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To investigate the influences of environmental stresses on board‐embedded polymeric waveguides.

Optical multimode waveguides were embedded on printed circuit boards using commercial polymers. The optical‐PCBs varying in board structure and in optical build‐up materials were exposed to heat, moisture and ionic‐contaminants in accelerated reliability tests. The influence of stress factors on the structural integrity and functional parameters, namely the refractive index and optical transmissivity, was investigated at the key communication wavelengths.

Isothermal annealing reduced the refractive index to the greatest extent. The optical‐PCB structure with an optical surface build‐up layer was observed to be more vulnerable under temperature shock when compared with the optical‐PCB with optical inner layer. The buffer layer beneath the optical build‐up was found to improve the stability of the optical waveguides significantly. The results indicated of wavelength dependence to the aging factor with a failure mechanism. The factors affecting the performance and reliability of polymer‐based optical waveguides on PCBs were discussed.

More experimental data and investigations of failure mechanisms are required to ultimately obtain sufficient reliability statistics for accurate life‐time prediction models.

Optical interconnects are seen as a promising solution to overcome performance limitations encountered with high‐frequency electrical interconnections. As an emerging technology, only a limited amount of reliability data on optical/electrical packages is available. The paper investigates the influences of environmental stresses on board‐embedded polymeric waveguides.

This study aims to propose a new design value, based on experimental and numerical studies, for surface emissivity of zinc hot-dip galvanized members exposed to fire.

The paper sums up experiments, used specimens and also shows results. Four experiments were performed in a horizontal furnace and one test in a fire compartment of the experimental building. Several tests were carried out for determination of the surface emissivity of galvanized steel structures in fire. The experimental and numerical studies were used for preparation of new generation of the structural steel fire standard Eurocode EN 1993-1-2:2025.

Hot-dip galvanizing is one of the most widely used processes for corrosion protection of steel products. The new design value for surface emissivity of zinc hot-dip galvanized members exposed to fire is determined using experimental results as 0.35. The value is proposed for next generation of EN 1993-1-2:2025. If hot-dip galvanization additionally can contribute beneficially to the fire resistance of unprotected steel members, it would be a huge economic advantage.

Experimental studies in the past years have indicated the influence of hot-dip galvanizing on the heating of steel members. This study suggests 50% reduction of the surface emissivity of a carbon steel member. This amendment will be incorporated in future versions of Eurocodes 3 and 4 and has already been implemented in some fire design tools for steel members in order to consider the beneficial contribution of hot-dip galvanized for fire-resistance requirements of less than 60 min.

Digital learning has become a global trend. Partly or fully automatic learning systems are integrated into education in schools and universities on a previously unseen scale. Learning systems have a lot of potential for re-education, life-long learning and for increasing access to educational resources. Learning systems create massive amounts of data about learning behaviour. Analysing that data for educational decision making has become an important track of research. The purpose of this paper is to analyse data from an intermediate-level computer science course, which was taught to 141 students in spring 2018 at University of Turku, Department of Future Technologies, Finland.

The available variables included number of submissions, submission times, variables of groupwork and final grades. Associations between these variables were looked at to reveal patterns in students’ learning behaviour.

It was found that time usage differs per different grades so that students with grade 4 out of 5 used most time. Also, it was found that studying at night is connected to weaker learning outcomes than studying during daytime. Several issues in relation to groupwork were revealed. For example, associations were found between prior skills, preference for individual vs groupwork, and course learning outcomes.

The research was limited by the domain of available variables, which is a common limitation in learning analytics research.

The practical implications include important ideas for future research and interventions in digital learning.

The importance of research on soft skills, social skills and collaboration is highlighted.

The paper points a number of important ideas for future research. One important observation is that some research questions in learning analytics need qualitative approaches, which need to be added to the toolbox of learning analytics research.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.

This chapter examines the benefits of being sustainable for a company’s business operations and its corporate brand. In the current business world, companies are required to act in a way that will not harm the environment in which they operate, both from a social and economic, as well as ecological, perspective. Being sustainable is, thus, an essential aspect for developing a positive brand image. The chapter overviews various theoretical stances on the issue of sustainability, as well as highlights the importance of applying sustainable thinking in a company’s business strategy and communicating sustainability-driven practices for development of a sustainable brand. By providing results from an interview with Gaia, the largest consultancy for sustainable business in Finland, the chapter offers several practical insights concerning the advantages of acting in a sustainable manner for both business operations, in general, and branding, in particular.

