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Micro-credential (MC) is an innovative and disruptive technology-based learning model. In higher education (HE), MCs are typically certified in the form of a digital badge (DB) issued to learners upon completion of a credential. The introduction of MCs and DBs has the potential to revolutionise the way in which HE institutions deliver degrees, and how students learn and achieve their tertiary qualifications. To explore this innovative learning, this study investigates the potentials and challenges of implementing MCs in HE. Through a systematic literature review of 56 peer-reviewed articles on MCs and related DBs in HE published between 2015 and 2021, we find that research on MCs in HE is gaining attention. While different aspects of MCs in HE have been studied using various research methodologies and theoretical lenses, further research is needed to capture the influence of technology and to understand different stakeholder perspectives. This study contributes to the growing literature on MCs in HE by synthesising the relevant knowledge areas into key themes and developing a conceptual framework for implementing MCs in HE. This study also identifies critical research gaps to advance the literature on MC implementation in HE.

Contract cheating is an increasingly challenging problem facing the higher education sector. This study assesses the current state of contract cheating research from various methodological and empirical perspectives. Through a systematic literature review of 51 peer-reviewed articles on contract cheating in higher education, we identify clusters of keywords, research trends and major research themes. Our analysis shows that theory-based research and studies using methodologies such as case study are lacking. We consolidate the research findings, presenting them in a conceptual framework to address contract cheating in higher education. Promising areas for future research on contract cheating in higher education are identified.

Purpose: The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student's perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach: Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings: Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student's satisfaction with the course. Originality/value: Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

Purpose: The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach: In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students' perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings: Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications: The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications: The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom's taxonomy. Originality/value: The paper offers a comprehensive perspective on incremental learning where students' knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom's taxonomy.

The Chinese logistics service market is a vibrant and highly contested arena. The industry, however, has been characterised as operationally inefficient in comparison with those of the developed economies. Shortage of logistics human resources and lack of logistics expertise have been identified as two of the key contributory factors. Based on responses from 76 Chinese logistics service providers to a survey conducted in 2010, this study explores whether, and how, four sets of human resource management (HRM) practices contribute to nurturing three logistics and supply chain (L&SC) competencies in the Chinese logistics service market. Results from a hierarchical multiple regression analysis show that not all HRM practices were equally effective in building L&SC competencies. While training and development, and recruitment and selection were significant in contributing to nurturing the three L&SC competencies, both performance management and reward management did not. These findings suggest that conventional HRM practices designed to reward individual performance may not be suited to nurturing team-based L&SC competencies in the Chinese context. The implications of these findings were discussed and directions for further studies offered. [ABSTRACT FROM AUTHOR]

Byline: Khanh V. La, Rhett Walker, Booi Kam This study explores the nature and dimensionality of customer loyalty within an online retailing context. Results show that many types of consumer behaviours that are typically attributed to customer loyalty in the traditional, offline context can also be found in the web-based environment. The analysis also indicates that the attitudinal dimension of e-loyalty itself is multi-dimensional and can be considered as a function of customers' present and future predispositions towards a retailer. The research highlights the complex nature of e-loyalty that is evident through the way in which its different components relate differently to one another. Two levels of e-loyalty are identified, both of which are multi-dimensional and are important to web-based retailers in different ways.