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Since the days when women first began entering the work force scholars have studied perceived gender differences related to motivation in organizational settings. This paper first presents a brief overview of motivation theory and then examines the literature tracing gender related motivation-to-manage as it evolves through the 1950s and 1960s to the present. Studies have produced conflicting results with some finding that men have more motivation-to-manage then women and other studies finding the opposite. Such differences appear to be small and closely related to subordinate status and role stereotyping.

This study aims to explore how haute cuisine excellence is and can be self-represented on the websites of three-star restaurants and juxtaposed onto the websites of external authoritative food guides.

In total, 26 French Michelin three-star restaurant websites and their reviews in the prominent Michelin and Gault and Millau dining guides were examined. This data was then processed using lexicometric software.

Five semantic universes emerged, showing that restaurants and dining guides do not emphasize the same elements of culinary excellence. While restaurant websites emphasize the charismatic leadership role of the chef through family history, professional recognition and vicarious learning, the two iconic guides are far from rating the criteria they claim to: For the Michelin Guide, criteria other than cuisine appear central. Conversely, Gault and Millau, far from its nouvelle cuisine principles advocating democratization at lower cost, insists on fine products.

It remains essential for restaurants to use a repertoire of cultural components and symbols, capitalize on the charismatic and architectural roles of their chef and showcase fine products that are representative of classical cuisine. Storytelling and dynamic narrative add-ons, regularly updated on large-audience social media, appear central to increasing restaurants’ perceived value, communicating innovation and attesting to their singularity and uniqueness.

To the best of the authors’ knowledge, this is the first empirical study to overlap the lexical perspectives of three-star restaurants and iconic guides’ websites.

The purpose of this study comprises the following three: (1) to ascertain the purpose of university module evaluation questionnaires (MEQs) and its reliability; (2) to evaluate University X's MEQ; and (3) to offer how Universities may be able to support their teaching staff with scholarship activities using the MEQ project.

University MEQ purposes and its reliability were investigated using literature reviews. The University X's MEQ seven statements were evaluated by three university academic staff. The study was conducted at a British university in South East of England. The duration of this interdisciplinary project was for two months which was a university interdisciplinary project between 14/07/20 and 13/10/20.

The purpose for MEQs includes (1) students’ satisfaction; (2) accountability for university authority and (3) teaching feedback and academic promotions for teaching staff. The evaluation of University X's MEQ indicated that MEQ questions were unclear which do not serve reliable student evaluation results. This topic may be of interest to University MEQ designers, lecturers, University Student Experience team, University Executive Board, University administrators and University HR senior management teams.

The following three points are considered original to this study: (1) MEQ purposes are summarised by students, university authority and teaching staff; (2) the evaluation of a British University MEQ; (3) provides suggestions on how lecturers' scholarship activities can be supported by the university-wide initiative and umbrella network. These are practical knowledge for the faculty and administrators of higher education institutions which may be of use.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

This paper introduces interactive research as an emerging approach within a broad family of collaborative research approaches in management and organization research. Interactive research is a way to contribute to the dual tasks of long-term theory development and innovation and change processes in organizations. One of the distinguishing features of interactive research is a focus on continuous joint learning processes between the researchers and the involved practitioners.

The basic concepts, contributions and challenges of the interactive research approach are presented and illustrated in the present paper through a practical case, the HELIX Centre.

Interactive research is a way to advance scientific knowledge about the development of new types of work organizations and the development of sustainable operations. The multi-disciplinary and interactive research approach at HELIX has made it possible to reach a high degree of both rigour and relevance in research questions and projects. The authors identified five principles from the HELIX case that were instrumental in accomplishing the dual tasks of interactive research.

The interactive research approach is a powerful method of collaboration between different stakeholders throughout the research process. This type of research makes it possible to interact at various levels of research, from the programme level, to research and development projects, to the individual level. The results from interactive research should not only be considered traditionally valid but also valid in relation to organizational and societal needs.