Over the past 20 years, partial least squares (PLS) has become a popular method in marketing research. At the same time, several methodological studies have demonstrated problems with the technique but have had little impact on its use in marketing research practice. This study aims to present some of these criticisms in a reader-friendly way for non-methodologists.

Key critiques of PLS are summarized and demonstrated using existing data sets in easily replicated ways. Recommendations are made for assessing whether PLS is a useful method for a given research problem.

PLS is fundamentally just a way of constructing scale scores for regression. PLS provides no clear benefits for marketing researchers and has disadvantages that are features of the original design and cannot be solved within the PLS framework itself. Unweighted sums of item scores provide a more robust way of creating scale scores.

The findings strongly suggest that researchers abandon the use of PLS in typical marketing studies.

This paper provides concrete examples and techniques to practicing marketing and social science researchers regarding how to incorporate composites into their work, and how to make decisions regarding such.

This work presents a novel perspective on PLS critiques by showing how researchers can use their own data to assess whether PLS (or another composite method) can provide any advantage over simple sum scores. A composite equivalence index is introduced for this purpose.

Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

This article investigates whether employers are more likely to employ older workers when faced with a shortage of qualified labour. Furthermore, it analyses whether in such cases age stereotypes moderate employers' preferences towards four employment options: (1) supporting workers to continue until the retirement age, (2) encouraging workers to continue beyond the retirement age, (3) recruiting someone older than 55 and (4) (re)hiring someone who has retired.

Data were drawn from a survey conducted among Finnish employers in 2021 (response rate = 66%, N = 1,442). Applying factor analysis to questions about older workers' qualities compared to those of average workers, a distinction was made between perceptions of experience-related and adaptability-related qualities. Generalised ordered logistic regression models were estimated to analyse the relations of preferences for each employment option with experiencing recruitment problems, workplace age stereotypes and interactions between these.

Experiencing recruitment problems was positively related to preferences for hiring a retired person. Employers with difficulties in recruitment were more likely to support work until the retirement age and recruit someone over 55, but only if they had above-average positive perceptions of older workers' experience-related qualities. Employers confronted with recruitment difficulties were more likely to encourage workers to continue beyond the retirement age if they had more positive perceptions of older workers' adaptability-related qualities.

This study shows that, even when confronted with labour shortages and population ageing, workplace age stereotypes still pose a potential obstacle for employers to make the best use of an older workforce.

The nature of the information systems needed in a networked firm is not well known: nor is the process leading to particular solutions. Describes a small computer‐consulting company which works as a network of independent consultants, and analyses the slow and circuitous path from recognizing its IS/IT needs to its commitment to a particular solution as seven steps; using ideas of structuration theory as a focus. During the selection process, participants formed new interpretations of the firm, of technology, and of the appropriate process towards a feasible solution. New resources – both material and symbolic – were acquired to enable the search. Existing “norms” provided boundaries for the search process, but at times had to yield or be circumvented in order for the organization to reach a solution.

This study aims to examine activity-related sound levels and pupils’ perceptions of the acoustic environment in two classrooms, one of which was a traditional classroom (Reference classroom, reverberation time (RT) 0.54 s) and the other a refurbished classroom (Demo classroom, RT 0.32 s).

Three types of data were gathered: room acoustic measurements, activity sound levels during different activities and pupils’ subjective experience concerning factors related to acoustics. Pupils, 10–11 years old (N = 34), estimated their subjective experience in general and after four test lessons. Teachers planned the test lessons to have four different lesson types: quiet work, one-person speaking, group work and activity-based work. The sound levels of activities were measured during the test lessons.

The activity sound levels were 2–13 dB L_Aeq lower in the Demo classroom than in the Reference classroom, depending on lesson type. Pupils were less annoyed by noise in the Demo than in the Reference classroom. Pupils’ speech was the most annoying sound source. More pupils were annoyed by it in the Reference classroom (65%) than in the Demo classroom (15%). Hearing the teacher while not seeing her face, concentrating on teaching and sitting in one’s place were estimated easier in the Demo classroom than in the Reference classroom.

This study offers a new approach using test lessons for studying activity sounds in schools. Activity sounds and their annoyance can be significantly diminished by classroom refurbishments.