Search

Purpose: The Listen to Learn for Life (L3) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L3 Assessment Framework and determine what is not known and needs to be investigated in future research. Design/methodology/approach: Literature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation. Findings: Most research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed. Originality/value: To the best of the authors' knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L3 Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this conceptual paper is to inform the administrators, designers, trainers and scholars, and encourage conversations on the role of digital twin technologies in enhancing interactivity in the context of massive open online courses (MOOCs). Design/methodology/approach: Drawing on a review of literature, this article highlights the concept of digital twins and discusses its potential applications on enhancing interactivity in MOOCs. Findings: Findings of this conceptual paper highlights the significance of the emerging industry 4.0 technologies such as digital twins, in enhancing interactivity in a MOOC environment. Implementation of modern technologies such as digital twins and AI in MOOCs could guarantee access to comprehensive and equitable quality education and could expand the scope of lifelong learning for everyone. Practical implications: This conceptual paper is particularly relevant to the post-pandemic context where organizations and educational institutions have both adopted a hybrid mode of learning. Inclusion of the interactive elements may provide better insights to the platform administrators, designers, trainers and to enhance levels of learner engagement in MOOC environments. Moreover, effective utilization of these technology driven learning models in future may have larger impacts in catering to meet the sustainable development goal (SDG-4) towards provision of quality education. Originality/value: While past studies focused more on the conceptualization of human-to-human interactivity, the facets of human-to-platform interactivity remained largely unexplored. To our understanding, this paper is one of the initial attempts to conceptually highlight the applications of digital-twin technology to enhance human to platform interactivity in a MOOC context. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the management learning during a long-term crisis like a pandemic. The paper addresses both what health-care managers have learnt during the COVID-19 pandemic and how the management learning is characterized. Design/methodology/approach: The paper is based on a qualitative case study carried out during the COVID-19 pandemic at two different public hospitals in Sweden. The study, conducted with semi-structured interviews, applies a combination of within-case analysis and cross-case comparison. The data were analyzed using thematic deductive analysis with the themes, i.e. sensemaking, decision-making and meaning-making. Findings: The COVID-19 pandemic was characterized by uncertainty and a need for continuous learning among the managers at the case hospitals. The learning process that arose was circular in nature, wherein trust played a crucial role in facilitating the flow of information and enabling the managers to get a good sense of the situation. This, in turn, allowed the managers to make decisions meaningful for the organization, which improved the trust for the managers. This circular process was iterated with higher frequency than usual and was a prerequisite for the managers' learning. The practical implications are that a combined management with hierarchical and distributed management that uses the normal decision routes seems to be the most successful management method in a prolonged crisis as a pandemic. Practical implications: The gained knowledge can benefit hospital organizations, be used in crisis education and to develop regional contingency plans for pandemics. Originality/value: This study has explored learning during the COVID-19 pandemic and found a circular process, "the management learning wheel," which supports management learning in prolonged crises. [ABSTRACT FROM AUTHOR]

Purpose: This paper analyzes knowledge-oriented leadership (KOL) and its impact on the learning achieved by the members of academic research teams. We study the influence of KOL on learning, both directly and indirectly, through the knowledge sharing that takes place within the team. Design/methodology/approach: For this purpose, we conducted a survey of 477 researchers belonging to academic research teams. Through partial least squares structural equation modeling (PLS-SEM), our findings show that KOL positively affects both knowledge sharing and learning and that knowledge sharing also enhances learning. Findings: Our results reveal the existence of a direct and indirect effect of KOL on learning, both significant and in the same positive direction, with a complementary partial mediation of knowledge sharing. Research limitations/implications: This paper contributes to the literature in that it provides evidence in the academic context of how team leader behavior can influence knowledge sharing and learning. Originality/value: This is one of the fewer studies that analyzed KOL on academic research teams and the first contribution that empirically shows how the effect of KOL on learning takes place. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to share learning about practical steps that can be taken to eliminate persistent racism from the workplace, including racism by people who have cognitive impairments who do not understand the impact of their behaviours. Design/methodology/approach: This paper is informed by qualitative research. An independent researcher was commissioned to recruit 45 black British, black African and black Caribbean women living in Norfolk and working for a range of employers. Parameters were agreed in advance (aims, consent, data protection). A list of questions was provided to the researcher. The questions covered experiences of prejudice and discrimination. Data collection included face to face/online/telephone interviews, focus groups and questionnaires. The researcher recorded the women's views and compiled them in a findings report. The report was shared with the women to confirm that their views had been recorded accurately. The author has also convened conversations with over 100 professionals representing providers of public services, including social and domiciliary care. Findings: The author identified that it will be impossible for employers to eliminate persistent racism from their workplaces until all managers consistently and diligently address every report of racism effectively, in line with the steps set out in this paper. The purpose is to establish, over time, a workplace culture where racism is never tolerated or allowed to persist, and workers and managers learn – and become more confident – to recognise, address and eliminate racism at work. Until this is embedded, racism affecting workers will continue to go unchecked and unacknowledged in the workplace. Research limitations/implications: The data gathered to inform this paper (specifically the research commissioned and described in this abstract, in addition to other data, such as conversations convened with professionals) is qualitative data. It cannot be assumed that the experiences of the people interviewed reflect the experiences of all people. However, the voices of participants have highlighted issues to inform future planning. Practical implications: The author must be clear that, so far there has been no definitive solution to persistent racism in the workplace. The learning so far is being shared with the hope that this assists others with developing strategies to eliminate persistent racism. Social implications: Workplaces across the UK are committed to eradicating racism. However, the rate of change is glacial. This research paper shares learning about how to address this, to increase the pace of change, to begin to genuinely eliminate persistent racism from the workplace. Originality/value: To the author's knowledge, the learning from this research is original and not replicated elsewhere. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint paper investigates the changing role of leadership in a dynamic, technologically driven society, and the vital requirement for leaders to engage in continuous self-upskilling to remain effective. It emphasizes the importance of generative artificial intelligence (GAI) in transforming personalized learning experiences for leaders and allowing them to adapt to an ever-changing world. Design/methodology/approach: A review of current research papers, articles, and case studies is conducted to evaluate the integration of generative AI in leadership self-upskilling. It examines the possibilities and possible benefits of generative AI, and the issues it offers regarding data privacy, algorithmic bias, and learning requirements. Findings: The findings highlight the transformational potential of GAI in self-upskilling for leaders. It demonstrates how GAI can build personalized learning materials, provide real-time feedback, and adapt content to individual learning styles. It identifies notable executives who have effectively embraced GAI for their self-upskilling journeys, resulting in increased productivity and competitiveness. Practical implications: The paper investigates the application of GAI for self-improvement, addressing challenges such as data privacy and algorithmic bias while suggesting responsible AI use tactics. Originality/value: This study investigates the relationship between leadership and AI, emphasizing the importance of leaders in self-improvement as well as the possibility of AI-powered self-upskilling to democratize leadership development while also promoting ethical use. [ABSTRACT FROM AUTHOR]

