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This study examines the effect of delegation of decision rights, moral justification (MJ), and ethical climate (EC) on managers’ misreporting in the financial services sector. We employed an online research panel called Qualtrics, to collect data based on a sample of 127 middle-level managers from various US financial services firms. We find that MJ mediates the relation between delegation and misreporting, suggesting delegation of decision rights increases employees’ misreporting indirectly by increasing MJ. We also find that EC significantly moderates the relationship between MJ and misreporting. Furthermore, our test of the moderated-mediation effect reveals that the indirect effect of the delegation of decision rights on misreporting through MJ is stronger when there is a higher level of instrumental climate (IC) and a lower level of principle climate (PC).

This study examines in a cross-lagged design the relationship between ethical organizational culture (EOC), psychological safety (PS) and two organizational interventions aimed at fostering employee engagement and integration as well as increasing decision transparency and employee participation in work design (labeled as FIKA and “Start, Stop & Go”).

We use a cross-lagged design in which we assessed (in a sample of 581 employees) the strength of EOC before deploying two informal interventions aimed at stimulating the informal interactions between leaders and their followers and guiding participative reflections on the progress of work activities. After deployment, we assessed PS in relation to leaders, colleagues and customers as well as the strength of EOC, using the same scales as before the intervention.

Results show that a strong ethical culture promotes PS at the individual as well as at the group level. Although the interventions did not significantly change the strength of EOC, they do enhance the positive association between EOC and PS experienced in relation to the leaders.

More research is needed on the long(er)-term effects of the interventions studied to determine their lasting impact on EOC and PS. In addition, more research is needed on specific mechanisms through which organizational interventions potentially foster the emergence of EOC.

These findings highlight the importance of EOC in promoting PS and call for more research on the effectiveness of specific organizational interventions aimed at increasing the strength of EOC. Such interventions could help organizations create more supportive, inclusive and productive work environments.

EOC is a key antecedent of (socially) responsible organizational practices and understanding the interplay between EOC and PS is essential for promoting a healthier work culture and improving employee well-being and ultimately organizational financial and non-financial performance.

These findings highlight a systematic attempt to test the effect of informal organizational interventions on the development of ethical values in organizations and present initial empirical evidence concerning the relation between the strength of EOC and PS.

Outlines the use of sensors employed in plant research for measuring various biophysical activities, in particular photosynthesis. Describes how an infrared gas analyzer [IRGA] takes photosynthesis measurements and looks at the advances made in these gas analyzers. Continues with an examination of other sensors used in photosynthesis research and measurement techniques used for other plant science research such as plant stress. Concludes with recent trends and applications in plant science research and lists some areas of research applications including studies of climatic change, pests and diseases and plant breeding.

As the US transitions to a majority–minority population, the underrepresentation in the science, technology, engineering, and mathematics (STEM) workforce must be resolved to ensure that our nation maintains its competitiveness and global economic advantage. The persistent problem of retaining underrepresented minority (URM) students in STEM continues to be a national priority after several decades of attention. The role of historically black colleges and universities (HBCUs) in addressing this challenge cannot be overstated, given their history in producing African American STEM graduates. As the largest HBCU in the country, North Carolina A&T State University (NC A&T) serves a combined undergraduate and graduate population of 11,877 students, 78% of which self-identify as African American. To overcome the multiple challenges that impede retention and persistence to degree completion in biology, the Department of Biology at NC A&T has adopted a major cultural shift in its advising strategy. The new approach encompasses a Life Mapping and Advising Model that builds faculty–student relationships and engages both parties effectively in the process. The model includes six important pillars to drive student success: (1) dedicated advising space, the Life Mapping and Advising Center (LMAC), (2) effective advisors, (3) integrated peer mentor and peer tutoring programs, (4) an intrusive advising strategy, (5) integration with first-year student success courses, and (6) life coaching. Although the program is in its infancy, based on the first-year assessment data, we have observed many promising trends that, together, point toward successful retention and persistence of our students in the major.

This study aims to employ the componential theory and interactionist perspective of creativity to explore how cognitive and affective transformations foster creativity. It investigates the influence of dispositional factors (cultural intelligence, ambiguity tolerance, social awareness) and contextual factors (international learning experiences) on students’ self-efficacy and subsequently on creative process engagement (CPE). Additionally, it examines the moderating role of cultural distance in the relationship between self-efficacy and CPE.

A survey was conducted with 1,829 Indonesian students involved in international student mobility (ISM). The hypotheses were tested using partial least square structural equation modeling.

The study found that dispositional factors (cultural intelligence, ambiguity tolerance, social awareness) and the contextual factor of international learning experience significantly enhance self-efficacy. In turn, self-efficacy significantly promotes creative process engagement. Specifically, self-efficacy fully mediates the relationships between cultural intelligence and CPE, as well as international learning experience and CPE. It also partially mediates the relationships between ambiguity tolerance and CPE, and social awareness and CPE, with both being complementary mediations. However, cultural distance did not moderate the relationship between self-efficacy and CPE.

This study addresses the research gap by focusing on creativity as a process in the context of ISM. By integrating a comprehensive perspective of creativity, this study provides new insights into how dispositional and contextual factors interact to shape self-efficacy and creative engagement, especially in the context of emerging economies such as Indonesia. The findings underscore the importance of self-efficacy in fostering creative engagement among university students who experience ISM and offer valuable implications for educational practices and policies aimed at enhancing creativity in higher education.

The purpose of this paper is to serve as a comprehensive review of short-term study abroad (STSA) outcomes to help guide future STSA and study abroad (SA) scholars and practitioners in the further development of the field.

