensions, we gained insights into the nuances and paradoxes of dominant assumptions related to how digital technologies influence the business transformation of female entrepreneurship as it relates to sustainability, hope, empowerment, resilience and optimism. Through a contextual gendered lens, these five business areas are found to be overlapping and mutually reinforcing features of the lived experiences of female digital entrepreneurs.

The Caribbean region, comprising of small island developing states, epitomises a unique spatially fragmented entrepreneurial context described as islandness which also offers a “fresh” context within the Global South that captures the novelty and heterogeneity of female entrepreneurs in the digital space.

Accounting changes that take place in the context of different leadership styles, especially in SMEs, require further investigation. This paper aims to explore how accounting enhances monitoring and control for legalistic leaders and how accounting changes facilitate leadership transition to resolve accounting issues and emotional conflicts within entrepreneurial firms.

This paper adopts a case study in a Chinese entrepreneurial firm to explore the relationship between accounting changes and leadership behaviours rooted in the traditional Chinese philosophies.

Legalistic leaders enhance monitoring and control, through the flow and interpretation of accounting information, to retain power. However, rule-based accounting order, with rewards and punishment, may create emotional conflicts. The difficulties of implementing accounting changes facilitate legalistic leaders to embrace transformational leadership to resolve trust, emotional conflicts and accounting issues.

This paper provides insights into the transition of leadership styles in the process of implementing accounting changes in the Chinese context, which contributes to future comparative leadership and accounting practices with Western philosophies.

The article seeks to identify what constitutes economic resilience and how it is conceptualized in economic theory and policy. It explores the nuances of resilience as the ability of an economic system to adapt, reorganize and recover from shocks such as recessions or crises.

The article highlights the use of corpus linguistics methods and content analysis techniques to systematically analyse how economic resilience is discussed in the literature, providing a more objective and data-driven perspective on the topic.

The findings of the review are intended to help deepen the understanding of resilience in economic systems, with a focus on its implications for future research, policy development and economic planning. The authors emphasize the importance of resilience for sustainable and adaptable economies, particularly in light of global economic disruptions.

The article’s originality comes from its methodological innovation (using corpus linguistics), comprehensive review of economic resilience across multiple theories and its policy-oriented focus on improving economic systems’ adaptability to external shocks. It provides a fresh and systematic perspective that enriches the academic discussion on resilience, with clear implications for future research and policymaking.

Scuba diving tourism is reputed to be a potential low-impact recreational activity that allow environmental conservation and socioeconomic benefits for local communities. Few studies have addressed the issue of sustainability of scuba diving tourism through the simultaneously investigation on the economic and socio-cultural aspects and its implications for tourism development. This study aims to examine the scuba diving tourism in three under-explored North African tourism destinations with high ecotourist potential. The authors present an exploratory picture of scuba diving tourist demand, divers' preferences, motivations for recreational diving experiences and their propensity towards conservation.

The authors developed a case study research strategy collecting profile data on 123 divers. Furthermore, regression analysis was performed to investigate the divers' preferences, motivations and propensity towards conservation.

The divers' limited number, the presence of mainly local seasonal tourists and a moderate propensity towards conservation influence the potential of the diving tourism segment to generate significant socioeconomic benefits for local sustainable development in these destinations. However, establishing a marine protected area (MPA) could foster the development of a long-term strategy for scuba diving tourism, improve conservation awareness and increase divers' satisfaction.

Diverse profiles, preferences and motivations can provide tools to sustainably manage and preserve coastal and marine biodiversity, while also maximising the quality of the recreational experience. One of the most effective site-based strategies to orient the diving sector towards sustainability involves the design and strengthening of MPAs.

The research provides an original contribution to the debate on sustainable tourism strategies by demonstrating how the study of economic and socio-cultural aspects of scuba diving could provide guidelines to orient the tourism development of marine and coastal areas towards the principles of sustainability (also through the establishment of MPAs). The findings present an overview of the sustainability of the scuba diving tourism segment by investigating the preferences, motivations and inclination towards conservation among tourists for whom the diving experience is not a core holiday activity.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.

This research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).

The faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.

Like any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.

Although many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.