Purpose: Through this research, we aim to provide insights into how trainers can effectively utilize microlearning to enhance learning outcomes for Gen Z learners in this digital age. This study presents a model of microlearning for Gen Z driven by determinants of microlearning and factors contributing to the effectiveness of microlearning. Design/methodology/approach: The paper reviews the literature to indicate the conceptualization of microlearning and Gen Z. The authors present a conceptual model indicating the proposed relationship. Findings: The research suggests that microlearning is an effective way to learn new information, particularly in workplace training and education, and can lead to improved recall and retention of information and increased engagement and motivation among Gen Z. Originality/value: This paper provides a conceptual framework for factors influencing the components of microlearning. [ABSTRACT FROM AUTHOR]

Purpose: This paper examines the dark side of mentoring, its far-reaching effects and organizational interventions for navigating it. Design/methodology/approach: Literature review and narrative analysis are adopted to achieve the objective of the paper. Findings: Review of extant literature highlights the multiple consequences of the dark side of mentoring. Recommendations include specialized training interventions, period appraisals of formal mentoring arrangements, zero-tolerance ethical frameworks and employee assistance programmers. Originality/value: A substantive portion of literature on mentoring has lauded its benefits for career progression and competitive advantage. This viewpoint explores its limitations and liabilities in an organization. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to provide an overall framework that connects and explains a macro-perspective of the findings from the five studies of this special issue. Through this, we aim to answer two main questions: How can Lean and Industry 4.0 be integrated, and what are the outcomes for workers from such integration? Design/methodology/approach: The special issue received 64 papers that were evaluated in multiple stages until this final sample of five papers that describe different facets of the integration between Lean and Industry 4.0 and their relationship with worker activities. In this introduction, we review the main findings of these five studies and propose an integrative view and associated propositions. A discussion provides directions to advance the field further. Findings: The framework shows that when Lean and Industry 4.0 are integrated, companies will face two types of tensions, dialectical and paradoxical, which require different managerial approaches. By managing such tensions, the Lean-Industry 4.0 integration can help improve social performance, as well as develop systematic problem-solving and cumulative learning capabilities. Five important themes for this field of research are outlined: the importance of work routines, legitimation, competence, sense and mental flexibility. Originality/value: This study brings a new theoretical perspective to the integration of Lean with Industry 4.0-related digital technologies. The results go beyond the usual view of improving operational performance and dig into the effects on workers. It also shows that the integration process relies on and can enhance human capabilities such as learning and problem-solving. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach: For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings: It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications: One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students' performance when comparing computer-based testing and paper-and-pencil testing. Practical implications: Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications: Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university's library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value: This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students' knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher's point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future. Design/methodology/approach: The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students' perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared. Findings: Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work. Research limitations/implications: This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students' learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context. Practical implications: One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own. Social implications: The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper's findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools. Originality/value: In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education. [ABSTRACT FROM AUTHOR]

