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We identify and further aggregate the most commonly engaged risk factors in dry port projects into dimensions. Noting the importance of developing a multi-perspective view of risk, we further assess the priority, interdependency and heterogeneity of the identified risk dimensions.

We identified 44 risk factors from the literature, which were aggregated via exploratory factor analysis (EFA) into 8 major risk dimensions. We employ a fuzzy-based decision-making trial and evaluation laboratory (DEMATEL) relationship map to articulate various relationships among the risk dimensions.

“Cost” emerged as the most important risk influencing the success of the dry port project, followed by “location,” “accessibility,” “infrastructural” and “operational,” which were also ranked prominently.

This study offers significant insight into the management of risk in dry port projects. By aggregating key risk factors into distinct dimensions, we develop a structured framework for effective risk assessment and management. The insights gleaned from the study extend globally, as it serves as a concrete knowledge base to understand potential barriers to successful dry port projects.

The purpose of the study is to explore the integration of facets of information technology (IT) governance at a professional council in South Africa with the view to develop a framework.

This critical emancipatory study used the Information Governance Initiative pinwheel to explore the architecture facet of information governance at the professional council, with a view to developing a framework for entrenching a culture of good corporate governance. Qualitative data was collected through interviews and document analysis. The study was a participatory action research project that involved collaboration between the researcher and study participants in defining and solving the problem through a needs assessment exercise.

The key findings report on the processes taken by a professional council in identifying and implementing the facets of information governance, that is, records management, IT, content management, data governance, information security, data privacy, risk management, regulatory compliance, long-term digital preservation and, even, business intelligence.

The study was a participatory action research project that involved collaboration between the researcher and study participants in defining and solving the problem through a needs assessment exercise.

The study’s findings suggest that, with the right information governance policy in place, adopting the facets of information governance can be used to address concerns related to information integrity in the short and medium terms. As a long-term option for retaining data and information, it would have various drawbacks and would not, however, ensure the initial dependability of the information.

A framework for information governance to ensure that the professional organisation and board members adopt a tailored governance system is suggested.

This paper aims to explore the current stage of biodiversity preservation in higher education institutions (HEIs), using samples from German universities and investigating three different dimensions, namely, existing approaches, challenges and future developments.

Semistructured expert interviews were conducted with employees from 14 German Universities. To analyze the data, both deductive and inductive methods of content analysis were conducted to systematically code the results.

This research shows that efforts for biodiversity preservation are frequently made in the areas of student and staff initiatives, green space management, as well as in research and teaching. However, German HEIs face numerous hurdles such as interest conflict, lack of prioritization and financial restrictions, some of which are difficult to overcome. In the future, HEIs should seek a deeper integration of biodiversity into curricula to further raise biodiversity awareness.

This study provides practical implications by providing good practices, which can serve as a guide for implementing measures for biodiversity preservation. By understanding the struggles and future expectations, stakeholders and policymakers could promote targeted measures and relevant policies to advance biodiversity initiatives at and beyond universities. Moreover, the research shows the importance of involving students and staff actively in the planning and executing stage for biodiversity preservation through initiatives to achieve green campuses.

The paper presents an essential research field which is still in its earlier stage. To the best of the authors’ knowledge, it is the first study that focuses on German Universities in this context. This study adds value in providing in-depth insights into this topic to raise awareness of biodiversity preservation in both practice and research.

Digital Humanities is a robust area of research and practice at universities and their libraries across the world. This case study investigates the unique DH practices of seven US academic libraries to provide insights into how varied academic libraries operate their DH programs.

Semi-structured interviews with nine library staff in DH or DH-adjacent positions at seven US academic libraries were used to investigate library DH practices.

This case study highlighted key areas of academic library DH practices including Space, Technology, Staff, Instruction and Collaboration. Practices in these areas were compared against each other and literature to comment on the current state of DH library practices and offer some recommendations for select areas.

This case study interviewed staff in a limited number of US libraries and is not generalizable to or a reflection of the many academic libraries in the US or across the world.

The juxtaposition of multiple libraries’ DH activities provides a unique perspective on academic library DH practice, as many studies investigate only a single library as their subject.

To help alleviate the immense suffering caused by humanitarian crises worldwide, organisations are forming relationships for effective coordination and resource sharing. However, organisations can struggle to build trust because of the uncertain context, varying institutional mandates and socio-cultural differences. Thus, this paper aims to better understand how humanitarian groups can leverage formal mechanisms to produce greater trust.

This paper adopts a logical–positivist research paradigm to formulate and test its hypotheses. This paper answered this study’s research question using structural equation modelling from survey data of 180 humanitarian managers.

