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The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

The purpose of this paper is to explore how process management (PM) can support small- and medium-sized enterprises (SMEs) in pursuing sustained competitive advantage. For this purpose, a dynamic capabilities (DC) lens was used.

A narrative literature review and a multiple case study with an action research approach at two road freight transport companies were used.

PM provides structure and system thinking to support the development of competitive advantage. Concerning PM, management of knowledge, management style and process orientation are key factors for the generation of competitive advantage for SMEs.

This study contributes to PM literature by studying its support for and implementation at SMEs. Furthermore, the study contributes to the literature on DC by providing concrete examples of activities linked to such capabilities.

This study contributes to practitioners by providing examples of implementing PM and identifying competitive advantage, connected with PM elements.

This study has social and environmental implications for the quality of life of the Swedish people.

This paper contributes to clarifying the connection between the research fields of quality management and DC to explore how PM can support SMEs in pursuing sustained competitive advantage.

Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital.

Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice.

The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth.

This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

Further investigation is needed of network effectiveness in healthcare and how it is influenced by unpredictable events like COVID-19. Based on Provan and Milward’s (2001) framework, this study investigates the effectiveness criteria of healthcare networks and their potential contribution to network effectiveness during the pandemic’s challenges.

This research employs an explanatory case study in a local area of Italy’s Lombardy Region and analyzes network effectiveness at the network level based on network member perceptions.

Network effectiveness refers to the network’s ability to address patient needs, guaranteeing services through network members' coordinated efforts and a central coordinator that facilitates their interaction. Members’ capacity to strengthen their roles played a crucial part in sustaining network effectiveness when COVID-19 revised other members’ priorities and threatened achievement of network goals.

This study’s findings equip healthcare managers and policymakers with knowledge about network effectiveness criteria at the network level, offering suggestions for managerial practices and network design to address exogenous shocks.

This study identifies factors that influence network effectiveness criteria and provides insight into how network members can contribute to sustaining effectiveness during crises.

The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.

This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.

The review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.

One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.

The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.

The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.

This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

This study aims to determine how the applications of blockchain technology (BT) can play a crucial role in managing financial flows in the humanitarian supply chain (HSC) and what benefits and challenges are associated with BT in a humanitarian setting.

The present study used a qualitative research approach, incorporating a systematic literature review and conducting semi-structured interviews with 12 experts in the fields of humanitarian operations, supply chain management, fintech and information technology.

The findings show that the humanitarian sector has the potential to reap significant benefits from BT, including secure data exchange, efficient SCM, streamlined donor financing, cost-effective financial transactions, smooth digital cash flow management and the facilitation of cash programs and crowdfunding. Despite the promising prospects, this study also illuminated various challenges associated with the application of BT in the HSC. Key challenges identified include scalability issues, high cost and resource requirements, lack of network reliability, data privacy, supply chain integration, knowledge and training gaps, regulatory frameworks and ethical considerations. Moreover, the study highlighted the importance of implementing mitigation strategies to address the challenges effectively.

The present study is confined to exploring the benefits, challenges and corresponding mitigation strategies. The research uses a semi-structured interview method as the primary research approach.

This study adds to the existing body of knowledge concerning BT and HSC by explaining the pivotal role of BT in improving the financial flow within HSC. Moreover, it addresses a notable research gap, as there is a scarcity of studies that holistically cover the expert perspectives on benefits, challenges and strategies related to blockchain applications for effective financial flows within humanitarian settings. Consequently, this study seeks to bridge this knowledge gap and provide valuable insights into this critical area.

This study explores the relationship between Tourism Systems and Smart Cities, aiming to identify what prevents public managers from including these systems in Smart City strategies. This separation neglects that increasing tourism attractiveness may also impact city resources, infrastructures and inhabitants.

To this end, we developed a critical literature review consulting three databases: Scopus, Web of Science and EBSCOhost. A total of 73 articles were selected and analyzed through thematic analysis.