Purpose: The question of "why we are in disaster studies" can be essential to reflect on discourses and practices – as students, researchers and professors – in constituting an oppressive disaster science and finding ways to liberate from it. Design/methodology/approach: This paper is based on autobiographical research and institutional ethnography to observe and analyze the discourses and practices about career trajectories as students, researchers and professors in disaster studies. Findings: The paper provides some categories, concepts, theoretical approaches and lived experiences helpful for discussing ways of liberating disaster studies, such as public sociology of disaster. Originality/value: Few papers have focused on professional trajectories in disaster studies, bringing insights from public sociology and questioning oppressive disaster science. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to argue that human resource development (HRD) needs to embrace and include futures and foresight learning (FFL) as a new addition to its field of theorising and practice. The question to consider is: How can FFL become a new feature of HRD? A key part of the authors' argument is that the inclusion of FFL will enable HRD to add to the success of any organisation and make a vital contribution to the management of people at work. Design/methodology/approach: This paper firstly considers some of the debates surrounding the meaning of HRD. The authors suggest that instability of the time serves to disturb any comforts that have been created in HRD and that there is a need to consider how there might be different futures for what we still call HRD in research, practice and praxis. This paper then considers how FFL might become one possibility for expanding the existing boundaries of HRD. The authors characterise futures and foresight as a learning process, which provides new but complementary features to what is already considered as HRD. This paper will show how FFL can lead to organisation's success and the way this can be achieved. Findings: There is a wide variety of meanings of the term HRD; however, HRD is still cast as a "weakened profession" which has to play a subservient role to others in the workplace. Over the last 15 years, the expansion of the meaning of HRD has been seen as evidence of its evolving and emerging nature and development based on a co-creation with other disciplines. This creates a space for FFL, defined as an ongoing learning process to find predictable, probable, possible and/or a variety of long-term futures. FFL embraces three key processes of scanning, futuring and reconfiguring, all of which contain a high potential for participants and others to learn as they proceed, providing outcomes at each stage. FFL has been shown to enhance organisation performance and success and HRD interventions can play a key part in implementation. This represents a significant opportunity for the HRD profession to move from weakness towards strength. Research limitations/implications: For HRD researchers, while FFL is not yet on its radar, the authors would argue that the uncertainties of the future require that more attention be given to what might lie ahead. Indeed, HRD researchers need to ask the question: What is the future of HRD research? In addition, if the authors' call for FFL to be included in the practice of HRD, such practice will itself provide new pathways for HRD research. Further research questions might include: To what extent is FFL practiced in organisations and what role do HRD practitioners play in delivery? How does FFL impact on organisation behaviour and outcomes? What new products and services emerge from FFL? What new skills are required to deliver FFL? Can FFL enhance the status of HRD practitioners in the work place and its role in decision-making? and How can the HRD profession develop as a hybrid profession with respect to machine learning (ML)/artificial intelligence (AI)? Practical implications: FFL produces outcomes that have importance for strategy, HRD practitioner can learn to facilitate FFL by action learning and in leadership development programmes. FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. FFL offers those involved in HRD a significant opportunity to transfer ideas into practice that have an impact on organisation sustainability. HRD can play a significant role in the design and delivery of ML and AI projects. Originality/value: This paper concludes with a call for embracing FFL as a challenging but important addition to how we talk about learning at work. The authors argue that FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. At its centre, FFL involves learning by people, groups, organisations and machines and this has to be of concern to HRD. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to systematically map research on the effect of classroom acoustics and noise on high school students' listening, learning and well-being, as well as identify knowledge gaps to inform future research. Design/methodology/approach: This scoping review followed the PRISMA-ScR protocol. A comprehensive search of four online databases (ERIC, PubMed, Scopus and Web of Science) was conducted. Peer-reviewed papers were included if they conducted a study on the effect of classroom acoustics or noise on students' listening, learning or well-being; had a clear definition of the noise level measurement; were conducted with high school students; and had the full text in English available. Findings: In total, 14 papers met the criteria to be included in the review. The majority of studies assessed the impact of noise on students' listening, learning or well-being. Overall, the results showed that higher noise levels have a negative effect on students' listening, learning and well-being. Effects were even more pronounced for students who were non-native speakers or those with special educational needs such as hearing loss. Therefore, it would be beneficial to limit unnecessary noise in the classroom as much as possible through acoustic insulation, acoustic treatment and classroom management strategies. Originality/value: This paper is the first review paper to synthesize previous research on the effect of classroom acoustics and noise on high school students' listening, learning and well-being. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps. [ABSTRACT FROM AUTHOR]

Purpose: This paper will identify and further explore the ideals versus realities of learning poverty and the consequential effects on our moral obligations and responsibilities. The wealthy nations are now under further pressure to recognise and realise their moral obligations to enabling social justice in the context of access, and distribution, of vaccines for the poorer nations. Learning poverty has always been a feature of our global economic, and institutional order, and has become an increasingly important factor in achieving justice. Design/methodology/approach: The study focusses on a human rights approach to learning poverty and the ideals versus the realities of what we are beginning to see in the times of a global pandemic. The major challenges to justice is inherent to the recognition that wealthy nations continue to have a pivotal role in the reduction of poverty. The identified major challenges in the context of learning poverty are: "nation states and the global pandemic", "international interactions and learning poverty" and "global institutions and learning inequalities". In particular, the authors explore the concept of ideals versus realities through three "challenges", which continues to challenge any semblance of justice in the current global vaccine distribution. Nation states and borders, international interactions and global institutions remain barriers in overcoming what is becoming a reality of learning poverty. Findings: This paper seeks to look beyond the economics of vaccine trade and seek a way to accept a moral claim of justice for all. The authors consider how wealthy nations are active participants in the emergence of learning poverty for many nations. Originality/value: By exploring the ideals versus realities of learning poverty, and human rights, the authors highlight some of the challenges, and wealthy nations moral obligations, through the emergence of a new dimensional indicator of poverty, learning poverty. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: Learning from experience is critical to the success of entrepreneurial ventures. But when such businesses fail, it is often devastating to the extent that no learning takes place. Education can equip entrepreneurs with the greater knowledge and understanding to help develop capabilities that will boost resilience and enable them to better manage the failure. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Purpose: This paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association. Design/methodology/approach: Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique. Findings: Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future. Originality/value: Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability. [ABSTRACT FROM AUTHOR]

