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The purpose of this study is to revisit the conventional wisdom about a key contribution [i.e. strengths, weaknesses, opportunities, threats (SWOT) analysis] in the field of strategic management. The societal context and the role of academics, consultants and executives is taken into account in the emergence of SWOT analysis during the 1960–1980 period as a pivotal development within the broader context of the satisfactory, opportunities, faults, threats (SOFT) approach. The authors report on both the content and the approach, so that other scholars seeking to invigorate indigenous theories and/or underreported strategy practices will thrive.

Applying a historiographic approach, the authors introduce an evidence-based methodology for interpreting historical sources. This methodology incorporates source criticism, triangulation and hermeneutical interpretation, drawing upon insights from robust evidence through three iterative stages.

The underreporting of the SOFT approach/SWOT analysis can be attributed to several factors, including strategy tools being integrated into planning frameworks rather than being published as standalone materials; restricted circulation of crucial long-range planning service/theory and practice of planning reports due to copyright limitations; restricted access to the Stanford Research Institute Planning Library in California; and the enduring popularity of SOFT and SWOT variations, driven in part by their memorable acronyms.

In the spirit of a renaissance in strategic planning research, the authors unveil novel theoretical and social connections in the emergence of SWOT analysis by combining evidence from both theory and practice and delving into previously unexplored areas.

Caution is advised for scholars who examine the discrete time frame of 1960–1980 through mere bibliometric techniques. This study underscores the risks associated with gathering incomplete and/or inaccurate data, emphasizing the importance of triangulating evidence beyond scholarly databases. The paradigm shift of strategic management research due to the advent of large language models poses new challenges and the risk of conserving and perpetuating academic urban legends, myths and lies if training data is not adequately curated.

To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.

The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.

The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).

The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

This paper reviews the recent collapse of two cryptocurrency enterprises, FTX and Celsius. These two cases of institutional bankruptcy have generated criminal charges and other civil complaints, mainly alleging fraud against the CEOs of the companies. This paper aims to analyse the fraud leading to these bankruptcies, drawing on key concepts from the research literature on economic crime to provide explanations for what happened.

This paper uses a case study approach to the question of how large financial institutions can go off the rails. Two theoretical perspectives are applied to the cases of the FTX and Celsius collapses. These are the “normalisation of deviance” theory and the “cult of personality”.

In these two case studies, there is an interaction between the “normalisation of deviance” on the institutional level and the “cult of personality” at the level of individual leadership. The CEOs of the two companies promoted themselves as eccentric but successful examples of the visionary tech finance genius. This fostered the normalisation of deviance within their organisations. Employees, investors and regulators allowed criminal and highly financially risky practices to become normalised as they were caught up in the attractive story of the trailblazing entrepreneur making millions in the new cryptoeconomy.

This paper makes a contribution both to the case study literature on economic crime and to the development of general theory in economic criminology.

This study aims to investigate the influence of supervisor knowledge sharing on the task performance and the overall evaluation of employees in the context of supervisor-subordinate relationships, a prevalent yet underexplored mode of knowledge transfer.

Drawing on the social exchange perspective, we propose a framework integrating supervisors’ self-sacrificial leadership and employees’ supervisor-directed organizational citizenship behavior (OCB-S) as critical drivers of efficient knowledge transfer. By bridging micro- and macro-level organizational behavior, this study addresses a key research gap and provides a holistic understanding of factors that enhance knowledge transfer within organizations. To empirically test the hypotheses proposed in our study, we employed the PROCESS macro Model 7 to validate the moderated mediation model and conducted bootstrapping analyses to confirm the statistical significance of the predicted relationships.

This study offers insights into the micro-processes underlying interpersonal knowledge transfers within supervisor-subordinate relationships. It highlights the significance of self-sacrificial leadership and OCB-S in facilitating effective knowledge sharing, ultimately influencing the task performance and the overall evaluation of employees.

This study contributes to the existing literature on knowledge management by exploring the understudied area of knowledge sharing within supervisor-subordinate relationships. It provides a framework that integrates leadership and OCB as key factors influencing knowledge transfer efficiency. The findings offer practical implications for organizations seeking to optimize knowledge management practices, leadership development and performance appraisal processes.

The objective of the research is to conduct a comprehensive analysis of the conceptual structure underlying global trends in the utilization of VR/AR for learning purposes among autistic children and adolescents.

With a sample of 57 documents obtained from different databases in the period 2010–2022, a scientific mapping was developed using the bibliometrix library designed in R.

It has been found that there are three main lines of work. The first with VR/AR with emotion recognition and theory of mind. Another line focused on “young children” that works on visual attention, simulation play and social communication. The third line is focused on adolescents with subthemes such as executive function, attention, social skills and learning environments.

The research allows the authors to design activities in those areas where the use of VR/AR has been successful. In this way, future implementation of these tools in the classroom is encouraged.