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The global construction industry has a history of poor project success, with evident and frequent overruns in cost and schedule. This industry is a highly interconnected and complex system in which the components, i.e. suppliers, contractors, end-users, and stakeholders, are delicately linked to each other, the community, and the environment. Therefore, defining and measuring project success can be challenging for sponsors, contractors, and the public. To address this issue, this study develops and analyzes a more comprehensive set of success criteria for medium and large construction projects.

After reviewing the existing literature, this study identified 19 success criteria for medium and large construction projects, which were categorized into five groups. The fuzzy decision-making trial and evaluation laboratory (fuzzy DEMATEL) method was used to gain further insight into the interrelationships between these categories and explain the cause-and-effect relationships among them. Next, this study applied the modified logarithmic least squares method to determine the importance weight of these criteria using the fuzzy analytic hierarchy process.

28 project managers working in the construction industries in Australia and New Zealand participated in this study. Results suggest that “project efficiency” and “impacts on the project team” are cause criteria that affect “business success,” “impacts on stakeholders,” and “impacts on end-users.” Effective risk management emerged as the most crucial criterion in project efficiency, while customer satisfaction and return on investment are top criteria in “impacts on end-users” and “business success.”

Although numerous studies have been conducted on project success criteria, multicriteria analyses of success criteria are rare. This paper presents a comprehensive set of success criteria tailored to medium and large construction projects. The aim is to analyze their interrelationships and prioritize them thoroughly, which will aid practitioners in focusing on the most important criteria for achieving higher success rates.

This study examines the relationship between food experience, emotion, place attachment, and tourists' revisit behavioral intention. A survey questionnaire is conducted on-site in Lukang and distributed to 408 tourists. The dimensions of food experience are established through factor analysis, and a hypothesized model of the relationships between the constructs is tested using structural equation modeling (SEM). The results indicate that tourists' food experiences included local flavor, media recommendation, local learning, life transfer, and interpersonal sharing. In addition, food experience has a significant impact on emotion and place attachment, and emotion has a substantial effect on place attachment. Finally, place attachment significantly impacts tourists' revisit behavioral intention. The study makes a significant theoretical contribution by identifying food experience, emotion, and place attachment as the salient predictors of heritage tourists' revisit intention. Furthermore, the study suggests that food experiences enhance effective bonding at tourism destinations.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

This study explores the beliefs of ‘high expectation teachers’, and the practices through which teachers aim to build an inclusive learning environment in addition to the ways they develop strategies that do not rely on pre-determined ability labelling. The study is a case study design focused on one phenomenon, that of the beliefs and practices of high-expectation teachers, and one bounded case illustrates the phenomenon. The case is specific and bounded by time and location. It emphasises uniqueness through the in-depth exploration of the participants' experiences. Following the use of thematic analysis to analyse data collected through questionnaires, interviews and focus groups, the phenomena of high teacher expectation remained only partially scrutinised in terms of social justice. Therefore, the social concerns raised throughout this study are also explored through the theories of Bourdieu, to make sense of the wider issues of inequality inherent in this study. Habitus is helped by, and helps shape, pedagogical action. Findings include the requirement to recognise that in education, socially advantaged interests and voices dominate in terms of social mobility agendas. Furthermore, teachers are only granted space in the public domain through technical competency. Teachers must however be emotionally committed to different aspects of their jobs, as their sense of moral responsibility lies at the core of their professional identity.

This paper draws on the thinking of the nineteenth-century Italian philosopher and poet Giacomo Leopardi and scholars who studied his thoughts on the relationship between nature and humans. Leopardi's philosophy of nature recognizes the alienness of nature in relation to humankind, thus challenging human governance of the planet. The poet’s thoughts align with the dilemma identified in the Anthropocene literature: who speaks for nature? This dilemma has accounting implications in terms of the frameworks and disclosures to be adopted. Therefore, Leopardi’s thoughts can become the basis for a more articulated and complex understanding of some key concepts and issues at the roots of SEA.

The paper utilizes content analysis to examine four essays by Giacomo Leopardi, which serve as the source of our data.

Leopardi recognizes the alienness of nature with respect to humanity and the voicelessness of nature as a generative of conflict. He also warned of the consequences of human governance that does not take nature’s needs into account. These findings open a discussion on the complex accounting implications of the distance between humanity and nature. They can inspire SEA scholars to change the status quo by developing new accounting frameworks from the perspective of nature and adopting forms of governance of nature that recognize the need to protect it as a voiceless stakeholder.

Through Leopardi’s humanistic and poetic philosophy, the perspective of nature can be infused into SEA studies, thereby promoting the need for a multidisciplinary and complex approach to the discipline.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

Consistent with international trends, various policy initiatives have been proposed in South Africa to reform education practices and equip learners with the ability to become critical-thinking citizens. One such reform was the inclusion of Economic and Management Sciences (EMS) as a subject in the curriculum in the late 1990s. EMS, a uniquely South African creation, was introduced to address a particular agenda, enabling learners to understand the wealth creation process and develop entrepreneurial dispositions. Accordingly, the programmed curriculum evident in the EMS textbooks was designed to meet these official curriculum objectives that would create an entrepreneurial culture, which, in turn, would stimulate economic growth. Considering that textbooks are carriers of more than content information and reflect specific values and ideologies, it is of particular importance to examine these textbooks and the messaging communicated to young people about entrepreneurs, as these adolescents themselves start forming their own identities.

Purpose: This study analyses the mediating effect of parasocial interaction (PSI) in the link between hedonic motivation and impulsive buying intention (IBI) in fashion vlogging about sustainable cosmetics.

Need for the Study: Due to the mass popularity of YouTube, vlogging has led to an augmented level of PSI of vloggers with consumers, which strongly impacts a consumer’s behavioural consequences and persuades consumers to indulge in impulsive buying. Thus, marketers need to comprehend the changing behavioural patterns, including sustainable products, as this new communication medium serves the future of promotion and advertising.

Methodology: Online questionnaires were administered to 349 Gen Z female fashion vlog followers. Structural equation modelling and Hayes Process macros were employed to test the model relationships.

Findings: Results indicate that PI with the fashion vlogger partially mediates between hedonic motivation and impulse buying intention for sustainable cosmetic products. Fashion consciousness (FC) was also established as a significant moderator between all the model relationships.

Practical Implications: The findings of the study would be helpful for fashion brands in the content development of visual marketing communications, which would tap the female Gen Z consumer. Improving the PSI between the follower and the fashion vlogger can be easily enhanced by delivering the right content through the vlogger’s videos.