Purpose: This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles. Design/methodology/approach: An insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals. Findings: Students leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students. Research limitations/implications: Future research could explore how teams collectively interact with GAI tools. Practical implications: Incorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement. Social implications: Open discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth. Originality/value: This study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics. [ABSTRACT FROM AUTHOR]

Purpose: This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive relationship among enabling conditions of project knowledge management, organizational learning and memory. Design/methodology/approach: This research employs a qualitative descriptive single case study approach to examine a mobile application development project undertaken by a major software company in Brazil. The analysis focuses on the project execution using an abductive analytical framework. The study data were collected through in-depth interviews and company documents. Findings: Based on the research findings, the factors that facilitate behavior and strategy in managing project knowledge pose a challenge when it comes to fostering organizational learning. While both these factors play a role in organizational learning, the exchange of information from previous experience could be strengthened, and the feedback from the learning process could be improved. These shortcomings arise from emotional tensions that stem from power struggles within knowledge hierarchies. Practical implications: Based on the research, it is recommended that project-structured organizations should prioritize an individual's professional experience to promote organizational learning. Organizations with well-defined connections between their projects and strategies can better establish interconnections among knowledge creation, sharing and coding. Originality/value: The primary contribution is to provide a comprehensive view that incorporates the conditions required to manage project knowledge, organizational learning and memory. The findings lead to four propositions that relate to volatile memory, intuitive knowledge, learning and knowledge encoding. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the digitalization of operational processes and activities in lean manufacturing firms and explore the associated learning implications through the lens of cumulative capability theory. Design/methodology/approach: Adopting a multiple-case design, we examine four cases of digitalization initiatives within lean manufacturing firms. We collected data through semi-structured interviews and direct observations during site visits. Findings: The study uncovers the development of learning capabilities as a result of integrating lean and digitalization. We find that digitalization in lean manufacturing firms contributes to the development of both routinized and evolutionary learning capabilities in a cumulative fashion. Originality/value: The study adds nuance to the limited theoretical understanding of the integration of lean and digitalization by showing how it cumulatively develops the learning capabilities of lean manufacturing firms. As such, the study supports the robustness of cumulative capability theory. We further contribute to research by offering empirical support for the cumulative nature of learning. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the participation and satisfaction of learners with the brief "Mental health promotion in school health care" e-learning course, and to describe factors related to their participation and satisfaction. Design/methodology/approach: A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions. Findings: The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners' satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students. Originality/value: This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective. Design/methodology/approach: The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome. Findings: Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group. Research limitations/implications: The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics. Practical implications: The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools. Social implications: This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities. Originality/value: The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present a framework of ideation pathways that organically extend the current stock of knowledge to generate new and useful knowledge. Although detailed, granular guidance is available in the strategy literature on all aspects of empirically testing theory, the other key aspect of theory development – theory generation – remains relatively neglected. The framework developed in this paper addresses this gap by proposing pathways for how new theory can be generated. Design/methodology/approach: Grounded in two foundational principles in epistemology, the Genetic Argument and the open-endedness of knowledge, I offer a framework of distinct pathways that systematically lead to the creation of new knowledge. Findings: Existing knowledge can be deepened (through introspection), broadened (through leverage) and rejuvenated (through innovation). These ideation pathways can unlock the vast, hidden potential of current knowledge in strategy. Research limitations/implications: The novelty and doability of the framework can potentially inspire research on a broad, community-wide basis, engaging PhD students and management faculty, improving knowledge, democratizing scholarship and deepening the societal footprint of strategy research. Originality/value: Knowledge is open-ended. The more we know, the more we appreciate how much we don't know. But the lack of clear guidance on rigorous pathways along which new knowledge that advances both theory and practice can be created from prior knowledge has stymied strategy research. The paper's framework systematically pulls together for the first time the disparate elements of transforming past learning into new knowledge in a coherent epistemological whole. [ABSTRACT FROM AUTHOR]

Purpose: There is an increase globally of students using technology to support their learning. The purpose of this paper is to outline the technical aspects of adaptive learning and contribute to the development of pedagogy that incorporates this method in teaching and learning. Design/methodology/approach: This is a technical review article that summarises key guidance on the application of adaptive learning and then reflects on its application in a UK and Vietnamese context. Findings: Initial analysis demonstrates that learning can occur asynchronously because of students engaging with adaptive learning. Issues and recommendations were derived from the reflections and practice of both UK and Vietnamese practitioners. Recommendations focussed on the more practical elements of constructing and maintaining adaptive learning. Questions were then constructed to make the decision of whether to implement adaptive learning into teaching and learning practices. Originality/value: This academic commentary reflects on the implementation of asynchronous learning adaptive technologies in both the UK and Vietnam, specifically exploring the use of a "mastery path" and "computerised adaptive testing" to enhance student understanding. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models. Design/methodology/approach: This paper discusses innovations in training and development in modern times and builds on the instructional training design approach or the ADDIE Model and the Kirkpatrick Model of training evaluation. Findings: The paper presents new approaches to training and development in the context of the hybrid work model applying the ADDIE Model and the Kirkpatrick Model. These new approaches are both necessitated and also made possible due to the technological advancements of modern times. Originality/value: With the rapid transition of companies to the hybrid model of work in recent times, several human resource management practices need to be transformed to suit the requirements of the new work model. Training and development is one function that needs to change in the hybrid work model to ensure its effectiveness. This paper analyses innovations in the training and development practices of companies and discusses new approaches while applying existing training models, the ADDIE and Kirkpatrick Models, to adapt to the changes associated with the hybrid work model. [ABSTRACT FROM AUTHOR]