This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations.

This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings.

In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations.

Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed.

This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.

The aim of this research is to analyze the knowledge transfer process in technological innovation clusters. The problem of the study addresses how organizations can act in a network to enhance experiences and gains, particularly in the aspect of knowledge management.

The study is qualitative, applied through a case study, cross-sectional and multiple sources of evidence – semistructured interviews, nonparticipant observation and analysis of documents and secondary institutional data. The case analyzed was the Technology Park of São José dos Campos, in Brazil, involving private companies, governmental organizations, universities and research institutions.

The results reinforce the arguments that the transfer of knowledge is influenced by factors, facilitators or inhibitors such as: cooperation, relationship with institutions, workforce mobility and geographical proximity, influencing the competitiveness and performance of the organizations in the cluster.

This study advances the knowledge management literature in network environments, especially in technological innovation clusters, systematizing and highlighting the facilitating and inhibiting dimensions of knowledge transfer.

The present work has a direct dialogue with the managers and actors involved in the governance of these organizational arrangements with regard to increasing the capacity for creation and the dissemination of knowledge among organizations, educational institutions, government and companies.

There is a presence of aspects indicating that knowledge goes beyond borders through dynamic and collaborative structures, reinforcing the premise that clusters must be perceived as an evolutionary system, whose result of interactions leads to a superior joint capacity.

The purpose of this article is to discuss the “learning nation” concept and examine the characteristics and implications of using the “learning” premodifier in this nation-building program.

This article reviews how the “learning” aspect is inter-related to a series of national information and communication technology masterplans and includes a comparative analysis of the related premodifier “smart” as Singapore sets forth its ambition to become a “smart nation” as part of the digitalization megatrend. A print media indicator and Google Trends form part of the methodology to ascertain the rise of digital technology over a certain period. The former technique involves identifying relevant bibliographic databases and analyzing the volume of publications. The latter technique is a real time index of the volume of queries that users input into Google.

It is suggested that using the term “learning nation” previously and more recently “smart nation” is a consequence of the rise of the digitalization megatrend. The “smart-ness” involves learning about digital technologies, developing digital competencies and harnessing the benefits of these digital capabilities. From a public policy perspective, the article showcases how a city-state can transform itself through technology by riding on megatrends. Also, there is a need to be selective in developing specific areas for the application of digital technologies.

This article contributes to a better understanding on the frequent usage of the word “learning” as a premodifier and Singapore’s nation-building journey through human capital development and digitalization.

The study explores government primary school students' remote learning experience during school closures due to COVID-19.

A qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.

This study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.

The remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.

The study aims to shed light on the historical and contemporary trends of biodiversity accounting literature, while simultaneously offering insights into the future of research in this sector. The paper also aims to raise awareness among accounting researchers about their role in preserving biodiversity and informing improvements in policy and practice in this area.

The Bibliometrix R-package is used to carry out an algorithmic historiography. The reference publication year spectroscopy (RPYS) methodology is implemented. It is a unique approach to bibliometric analysis that allows researchers to identify and examine historical patterns in scientific literature.

The work provides a distinct and comprehensive discussion of the four distinct periods demarcating the progression of scientific discourse regarding biodiversity accounting. These periods are identified as Origins (1767–1864), Awareness (1865–1961), Consolidation (1962–1995) and Acceleration (1996–2021). The study offers an insightful analysis of the main thematic advancements, interpretative paradigm shifts and theoretical developments that occurred during these periods.

The paper offers a significant contribution to the existing academic debate on the prospects for accounting scholars to concentrate their research efforts on biodiversity and thereby promote advancements in policy and practice in this sector.

The article represents the first example of using an algorithmic historiography approach to examine the corpus of literature dealing with biodiversity accounting. The value of this study comes from the fusion of historical methodology and perspective. To the best of the authors’ knowledge, this is also the first scientific investigation applying RPYS in the accounting sector.