In inter-organisational humanitarian relationships, formal mechanisms indirectly foster trust through two mediators: distributive justice and information sharing.

This research presents the perspective of only one partner in inter-organisational relationships. Moreover, the operationalisations of formal mechanisms and trust were not comprehensive (i.e. only contracts and integrity-based trust, respectively).

To the best of the author’s knowledge, this research is a first attempt to empirically link the widely discussed idea of formal mechanisms, distributive justice, information sharing and trust in inter-organisational humanitarian relationships. Further, this research is the first attempt to present and empirically validate a theoretical model that addresses how formal mechanisms foster trust in inter-organisational relationships.

Generative artificial intelligence (GenAI) has progressed in its ability and has seen explosive growth in adoption. However, the consumer’s perspective on its use, particularly in specific scenarios such as financial advice, is unclear. This research develops a model of how to build trust in the advice given by GenAI when answering financial questions.

The model is tested with survey data using structural equation modelling (SEM) and multi-group analysis (MGA). The MGA compares two scenarios, one where the consumer makes a specific question and one where a vague question is made.

This research identifies that building trust for consumers is different when they ask a specific financial question in comparison to a vague one. Humanness has a different effect in the two scenarios. When a financial question is specific, human-like interaction does not strengthen trust, while (1) when a question is vague, humanness builds trust. The four ways to build trust in both scenarios are (2) human oversight and being in the loop, (3) transparency and control, (4) accuracy and usefulness and finally (5) ease of use and support.

This research contributes to a better understanding of the consumer’s perspective when using GenAI for financial questions and highlights the importance of understanding GenAI in specific contexts from specific stakeholders.

Career preparedness is critical to successfully transitioning from college to a full-time work environment. Being prepared means students have the technical and non-technical skills to help an organization meet its strategic goals. In many instances, students lack the requisite career competencies and collaborative skills. This study proposes designing an instructor-led, career-driven quasi-virtual internship to address this issue and improve students’ preparedness and teamwork.

Our research integrates and expands the four-step processes outlined in instructional and course redesign theories, including analysis, design and development, implementation and evaluation. In the evaluation phase, a survey is used to collect data, and natural language processing is applied to identify the emerging themes. The sample included 104 undergraduate students enrolled in an information systems degree program, which resulted in a digital corpus of 40,744 words for analysis.

Results indicate that the implementation of instructor-led quasi-virtual internships offered a comprehensive career experience comparable to an onsite or virtual company-sponsored internship in five notable areas: (1) application of technical knowledge, (2) critical thinking, (3) time management, (4) application of IT project management and (5) collaborative skills.

Our study only evaluated participants in our treatment group. Future research should examine the differences between students who complete sponsored versus instructor-led quasi-virtual internships. Researchers can add a control group of students who receive a theoretically based capstone course. Future research can simulate randomized controlled trials (RCT) (Chalmers et al., 1981) to measure the effectiveness of quasi-virtual internships. A benefit of this research is that an open-ended survey allows for collecting rich, multifaceted primary data. The second limitation is that the study included only single-item questions. Future authors can create and validate a survey instrument based on the themes and concepts emanating from our investigation. For example, they can operationalize team dynamics and career preparedness using a reflective model in which the underlying construct drives the indicators, requiring multiple items to examine each construct (Coltman et al., 2008). Third, the sample size in the study was relatively small. We can increase the sample size using a time-series dataset with multiple measurement periods. The fourth limitation is context; this study was conducted at a public university; other institutions may have varied teaching approaches, student demographics and resources. By expanding our study using a multi-site approach (Ballantyne et al., 2012), we can increase cross-sectional sample sizes and improve the generalizability of the study’s results.

This study provides several practical insights for educators by examining quasi-virtual internships. Academic institutions that want to offer internships but struggle to establish industry partners can implement the quasi-internship model as an alternative approach. The study highlights that students gain critical insight into their future careers during these internships by being familiar with industry concepts and tools. We also provide insights into engaging students in “meaningful collaboration.” We suggest the instructor provide some time during the class sessions for group work to improve coordination and introduce industry-level tools that provide a more applied approach to IS education.

The National Survey of College Internships (NSCI) 2021 indicates that underrepresented and first-generation students were less likely to participate in internships. Our research may positively impact diverse communities since the quasi-virtual internship allows all students to participate once they are enrolled in a capstone class.

To our knowledge, this study is the first to utilize latent semantic analysis to analyze students’ feedback to improve course design, career preparedness and team dynamics.