Purpose: The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan. Design/methodology/approach: Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation. Findings: The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education. Originality/value: The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation's agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author's extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers' work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examines responsible management (RM) practice and the learning processes that underpin its development. It presents a conceptual framework to highlight the relationship between the learning experience of the individual and their capacity to develop responsible practice. Design/methodology/approach: This conceptual paper synthesises knowledge from studies of how managers learn for ethical and responsible practice. A scoping review of peer-reviewed academic papers was conducted using key search terms that included "responsible management learning" (RML), "ethics", "Human Resource Development (HRD)", "responsible management (RM)", "responsible leadership (RL)" and "work-based learning". Analysis resulted in development of a conceptual framework of RML processes. Findings: The review of studies concerned with how individuals learn to manage "responsibly" identified a range of learning processes that are necessary for the development of responsible practice. These learning processes are presented in a conceptual model that offers insights for the design of HRD interventions. Learning for responsible practice is presented as occurring in learning spaces where the learner/manager experiences a combination of learning processes. These are found to include situated, social and experiential learning that is "transformative", potentially "troublesome" and "reflexive" such that learners develop responsible values and practices. Research limitations/implications: The paper contributes to the field of management development by focussing on the intersection between what is known about how individuals learn for ethical and responsible practice and the implications for work-based learning pedagogies. The paper will be of interest to HRD professionals tasked with fostering a responsible and ethical culture within organisations. Practical implications: For HRD practitioners, this paper highlights the importance of work-based learning intervention design. What is suggested is that not all HRD interventions are likely to provide the learning conditions required for the development of "responsible practice". A review of research into RML points to the need for interventions that offer a deep, personal, situated and transformative learning experience. There are organisational implications that arise from the type of learning found to develop responsible practice. For example, facilitating managers skills and awareness of how they learn such as: developing reflective practices and supporting developmental/collaborative networks that examine existing workplace practices. HRD professionals will need to recognise the need to support individual's learning for responsible practice given that it may entail questioning existing practice, and confronting troublesome knowledge, such as recognising where areas of irresponsibility exist. This may have implications for wider HR practices such as line management support, reward and performance management. Originality/value: The paper contributes to the field of management development by focussing on the intersection between what is known about how individuals learn for ethical and responsible practice and the implications for work-based learning pedagogies. The paper will be of interest to HRD professionals tasked with fostering a responsible and ethical culture within organisations. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational capital to enable the education and learning of individuals with intellectual and developmental disabilities. Design/methodology/approach: Drawing upon the extant literature, the researcher conducted a qualitative study through written, in-depth interviews with a sample of 40 academic staff/faculty members having prior experience in teaching individuals with intellectual and developmental disabilities. The data was collected through a set of questions formulated as key questions, to be asked to all participants for their responses. Findings: Results of the analysis demonstrated that intellectual capital's contribution to higher education of individuals with intellectual and developmental disabilities can be best understood in terms of its three components/dimensions. Accordingly, three main themes, with each comprising two sub-themes were uncovered. The first theme, leveraging human capital comprised: faculty acumen and faculty training as sub-themes; the second theme, resourcing structural capital comprised: tangible and intangible structural capital as sub-themes; and the third theme, nurturing relational capital comprised: in-class engagement and the second is ex-class connection as sub-themes. Originality/value: The paper collects data from 40 faculty having prior experience in teaching individuals with intellectual and developmental disabilities to explore and reveal a completely new perspective of looking at intellectual capital as a means of providing accessible and inclusive higher education to differently-abled students, making them a part of the mainstream. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper was to explore how retained knowledge from degrees in business administration or management served entrepreneurs in building up successful enterprises in a high environmental turbulence and competitive condition in the region. Design/methodology/approach: The survey was conducted in the country of Northern Macedonia and Kosovo, targeting only owners of the enterprises in any of the business sectors. The sample consisted of 400 respondents. Data obtained was analyzed using descriptive statistics, reliability measures and Pearson correlation coefficient using SPSS. Findings: Main findings reveal strong positive relationship between knowledge gained at formal learning on promotion of organization's positive image and an appreciation of the human resources contribution within organization; entrepreneurs who promote organization's positive image are found to be effective negotiators, which develop sustainable and respectful relationships with business partners. Finally, strong positive correlation is found between the entrepreneurs who are able to control their emotions at any given situation, and avoid making a sudden decision, during a highly emotional moment. Originality/value: To the best of the authors' knowledge, this research is among the first research that explores the power of degrees in business administration/management and career development as entrepreneurs and how these relationships influenced individuals' learning and affect behavior at workplace in transition communities, such as Kosovo and North Macedonia. [ABSTRACT FROM AUTHOR]