Through this critical review, we develop a framework of barriers to integrating a tourism system in Smart City strategies composed of four main barrier themes and 11 barrier factors. Findings show the need for innovative research and public managers to go beyond considerations related to technological challenges and instead focus on other barriers hindering integration, such as the lack of participatory governance and knowledge of tourism systems' current and future impact.

This study offers a critical identification of barriers impeding the inclusion of tourism systems in Smart City strategies, providing a useful guideline for public managers aiming to follow an innovative approach to smart development where tourism can still be a tool to enhance the attractiveness of the territory while considering its current and future impact on the city.

Just transition is a fundamental concept for supply chain management but neither discipline pays attention to the other and little is known about how supply chains can be orchestrated as socioecological systems to manage these transitions. Building from a wide range of just transition examples, this paper explores just transition to understand how to move beyond instrumental supply chain practices to supply chains functioning in harmony with the planet and its people.

Building from a systematic review of 72 papers, the paper identifies just transition examples while interpreting them through the theoretical lens of supply chain management, providing valuable insights to help research and practice understand how to achieve low-carbon economies through supply chain management in environmentally and socially just ways.

The paper defines, elaborates, and extends the just transition construct by developing a transition taxonomy with two key dimensions. The purpose dimension (profit or shared outcomes) and the governance dimension (government-/industry-led versus civil society-involved), generating four transition archetypes. Most transitions projects are framed around the Euro- and US-centric, capitalist standards of development, leading to coloniality as well as economic and cultural depletion of communities. Framing just transition in accordance with context-specific plural values, the paper provides an alternative perspective to the extractive transition concept. This can guide supply chain management to decarbonise economies and societies by considering the rights of nature, communities and individuals.

Introducing just transition into the supply chain management domain, this paper unifies the various conceptualisations of just transition into a holistic understanding, providing a new foundation for supply chain management research.

Authorities have set up numerous security checkpoints during times of armed conflict to control the flow of commercial and humanitarian trucks into and out of areas of conflict. These security checkpoints have become highly utilized because of the complex security procedures and increased truck traffic, which significantly slow the delivery of relief aid. This paper aims to improve the process at security checkpoints by redesigning the current process to reduce processing time and relieve congestion at checkpoint entrance gates.

A decision-support tool (clearing function distribution model [CFDM]) is used to minimize the effects of security checkpoint congestion on the entire humanitarian supply network using a hybrid simulation-optimization approach. By using a business process simulation, the current and reengineered processes are both simulated, and the simulation output was used to estimate the clearing function (capacity as a function of the workload). For both the AS-IS and TO-BE models, key performance indicators such as distribution costs, backordering and process cycle time were used to compare the results of the CFDM tool. For this, the Kerem Abu Salem security checkpoint south of Gaza was used as a case study.

The comparison results demonstrate that the CFDM tool performs better when the output of the TO-BE clearing function is used.

The efforts will contribute to improving the planning of any humanitarian network experiencing congestion at security checkpoints by minimizing the impact of congestion on the delivery lead time of relief aid to the final destination.

Although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts, there has been relatively little focus on the user’s intention to continue using ChatGPT or its continued usage. Therefore, the current study aims to investigate the students’ continuance intentions to use ChatGPT for learning by adopting the stimulus–organism–response (SOR) model.

This study has employed the SOR model to investigate how UTAUT factors (such as performance expectancy, facilitating conditions, effort expectancy and social influence) influence the cognitive responses of students (e.g. trust in ChatGPT and attitude towards ChatGPT), subsequently shaping their behavioral outcomes (e.g. the intention to continue using ChatGPT for study). A sample of 392 higher students in Vietnam and the PLS-SEM method was employed to investigate students’ continuance intention to use ChatGPT for learning.

This study reveals that students’ continuance intention to use ChatGPT for learning was directly affected by their attitude toward ChatGPT and trust in ChatGPT. Meanwhile, their attitude toward ChatGPT was built on effort expectancy, social influence, and facilitating conditions and trust in ChatGPT was developed from effort expectancy and social influence.

By extending the analysis beyond initial acceptance, this research provides valuable insights into the factors that influence the sustained utilization of ChatGPT in an educational environment.