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Based on the theory of organizational socialization, this article broadens the knowledge in the field of organizational commitment by determining the relationship between the organizational climate (OC) and the employees’ commitment, as well as the moderating role of the person-environment (P-E) fit.

We conducted quantitative research using three psychometric questionnaires. We investigated a large sample (N = 1,032) of employees hired in Poland.

We found strong relationships between the OC, the employees’ fit and their commitment. Moreover, both supplementary and complementary fit significantly moderated the relationships between the majority of climate dimensions and, especially, affective commitment. Interestingly, highly fitted employees with longer tenure showed a stronger relationship between material climate dimensions and commitment compared to similarly fitted newcomers, for whom the most important were relationships with co-workers and superiors.

We analyzed only a subjective fit among employees working in Poland. Although it was beneficial for developing the OC knowledge of non-American sample, the results require cautious generalization.

Assessing a candidate’s fit with the organization through detailed interviews, behavioral questions or practical tasks during the selection process can improve candidates' and employees’ P-E fit. A better fit can increase commitment, even if the OC or other factors are not perfect. Socialization tactics aimed at strengthening the fit can facilitate better alignment with the climate and higher commitment among employees with longer tenure.

This study is the first to empirically verify the moderating role of the P-E fit on the relations between OC and organizational commitment. It also considers the comparison between more experienced employees and newcomers.

The study aims to identify the practical borders of AI legal personality and accountability in human-centric services.

Using a framework tailored for AI studies, this research analyses structured interview data collected from auditors based in Poland.

The study identified new constructs to complement the taxonomy of arguments for AI legal personality: cognitive strain, consciousness, cyborg paradox, reasoning replicability, relativism, AI misuse, excessive human effort and substitution.

The insights presented herein are primarily derived from the perspectives of Polish auditors. There is a need for further exploration into the viewpoints of other key stakeholders, such as lawyers, judges and policymakers, across various global contexts.

The findings of this study hold significant potential to guide the formulation of regulatory frameworks tailored to AI applications in human-centric services. The proposed sui generis AI personality institution offers a dynamic and adaptable alternative to conventional legal personality models.

The outcomes of this research contribute to the ongoing public discourse on AI’s societal impact. It encourages a balanced assessment of the potential advantages and challenges associated with granting legal personality to AI systems.

This paper advocates for establishing a sui generis AI personality institution alongside a joint accountability model. This dual framework addresses the current uncertainties surrounding human, general AI and super AI characteristics and facilitates the joint accountability of responsible AI entities and their ultimate beneficiaries.

The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.

The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.

Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.

The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.

By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

The purpose of this paper is to study the following related terms: flexibility, resilience and coping capacity, in order to clarify relationships between them.

Methods applied in the study include the analysis and synthesis of scientific literature and a critical discussion considering provided references. By drawing on the notion of the ladder of abstraction, conceptual differences between the three terms are proposed.

Based on the most common associations of the terms in the literature, the paper proposes the following relationships between the terms: flexibility is most commonly associated with the inherent property of systems, which allows them to change within pre-established parameters; resilience is the ability of organizations to withstand changes in their environment and still function; coping capacity commonly refers to organizational behavior involving timely purposeful change.

As managers strive to improve the performance of their organizations in turbulent conditions, the paper provides a useful enhanced understanding of the relative roles that flexibility, resilience and coping capacity play in changes and maintaining the continuity of the organization.

While confusion between the meanings of these terms has been noted by various authors, the paper is believed to be the first to discuss the three terms in conjunction and thereby propose relationships between them. The proposed framework overcomes existing definitional fragmentation and raises awareness in the conceptualization of terms: flexibility, coping capacity and resilience. We contribute to extant business and management literature by proposing a model indicating the relationships between them.

Nowadays there are many digital tools and mediatised ways for self-tracking for the sake of gaining self-knowledge through numbers. In his recent book ‘Resonance’, Hartmut Rosa suggests that artefacts can indeed resonate with people (Rosa, 2016, p. 381ff.) by affecting emotion, intrinsic interests and self-efficacy expectations. In contrast, Rosa characterises self-tracking as an attempt to measure the resource potential of individuals, confounding it with the good life itself (Rosa, 2016, p. 47). That is why we want to challenge Rosa’s concept of a good life and enhance the assertion of individual and social practices that can generate resonance.

With several case studies, we want to study empirically how people ‘resonate’ (or not) with and in self-tracking practices and to which degree Rosa’s hypothesis is verifiable or not. By empirically contrasting the quantifying practices and metric culture of self-tracking with the recently emerging sociological field of ‘world relationships’ and ‘resonance’, new insights on the embedding of the quantified with the qualified self will be gained.

The purpose of this paper is to investigate the relationship between digital transformation and sustainable development within the context of higher education institutions.

This paper uses a systematic review methodology to analyze the intersection of digital transformation and sustainability in higher education institutions, drawing on academic sources and institutional reports.

Universities face a dual challenge of advancing digital transformation while integrating and enhancing sustainable development, necessitating a balance between inclusivity and innovation to meet the evolving demands of a digital-centric world and global sustainability goals. Digital transformation of higher education institutions is not only influenced by socioeconomic changes and market demands but also offers practical pathways to enhance sustainability efforts across campus operations and curriculum delivery.

This paper provides an overview of the concepts of digital transformation and sustainable development in the higher education environment.