Purpose: The opening of government data is high on the policy agenda of governments worldwide. However, data release faces barriers due to limited support of civil servants, whereas the literature neglects civil servants' role in opening data. This paper aims at understanding why civil servants can be reluctant to support the disclosure of data. The authors developed a model to explain civil servants' behavioral intention to open data. Design/methodology/approach: The authors test a series of hypotheses by collecting and analyzing survey data from 387 civil servants and by applying multivariate hierarchical regression. Findings: The results indicate the factors influencing the behavior of civil servants. Social influences, performance expectancy, data management knowledge and risks have a significant influence. Personal characteristics control these effects. Research limitations/implications: Caution is needed to generalize the findings towards the support to open data provision by civil servants. Though the analyzed sample was limited to Brazil, other countries and cultures might yield different outcomes. Larger and more diversified samples might indicate significant effects on variables not found in this research. Practical implications: The insights can be used to develop policies for increasing the support of civil servants towards governmental data disclosure. Originality/value: This study suggests factors of influence to civil servants' behavior intentions to disclose governmental data. It results in a model of factors, specifically for their behavioral intention at the individual level. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures. Design/methodology/approach: This paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process. Findings: The findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes. Research limitations/implications: This study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent. Practical implications: Academic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts. Social implications: The author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology. Originality/value: As far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to study the crisis management process for project-based organizations (PBOs) by developing a comprehensive model and propositions. Design/methodology/approach: This paper is based on a conceptual study. A literature review is considered a primary source for studying contemporary research, including 171 publications in total, which embody qualitative, quantitative, conceptual and theoretical studies. For data analysis, content analysis is used, which is comprised of descriptive and thematic analysis. Findings: This study identifies five imperative elements of crisis management for PBOs which include (1) sense-making (information gathering and crisis interpretation), (2) decision-making (accurate and timely decision), (3) response (reactive response), (4) outcome (success/failure) and (5) learning. Based on these findings, this study proposes an integrative model of the interplay between sense-making, decision-making, response, outcome and learning. Furthermore, the findings lead to propositions for each of the elements. The paper contributes to the literature on dynamic capability theory. Originality/value: This paper explores the crisis management process for PBOs. The proposed model deepens the understanding of the practices and processes of project-based crisis management. [ABSTRACT FROM AUTHOR]

Purpose: This paper reports exploratory findings about teaching in the metaverse using a virtual reality (VR) platform and head-mounted displays. This paper addresses three research questions: Is the metaverse an appropriate platform for teaching Lean? What are the benefits and problems of this approach over traditional classroom methods? What are the future implications for teaching Lean in the VR-enabled metaverse? Design/methodology/approach: The research presented in this paper is exploratory. A critical realism approach is adopted using action research through the preparation, delivery and review of the first four masterclasses entitled Leading Intelligent Lean offered by Gemba (formerly The Leadership Network). The data collection methods included a pre-workshop questionnaire, participant observation, focus groups and end-of-course surveys. Findings: It was found that Lean can be taught successfully in the metaverse. There are many related benefits, particularly in terms of the high levels of immersion and the "wow" factor. Remaining technological limitations are reduced by continually improving the metaverse platform and the course content and delivery. The authors conclude that the metaverse is a useful addition to teaching Lean – and is especially promising when used in a blended teaching approach. Originality/value: To the best of the authors' knowledge, this is the first report of teaching Lean in a VR-enabled metaverse and one of the first of teaching and learning in the metaverse regardless of topic. The respective problems and benefits of this approach versus teaching in a traditional classroom setting are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to propose a methodology for the enrichment and tailoring of a knowledge organization system (KOS), in order to support the information extraction (IE) task for the analysis of documents in the tourism domain. In particular, the KOS is used to develop a named entity recognition (NER) system. Design/methodology/approach: A method to improve and customize an available thesaurus by leveraging documents related to the tourism in Italy is firstly presented. Then, the obtained thesaurus is used to create an annotated NER corpus, exploiting both distant supervision, deep learning and a light human supervision. Findings: The study shows that a customized KOS can effectively support IE tasks when applied to documents belonging to the same domains and types used for its construction. Moreover, it is very useful to support and ease the annotation task using the proposed methodology, allowing to annotate a corpus with a fraction of the effort required for a manual annotation. Originality/value: The paper explores an alternative use of a KOS, proposing an innovative NER corpus annotation methodology. Moreover, the KOS and the annotated NER data set will be made publicly available. [ABSTRACT FROM AUTHOR]

Purpose: There is a growing call both globally and nationally for integrated multisectoral and multidisciplinary systems of care to be implemented for children's needs in the foundation stages of their growth to be met. Extant literature shows that historical, structural, epidemiological, political and social factors create many adversities for South African children both in the short and in the long term. South Africa's fragmented and weak service delivery compounds the situation. In this paper, the authors describe the lessons learnt from a multisectoral and multidisciplinary community of practice established to strengthen social systems to ensure child wellbeing outcomes. Design/methodology/approach: A qualitative research design was used, drawing on data collected over a two-year period. Data included meeting minutes, focus group discussions, and email communications between project partners. Focus group discussions were audio-recorded and transcribed verbatim. Data was analysed thematically. Findings: Findings show that having a shared goal, establishing supportive, mutually beneficial relationships and contributing to services that enhance child wellbeing outcomes enabled the community of practice, while differing organizational mandates and heavy workloads constrained the partnership. Research limitations/implications: The study shows the effectiveness of a Community of Practice (CoP) in integrating services across sectors for children's well-being and promoting collaborative learning and intersectoral work. However, this success also depends on the presence of strong leadership and efficient coordination.Limitation: Despite its benefits, the CoP model presents challenges, including securing active participation and buy-in from stakeholders, managing time and resource constraints, and dealing with issues in the existing service delivery system. Questions about long-term sustainability and the practicalities of scaling and institutionalizing the model need to be addressed. Originality/value: Through this paper, the authors contribute to a nascent area of research in the Global South, critically reflecting on the lessons the authors learnt from implementing an integrated community of practice approach to strengthen social sector systems toward the enhancement of children's wellbeing. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents findings from a qualitative study of healthcare professionals' practice, where learning is taking place when a digital artefact is implemented for identification of patients' cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice? Design/methodology/approach: Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data. Findings: Professionals' knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice. Originality/value: This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts. [ABSTRACT FROM AUTHOR]

