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This paper aims to address the challenge raised in the literature regarding whether and how digitalization supports a servitized new product development (NPD) process, considering the customer’s involvement from the early stage of the process.

Pragmatic constructivism (PC) has been adopted for conceptualizing the NPD process as the construction of a new reality. PC is the method theory used for interpreting the field evidence drawn from a qualitative case study carried out at a multinational company operating in the semiconductor industry.

This study shows how digitalization supports the alignment to the overarching topoi of the company servitization strategy by enabling the integration and merging of different organizational topoi during the NPD process.

This study is confined to a single-case study and context.

The results of this study are relevant for managers involved in the stage-gate product development of manufacturing companies, informing them on how the use of digital tools enables or hinders the progression of product development projects.

This paper contributes to the servitization literature by offering field evidence that demonstrates the importance for manufacturing firms of acquiring customer feedback from an early NPD phase. Another contribution is related to the literature on the role of digitalization in NPD processes, describing how digital tools give support during the different phases of the NPD process.

The purpose of the study was to assess the current state and demand of the project management education. Project management has gained increasing importance as a critical discipline for achieving successful project outcomes in various industries and sectors. In the Kingdom of Saudi Arabia (KSA), the demand for skilled project management professionals has increased due to different developmental projects and ambitious initiatives like NEOM.

The study adopted a qualitative multi-method approach to comprehend the objective in depth. In the first round, a systematic literature review (SRL) was applied to explore the state of project management education (PME) in KSA. In the second, structured interviews with professionals were arranged to explore the phenomenon of interest in more detail. Moreover, three case studies were also included to support, comprehend and generalize the findings.

The study highlights the strengths and gaps in PME. The study also provides an insight to enhance the quality and effectiveness of the PME in KSA. Besides these, the research recommends exploring different avenues for the promotion of PME in the country.

The study offers a pioneering exploration of PME in KSA. It uses a multi-method approach to unveil unique insights into the country's educational landscape and its alignment with global industry standards.

This article argues the value of integrating pragmatism in applying behavioural science to complex challenges. We describe a behaviour change-led knowledge co-production process in the specific context of climate change in Australia. This process was led by an interdisciplinary research team who struggled with the limitations of the prevailing deterministic behaviour change paradigms, such as the “test, learn, adapt” model, which often focuses narrowly on individual behaviours and fails to integrate multiple interpretations from diverse stakeholders into their knowledge co-production process.

This article uses collaborative reflection as a method of inquiry. We document the team’s experience of a recent challenge-led, programatic research initiative that applied behaviour change strategies to reduce climate vulnerabilities. We demonstrate the necessity of critical reflection and abductive reasoning in the face of the complexities inherent in knowledge co-production addressing complex problems. It underscores the importance of accommodating diverse perspectives and contextual nuances over a one-size-fits-all method.

The article shares lessons learnt about integrating collaborative and critical reflection throughout a project cycle and demonstrates the capacity of abductive reasoning to ease the challenges arising from the tension between behaviour change paradigms and knowledge co-production principles. This approach allows for a more adaptable and context-sensitive application, acknowledging the multiplicity of understandings and the dynamic nature of behavioural change in relation to climate adaptation.

This reflection contributes original insights into the fusion of pragmatism with behaviour change strategies, proposing a novel framework that prioritises flexibility, context-specificity and the recognition of various stakeholder perspectives in the co-production of knowledge.

This research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems.

The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques.

There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers.

A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021).

The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.

The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.

This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.

The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.

The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.

Online learning has come to stay in a technologically advancing world with increasing populations. The search for ways to make online learning more efficient and effective in some developing countries continues as the accompanying issues in developing country contexts abound. This paper explores the issues that underlie online learning management in a developing country context, focusing on the Moodle, Sakai and Zoom platforms used in some selected public universities in Ghana.

The study relied on the qualitative approach to data collection and a descriptive design for analysis. Using the social constructivism theory, the paper discussed the critical issues students, and to a lesser extent, instructors encounter in their engagement on these platforms for academic learning.

The study found that the inefficient use of these platforms is due to several factors including the high cost of data, poor perception of the quality of online learning compared to traditional in-person contacts, poor attitude of students, low participation in online learning, lack of computers and poor internet connectivity among others.

It is important to mention that this study was limited to some selected public universities in Ghana. Data could have been collected from a wider sample including other Ghanaian tertiary institutions or some other developing countries. The similarity of study outcomes in other developing countries, however, suggests that similar results would have been obtained in an international sample.

