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This study aims to analyse the motivations and underlying assumptions of decision makers driving the adoption of sustainability-oriented targets in executive compensation (SCTs) to better understand SCTs’ impact on sustainability performance.

Through a qualitative approach, 15 in-depth interviews are conducted in a two-tier governance setting. Participants include management and supervisory board members, compensation consultants and other stakeholders involved in proxy voting.

SCT implementation is primarily determined by meeting shareholders’ expectations rather than those of other stakeholders. Decision makers react in a differentiated way to increased expectations by implementing either primarily symbolic or substantive measures and encounter different implementation challenges like insufficient data quality and a lack of experience within supervisory boards, both of which potentially contribute to decoupling.

The study offers valuable insights for companies in designing SCTs and emphasises the significance of addressing decoupling to effectively enhance sustainability performance through SCTs and provides a foundation for future studies aimed at analysing this phenomenon.

Using a neo-institutional theory lens, this study marks one of the first interview-based investigations to distinguish between symbolic and substantial SCTs. It delves deeply into the role of decoupling and the associated challenges, offering fresh perspectives within the under-researched framework of a two-tier corporate governance structure. Moreover, this study aims to meticulously capture the real-world design practices and implementation processes of SCTs through experts, an aspect that was emphasised as a limitation in previous studies.

Learners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level.

This study profiled the dispositions towards learning of 880 Master’s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort.

The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement.

It is argued that students at Master’s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees.

This study contributes a detailed analysis of Master’s students’ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.

The purpose of this paper is to examine how the customer partnering behavior dimensions – operational information exchange, planning, sharing of benefits and burdens, and extendedness – influence goal achievement and goal exceedance at the interface between customer firms and their logistics service providers.

This research develops a conceptual model of relationships between the customer partnering dimensions and logistics outsourcing performance (goal achievement and goal exceedance). The model is then tested using partial least squares structural equation modeling.

The results indicate that sharing of benefits and burdens has no significant effect on performance, while the other partnering dimensions positively influence goal achievement and goal exceedance. Amongst these partnering dimensions, extendedness demonstrates the strongest effect on both performance dimensions. Furthermore, operational information exchange primarily influences goal exceedance, while planning primarily impacts goal achievement.

The paper extends the extant logistics outsourcing literature by examining the effects of established customer partnering dimensions on performance.

The achievement motivation construct has long presented a significant challenge to the study of presidential leadership. The purpose of this paper is to overcome the limitations of prior research by proposing that whether achievement motivation is related to effectiveness in the US presidency may not be a matter of if but how achievement motivation is manifested.

Drawing on the channeling hypothesis, it was proposed that presidents’ trait behaviors should be accounted for as they directly impact the way that presidents express achievement motivation. To test this thesis, this study relied on data generated from diverse sources that provide both direct and indirect information about US presidents’ personalities and effectiveness, including content analyses of inaugural addresses and presidential biographies and surveys completed by presidential biographers and scholars.

Results show that among achievement motivated presidents, display of motive-congruent, conscientious behaviors contributes to their effectiveness, whereas display of motive-incongruent, agreeable behaviors tends to detract from it.

The small sample size of US presidents and the limited amount of archival data available for some of these subjects prevented more fine-grained analyses. Thus, further research among senior leaders is needed to not only confirm the explanatory mechanism offered herein, but also explore the possibility that there are optimal levels beyond which the personality traits under study may cease to be a help or hindrance to achievement motivated chief executives.

This study represents the first effort to formally integrate motives and traits in the study of chief executives. The findings of this research also substantiate the need for researchers to consider the complex nature of motives in predicting important outcomes across different contexts.

The disagreement concerning basic concepts and definitions is still characteristic of strategic management as a field of study. Strategic plans can be elaborated within different frameworks, for example, the descriptive or prescriptive (Mintzberg 1987, pp. 2–6). Since varying, even conflicting paradigms and methodologies are employed, strategic plans for the same organisation elaborated by independent researchers are different. Varying solutions show strengths and weaknesses, unavoidably inherited from the frameworks within which they were formulated. This circumstance, in turn, creates problems in comparing different strategic plans in order to choose the best alternative, or to make use of their strengths in an attempt to prepare somewhat eclectic, but comprehensive, plans. Such a situation is reinforced by the lack of meta‐paradigm which allows us to evaluate different outcomes resulting from different paradigms.

The internet and search engines dominate within people’s information acquisition, especially among the younger generations. Given this trend, this study aims to explore if information and communication technology (ICT) practices, internet reliance and views of knowledge and knowing, i.e. epistemic beliefs, interact with each other. Everyday practices and conceptions among beginning undergraduate students are studied as a challenge for higher education.

The study builds upon survey-based quantitative data operationalising students’ epistemic beliefs, their internet reliance and their ICT practices. The survey items were used to compute subscales describing these traits, and the connections were explored using correlations analysis.

The results suggest that the more beginning undergraduate students rely on internet-based information, the more they are inclined to epistemic beliefs where knowledge is regarded as certain, unchanging, unambiguous and as being handed down by some authority.

The approach used in the study applies to the sample used, and further research is required to test the applicability of the approach on larger samples.

The study highlights the risk of everyday information practices being transferred into the educational context.

Ignorance of these changes may pose a risk for knowledge building on different educational levels and in a longer perspective, a threat to democracy.

While there is some research on epistemic beliefs in relation to internet-based information, studies approaching the problem over a possible connection between epistemic beliefs and internet reliance are scarce. In addition, this study implies a conceptual bridge between epistemic beliefs and internet reliance over the concept of algorithmic authority.

Epistemological beliefs, defined as individuals' beliefs about the nature of knowledge and the process of knowing, are assumed to serve an important function in regulating the application of individuals' learning behaviour. Previous research has mainly been shaped by the framework of results of white, well‐educated people from North America. More empirical work is needed to examine epistemological beliefs in a cross‐cultural context. The purpose of this paper is to investigate the possibility of using cultural classifications to indicate the development of epistemological beliefs in different countries.

A cross‐cultural pilot‐study is carried out in Germany and Australia with a total of 103 participants. A German and English version of the Schraw et al.'s epistemic beliefs inventory, based on Schommer's model, is employed for the study. The cultural comparison between Germany and Australia is carried out by using Hofstede and Hofstede's cultural classification.

The cultural comparison between both countries leads to the hypothesis that the development of the epistemological beliefs is different. Although factor analysis indicates the same three dimensions of epistemological beliefs for both countries (structure, source, and control), the development for each dimension is different.

It might be possible to indicate epistemological beliefs in various countries due to cultural classification.

The paper provides a new perspective of epistemological beliefs within cross‐cultural research and might lay the path for cross‐field research projects.