Purpose: The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of entrepreneurship education and the effect of learning characteristics in promoting entrepreneurial actions among student entrepreneurs in the higher education setting. Design/methodology/approach: The study employs a quantitative approach involving the use of survey data collected via an Internet tool. The constructs of variables are measured using previously tested scales. The data were analysed using partial least squares modelling because it can handle formative and reflective constructs in the same model and is capable of testing for moderation. Findings: The findings illustrate that voluntary entrepreneurship education generates learning outcomes in terms of students' entrepreneurial actions, which is important because without action, a venture will never be launched. This is especially so if students show a deep learning orientation, while mastery motivation showed a significant and negative moderating effect. This is not the case for compulsory entrepreneurship education. Originality/value: Embedded in construal level theory, this paper offers knowledge that can help to advance entrepreneurship education research (1) by uncovering the role of different types of entrepreneurship education interventions, (2) by considering students' entrepreneurial actions as the dependent variable and (3) by unravelling the role of students' learning characteristics in the efficacy of entrepreneurship education interventions. By doing this, the study addresses recent repeated calls for more fine-grained research focused on how university students learn in entrepreneurship in higher education and its effects. [ABSTRACT FROM AUTHOR]

Purpose: The paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500 Design/methodology/approach: An in-depth inductive study was conducted on the seed capital grant initiative TrønderEnergi–Bidraget (TEB). The research design was based on the Zaltman metaphor elicitation technique (ZMET) to capture the interviewees' perceptions about TEB. From the interviews, 596 codes were identified and grouped into 54 categories. The results are illustrated in a consensus map. Findings: TEB is an enabler of student venture creation processes through both the money awarded and activities fostering learning and development. Learning by doing is visible through two processes: 1) repeated writing of applications and 2) "forced" reflective thinking through the steps in the application process. The iterativeness of these processes due to repeated applications to the low threshold initiative is important for learning. Practical implications: The authors recommend that university managers and policymakers offer seed funding to student entrepreneurs to ensure that the offering is a low threshold. A low threshold is decisive for generating a positive learning outcome from the application process. The seed funding initiatives should require students to put time and energy into all the integrated processes to make value out of the iterativeness of the processes. Originality/value: This paper extends the discussion on the additionality of receiving grants by focusing on the process of applying for a grant. This research contributes to the student entrepreneurship literature by suggesting that the design of the application process and forced reflections are important for learning, as well as specifying the antecedents for student motivation for continued entrepreneurial activity in the application process. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: Small firms with limited resources can survive and grow when crisis situations emerge. Being prepared for uncertainty and developing appropriate responses helps identify opportunities and builds and strengthens resilient qualities to help when similar challenges emerge in future. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: This paper identified that informal workplace learning can help organizations to perform better during times of uncertainty and to deal with complexity within the environment. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens. Design/methodology/approach: This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents. Findings: Although this study found that both practices promoted lean thinking in the organisation, the "calculating lean approach" has an approach oriented towards one profession, namely, medical doctors, whereas "doing lean" has a more multi-professional-oriented approach. Originality/value: This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that "The calculating lean approach" and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. "The doing lean approach," on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved. [ABSTRACT FROM AUTHOR]

Purpose: Supplier–supplier coopetition is vital to buyer innovation in reality. However, it has not received enough attention in prior research. Integrating the ability-motivation-opportunity framework of organizational learning perspective and the awareness-motivation-capability framework of competitive dynamics theory, this paper investigates the effect of supplier–supplier coopetition within supplier network on buyer innovation, as well as the contingent role of the relational attributes -- duration and tie strength dispersion of buyer–suppliers relationship at the supplier network level. Design/methodology/approach: Testing this model on the secondary data of supply networks formed by 204 US listed buyer firms in SIC code 28, 35, 36 during 2008–2019, the authors utilize a fixed-effect regression model to investigate the relationship between supplier–supplier coopetition and the focal buyer's innovation. Findings: The authors provide support for the positive influence of supplier–supplier cooperation on buyer innovation and an inverted U-shaped relationship between supplier–supplier competition and the focal buyer's innovation. The buyer–suppliers tie strength dispersion amplified the above two effects, and supplier–supplier cooperation mitigates the effect of supplier–supplier competition on the focal buyer's innovation. Originality/value: Extending the traditional dyadic view to a network-level view via linking the supplier–supplier dyad and the buyer–suppliers dyad, this paper contributes to a better understanding of supplier–supplier coopetition and its impact on buyer innovation with learning and competitive tension as the underlying explanations, and validates the contingent role of buyer–suppliers relational attributes. [ABSTRACT FROM AUTHOR]

