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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.

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.

The paper follows Jason Cope's (2011) vision of a holistic perspective on the failure-based learning process. By analyzing the research since Cope's first attempt, which is often fragmentary in nature, and providing novel empirical insights, the paper aims to draw a new comprehensive picture of all five phases of entrepreneurial learning and their interplay.

The study features an interpretative phenomenological analysis of in-depth interviews with 18 failed entrepreneurs. Findings are presented and discussed in line with experiential learning theory and Cope's conceptual framework of five interrelated learning timeframes spanning from the descent into failure until re-emergence.

The study reveals different patterns of how entrepreneurs experience failure, ranging from abrupt to gradual descent paths, different management and coping behaviors, and varying learning effects depending on the new professional setting (entrepreneurial vs non-entrepreneurial). Analyzing the entrepreneurs' experiences throughout the process shows different paths and connections between individual phases. Findings indicate that the learning timeframes may overlap, appear in different orders, loop, or (partly) stay absent, indicating that the individual learning process is even more dynamic and heterogeneous than hitherto known.

The paper contributes to the field of entrepreneurial learning from failure, advancing Cope's seminal work on the learning process and -contents by providing novel empirical insights and discussing them in the light of recent scientific findings. Since entrepreneurial learning from failure is a complex and dynamic process, using a holistic lens in the analysis contributes to a better understanding of this phenomenon as an integrated whole.

This study aims to explore the emerging trend of business-wide Sustainability Third-Party Labels (STPLs), exemplified by entities like B-Corp. These labels are awarded to organizations committed to a distinctive approach to business, typically embracing the triple-bottom-line (TBL) framework, prioritizing not only financial performance but also social and environmental impact. The research investigates whether these labels enhance trust and influence perceptions of sustainability information quality among young consumers in Spain.

A factorial experiment has been conducted among a convenience sample of individuals belonging to the Z-generation (n = 126). The experiment involved randomly exposing the participants to different versions of an informational brochure from a fictional company in the agricultural sector (with and without label). Following the experiment, a focus group with 15 participants was conducted to assist in interpreting the results.

The results of this study suggest that the use of a nonsector specific label across various sectors with distinct sustainability challenges can lead to confusion among Z-generation consumers. Especially within sectors grappling with environmental concerns, such labels may be susceptible to being perceived as manifestations of greenwashing. Additionally, the study adds supporting evidence to the existing body of literature asserting gender differences in the interpretation of sustainability signals, including labels.

As far as this research is concerned, to the best of the authors’ knowledge, this is the first research that studies the perception of Z-generation members regarding business-wide STPLs. Focusing on studying, the attitudes toward sustainability of younger generations and how they respond to signals like business-wide STPLs are relevant, as they not only possess the longevity to drive substantial change but are also more susceptible to behavioral shifts, thereby holding significant potential in shaping a sustainable future. The study combines both qualitative and quantitative perspective and provides critical insights, relevant to stakeholders within business-wide STPL ecosystems, emphasizing the need for strategic coherence and transparency in label implementation.

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

Despite the global shift toward smart building features and technologies, the level of awareness among stakeholders in Nigeria’s construction sector remains unclear, limiting engagement with these innovations. This study examines the awareness of smart building features and technologies, providing insights to address knowledge gaps and improve understanding within the sector.

This study adopted the quantitative research approach, using a questionnaire survey to obtain data from construction stakeholders that were purposively selected in Lagos State and Abuja, Nigeria. The collected data were analyzed using various statistical tools such as frequencies, percentiles, mean item scores, standard deviation and the Mann–Whitney U test.

From the result of the analysis, the study concluded that the most cognizant smart building features and technology were security doors, escalators and lifts, solar panels and energy-saving equipment, fire alarms, heating, ventilation, air and conditioning.

This study provides insights into the awareness of smart building features and technologies among Nigerian construction stakeholders, bridging theory and practice. It informs policy development, enhances professional knowledge and promotes educational initiatives. Its findings support sustainable construction efforts, potentially improving societal attitudes and quality of life.

This study uniquely explores the level of awareness of smart building features and technologies among clients and professionals in Nigeria’s construction sector. Identifying existing knowledge gaps provides critical insights that can guide efforts to enhance understanding and foster deeper engagement with these innovations.