Despite the robustness of the Learning Management systems in place, the evidence suggests that their utilisation is far less than optimal. However, with relevant policies and the provision of needed technical support, training, provision of equipment like computers for use by both students and instructors and efficient internet connectivity, the LMS platforms could be more efficient for online learning.

The authors conducted this research using original data from interviews in the selected public universities in Ghana. The data was meant to inform the discussion on some of the critical issues that underlie online learning in a developing country context. Although the study relied on data from selected public universities in a single country, its outcomes reflect fundamental issues of online learning in a developing country context which find relevance in available study outcomes.

In emergency departments, effective communication is of utmost importance to ensure the safety of patients. However, communicating can be quite challenging when dealing with high-stress situations. This study aims to assess the efficacy of coaching workshops, informed by a transtheoretical coaching model, in managing communication challenges perceived by emergency nurses and enhancing their communication skills.

The study involved seven emergency room nurses working at a public hospital in Morocco. The data were gathered through various instruments, including observation grids, interviews and pre- and post-test questionnaires.

The study identified prevalent challenges in communication among nurses, notably difficulties in accurately interpreting messages when faced with confrontational attitudes from colleagues or superiors. Additionally, some nurses exhibited asymmetrical communication patterns, prioritizing their own perspectives over others' during interactions. The findings revealed a statistically significant disparity between pre- and post-test scores (P = 0.017). The nurses’ mean score has improved by 5.14 after attending the four workshop coaching experience, passing from 5.71 in the pre-test to 10.85 in the post-test.

This is the first study in Morocco to evaluate the effectiveness of coaching workshops guided by a transtheoretical coaching model in improving communication skills and overcoming communication barriers among working emergency nurses.

This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.

The methodological approach is qualitative, interpretive research.

In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.

This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.

The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.

Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.

Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.

This paper expands on existing analyses of corporate energy and sustainability communication and shows the potential of evolutionary theory to study and conceptualize sustainable corporate communication as niche construction and its transformative and transformational potential.

With a qualitative content analysis of non-financial reporting of energy corporations and a deep dive into one selected case (Yin, 2013) with a two-step categorization of the sustainability related text and (n = 5) expert interviews (QCAmap, Mayring, 2019; Fenzl and Mayring, 2017), the paper reflects on alterations within the organization and in the organization–stakeholder relationships through corporate sustainability communication.

The analytical deep dive into one case of corporate sustainability communication of a multinational energy corporation shows the difference between a transformative and transformational character of corporate communication. The insights from the interviews support the assumption that corporates not only adapt to changes of environmental factors (perturbative communication) but also – however rarely – alter their spatiotemporal relationships with their external environment (relocational communication), so there is a lack of actual transformational communication.

Corporates in the (renewable) energy sector as well as industry networks like gas (infrastructure) suppliers have the potential to impact their environment (stakeholder, energy communities, etc.), change cultural patterns and norms and co-construct new socio-ecological niches through communication. The study presented gives evidence and examples for transformative corporate sustainability communication. On a conceptual level, it offers an innovative framework to understand sustainability as a guiding principle for corporate communication that will stimulate corporate communication research in the future.

The European Union (EU) and Russia are considered to be trapped into security concerns in a form of spillover, in a zero sum perspective, considering each step of the other as directed against another. Such an approach seems to prevail, after attempts of engagements for decades after the Cold War. Rather history prevailed in informing perceptions and currently driving the behaviors toward each other, in other words in othering each other.

Discourse analysis

The move in Eastern Europe of both parties is perceived with suspicion from both sides, materialized through their policies, culminated in clash of interests and crash of policies between both parts, manifested by Russian aggression in Ukraine in 2014 and recently in 2022 in one side, and the EU response through massive, unprecedented sanctions against Russia. This has created a context that fosters not just keeping a status quo of clash and struggle for influence between them in the region, but also nourishes further securitization of their respective policies toward the Eastern Europe and beyond. In 2014 and more recently in 2022 Russian aggression in Ukraine, the EU and Russia appear to have the same image to each other as they had during the Cold War, or even beyond. Having this in mind, this paper will address those developments, with particular focus on attempts to avoid them, the failure to do so and how they are impacting the EU, Russia and global politics in a form of emerging new world (dis)order.

This paper is an original paper having a critical approach toward the current conflicts going on in Eastern Europe.