This paper is the first comprehensive and systematic review of all outcomes of STSA programs within the SA body of research based on 156 papers.

The study provides the first comprehensive classification of all previously studied STSA outcomes (85) into six categories: cross-cultural outcomes, STSA pedagogy outcomes, personal and professional outcomes; language outcomes; teacher and faculty outcomes; and other outcomes. Distinct sub-categories are identified that provide insights on the current landscape of STSA and related research.

This study makes a significant contribution to the theory and practice of SA, and among the key contributions are a systematic understanding of the scale and scope of STSA outcomes; insights on the most efficient design of future STSA programs; and an expanded understanding of the role and importance of STSA programs in international education. Furthermore, a comprehensive STSA outcomes map develops an extensive research agenda.

While the COVID-19 pandemic currently limits the opportunities for STSA, given its previous popularity, the authors envisage a strong return in the coming years of this form of affordable and valuable global learning. STSA programs have become an important component of higher education and which require considerable resources from participants and educational institutions alike. Therefore, further research is needed to understand the impacts of STSA programs and to further improve program design. Such research will serve to better inform both academic understanding of the phenomenon and educational practice.

The study provides the first comprehensive classification of all studied STSA outcomes.

Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna.

Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis.

Findings reveal that these “voluntary” placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development.

Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

This study aims to present insights for the preparation of ethical practices in the banking industry of gulf cooperation council (GCC) countries for profit maximization. This study presented information regarding ethical banking practices to determine to which extent banks in GCC countries practiced ethics.

This study followed a mixed-method approach, including both qualitative and quantitative data. For quantitative, data were collected from senior managers employed in 52 leading Islamic and conventional banks across the GCC countries, including the banks in the Kingdom of Bahrain and also from the banks in Kuwait. However, for qualitative analysis, an interview with an Islamic banking specialist was conducted.

The findings of both, qualitative and results from answer of respondents and quantitative results, that is, 91% of respondents strongly agreed that Islamic banks are more committed to ethical investments of projects, revealed that Islamic banks follow more ethical practices than conventional banks. Therefore, the mean score for EBP4 is 4.55 with moderate SD of 1.267. This statistical evidence is in favor that Islamic banks follow more ethical principles.

Respondents were recruited randomly, and the samples consisted of only senior executives and not customers. Because of time and resource limitations, these executives were a sample of conventional and Islamic banks in the GCC only and not from other regions.

The results of this study provided valuable insights to conventional financial institutions, enabling them to enhance their operations as Islamic banks align with more ethical standards.

The research originality lies in its contribution for GCC countries by presenting a comparative view. This study defined and compared similarities and differences of Islamic and conventional banks to indicate how Islamic banks particularly implement more ethical standards than conventional banks.

The purpose of this study is to explore the degree of variance in work value preferences espoused by university students based on whether the students are in possession of work experience and experience abroad. Vocational identity development (VID) was used as a theoretical lens to explore the extent to which being in possession of experience in these two areas shapes vocational identity.

A questionnaire (n = 1,188) was employed to measure the relative salience for 8 latent work values constructs and 25 individual-level work values. Respondents were classified into two groups based on work experience and abroad experience, and the differences in work value preferences between these groups were explored.

The authors' comparison of sample groups revealed that respondents without experience abroad attached significantly greater importance to specific work values (e.g. stability, extrinsic motivation and leisure) than those with sojourner experience. The relative salience of specific work values (e.g. altruistic and extrinsic motivation) was found to be significantly greater for respondents without work experience than those with such experience, however, not to the extent of abroad experience. VID as a theoretical framework was found to be valuable in conceptualising how work value preferences appear to be the outcome of a process of co-construction between an individual and his environment.

The reasons as to how and why changes in work value salience occur cannot be conclusively established due to the exploratory nature and conceptual design of the present study.

The findings suggest work and abroad experience play a pivotal role in shaping respondents' work values and, more generally, the VID. This reinforces the need for cooperation between higher education and industry to provide experiential learning opportunities and career guidance to enhance graduate employability and contribute to long-term engagement of talent in tight labour markets.

The value of these findings is that the findings contribute to greater conceptual understanding of the relationship between work experience, abroad experience and work value preferences. This is particularly relevant to academic staff and curriculum developers at a tertiary level in preparing and guiding university students in their interactions with professional practice.

This paper aims to explore the Spanish Self-Initiated Expats’ (SIEs) motivations and factors involved in the choice of the host destination.

Through an exploratory and qualitative study, drawing upon SIE literature on motivations and careers, 22 Spanish SIEs were interviewed in a semi-structured way.

Most SIEs clearly detailed the line of reasoning behind the host destination choice (specific destination); a second group considered a limited number of potential countries to relocate to (alternative destinations), and the smallest one did not choose a specific location. Career motivations were the most mentioned ones and different degrees of career planning were found: those with a very defined career planning process relied upon one potential destination, while those with a less defined one considered several alternative host destinations. The European Region Action Scheme for the Mobility of University Students experience was one of the most mentioned factors influencing the choice of the host destination, which may be common to other European Union (EU) nationals. As to the limiting ones, the visa requirements outside the EU were identified. Other factors were particular to Spain, such as the perceived need for English proficiency for a successful global career and the degrees of career planning.

These findings may assist Talent Management Managers to align organizational strategies with SIEs motivations. They may also help future Spanish and European SIEs in their individual career management process.

This study contributes to a better understanding of the expatriation motivations and factors influencing the destination location of Spanish SIEs, adding to the SIE and global career literature.