Purpose: The paper addresses the following research question: how do decision-makers use heuristics in their international business (IB) environment? Whereas, the literature has focused on entrepreneurial companies, here contrasting approaches to learning and using heuristics in international marketing (IM) decisions are examined and discussed. Design/methodology/approach: The paper aims to address a gap in the study of micro-foundations of internationalization, exploiting research from other disciplinary fields. It combines a multidisciplinary literature review and longitudinal case studies to illustrate different approaches in learning and using heuristics by international marketers. Findings: International marketers can adopt "closed" heuristics that are consolidated and consistently followed, or "open" heuristics, which are constantly being adapted and learned. Established multinationals learn heuristics in international marketing decision-making, following both "closed" and "open" models. Originality/value: This paper offers an original contribution by presenting different approaches not yet examined in the literature, focusing on how international marketers make decisions through learning and using heuristic rules. The focus is on established exporters, in contrast to the literature that has largely paid attention to the effectiveness of heuristics in new entrepreneurial firms. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work–life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: This study explores the factors behind women's persistence and commitment in STEM occupations in the middle-east, and finds that access to personal learning opportunities helps to build women's capacity to cope in the face of STEM sector challenges. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on an organizational learning perspective, this paper examines the effect of levels of foreign market involvement (intensity and geographic spread) on internationalization outcomes recognizing that the moderating influence of entry-mode learning potential is not well documented in the literature on small- and medium-sized enterprises (SMEs). Design/methodology/approach: The sample includes 180 SMEs evenly selected from three industries: biotechnology, software and clothing (60 firms in each industry). The sampled firms employ less than 250 employees and are equally distributed between three developed economies and three emerging economies. All were engaged in foreign business. Findings: The authors find that there is a direct relationship between levels of foreign market involvement and internationalization outcomes. Entry-mode learning potential moderates the relationship between intensity of foreign market involvement and internationalization outcomes but not the relationship between geographic spread and internationalization outcomes. Practical implications: This study reveals several new insights that help explain the pathway through which foreign market involvement activities are translated into internationalization outcomes. Originality/value: The authors conclude that the positive relationship between intensity of foreign market involvement and internationalization outcomes is strengthened when SMEs also use an entry mode with a higher learning potential than exporting only. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate students' adoption intention (ADI) and actual usage (ATU) of artificial intelligence (AI)-based teacher bots (T-bots) for learning using technology adoption model (TAM) and context-specific variables. Design/methodology/approach: A mixed-method design is used wherein the quantitative and qualitative approaches were used to explore the adoption of T-bots for learning. Overall, 45 principals/directors/deans/professors were interviewed and NVivo 8.0 was used for interview data analysis. Overall, 1,380 students of higher education institutes were surveyed, and the collected data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. Findings: The T-bot's ADI's antecedents found were perceived ease of use, perceived usefulness, personalization, interactivity, perceived trust, anthropomorphism and perceived intelligence. The ADI influences the ATU of T-bots, and its relationship is negatively moderated by stickiness to learn from human teachers in the classroom. It comprehends the insights of senior authorities of the higher education institutions in India toward the adoption of T-bots. Practical implications: The research provides distinctive insights for principals, directors and professors in higher education institutes to understand the factors affecting the students' behavioral intention and use of T-bots. The developers and designers of T-bots need to ensure that T-bots are more interactive, provide personalized information to students and ensure the anthropomorphic characteristics of T-bots. The education policymakers can also comprehend the factors of T-bot adoption for developing the policies related to T-bots and their implications in education. Originality/value: T-bot is a new disruptive technology in the education sector, and this is the first step in exploring the adoption factors. The TAM model is extended with context-specific factors related to T-bot technology to offer a comprehensive explanatory power to the proposed model. The research outcome provides the unique antecedents of the adoption of T-bots. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate and quantify the impact of product complexity, including architectural complexity, on operator learning, productivity and quality performance in both assembly and disassembly operations. This topic has not been extensively investigated in previous research. Design/methodology/approach: An extensive experimental campaign involving 84 operators was conducted to repeatedly assemble and disassemble six different products of varying complexity to construct productivity and quality learning curves. Data from the experiment were analysed using statistical methods. Findings: The human learning factor of productivity increases superlinearly with the increasing architectural complexity of products, i.e. from centralised to distributed architectures, both in assembly and disassembly, regardless of the level of overall product complexity. On the other hand, the human learning factor of quality performance decreases superlinearly as the architectural complexity of products increases. The intrinsic characteristics of product architecture are the reasons for this difference in learning factor. Practical implications: The results of the study suggest that considering product complexity, particularly architectural complexity, in the design and planning of manufacturing processes can optimise operator learning, productivity and quality performance, and inform decisions about improving manufacturing operations. Originality/value: While previous research has focussed on the effects of complexity on process time and defect generation, this study is amongst the first to investigate and quantify the effects of product complexity, including architectural complexity, on operator learning using an extensive experimental campaign. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic. Design/methodology/approach: A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes. Findings: The paper shows the personal, faculty and external challenges in indigenous students' learning activities during university closures because of COVID-19. The interrelated challenges included students' struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students' economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing. Research limitations/implications: The findings can inform the importance of integrating accounting students' learning challenges and needs into curriculum development. Originality/value: This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students. [ABSTRACT FROM AUTHOR]