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Investing in prevention could be of great benefit to public health. Especially for people with health risks, such as overweight, depressive symptoms, low social-economic status or people who experience loneliness or a sedentary lifestyle. In the Netherlands, different parties are responsible for financing and organising selective and indicated preventive interventions: the government, municipalities and health insurance companies. The aim of this study was two-fold: First, to describe the transition towards a sustainable prevention infrastructure. And second, to gain insight into barriers and facilitators associated with intersectoral collaboration regarding organising prevention for high-risk groups.

A longitudinal qualitative study was conducted among collaborative networks working together to build a prevention infrastructure. During a five-year study period, 86 semi-structured interviews were held. The COM-B model was used for data analysis.

Barriers to intersectoral collaboration are: unknown (cost-)effectiveness, limited incentives to invest in collaboration, lack of clarity about responsibilities, differences in priorities and organisational culture between municipalities and health insurers. Facilitators are commitment, trust, sharing knowledge between parties, meeting regularly within the network and acknowledgement of mutual responsibilities. Also, national policy interventions targeted at the development of regional prevention infrastructures facilitated collaboration.

This study shows that collaboration regarding prevention is becoming increasingly common. It can be concluded that the transition towards a sustainable prevention infrastructure has started. The relationship between key stakeholders, like municipalities and health insurers, is generally stronger than it was five years ago. They have a better understanding of each other’s interests and expectations.

The study assesses the livelihood resilience strategies among street hawkers during COVID-19 lockdown in the Awutu Senya East Municipality in Ghana.

Using the explanatory case study approach, 12 participants (hawkers) were sampled with the aid of the purposive and convenience sampling techniques. An interview guide was used to collect data.

The study found that street hawking business, prior to the COVID-19 lockdown was a lucrative venture. The COVID-19 lockdown however had mental, psychological and economic effects on the street hawkers in ASEM causing stress, anxiety. loneliness, loss of business capital, and loss of jobs. Hawkers nevertheless demonstrated resilience in their psychological well-being by adopting strategies such as patronizing digital/social media platforms for funny content and entertainment. Hawkers also showed economic resilience through selling products on digital/social media platforms, relied on personal savings, received social support from family members and religious bodies. Government policies and interventions in the form of free water and electricity played a crucial role in building resilience of street hawkers during the COVID-19 lockdown.

The study shows that hawking is a vital avenue for entrepreneurial engagement reducing barriers to entry in formal trading, hence should be considered as key economic venture in the country’s economy. Again, the findings of the study deepen the understanding of stakeholders on the effects of COVID-19 on the psychological and economic life of street hawkers and offers insights into managing both psychosocial and financial stress during crises, emphasizing the potential benefits of resilient strategies for more effective crisis management. The study findings provide insights for government and policymakers on the experiences and coping mechanisms of the vulnerable groups and communities, particularly hawkers during the pandemic.

The study qualitatively assesses the psychological and economic effects of the COVID-19 lockdown and the livelihood resilience strategies employed by street hawkers during the COVID-19 lockdown in ASEM, Ghana.

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

This work tries to detect the factors that can impact service innovation in the retail sector according to a service ecosystem (SES) perspective. This paper aims to understand whether it is possible to study innovation focusing on the impact of technology on resource integration practices in SESs and to rank different patterns of innovation by evaluating their effects in terms of value co-creation.

To show up the perception of actors, a case study has been carried out through semi-structured interviews. The aggregates of practices and the service innovation archetypes, drawn from the theoretical background, have been used as categories of analysis.

Service innovation is reconceptualised as the result of the application of new technology to resource integration practices in the retail SES, and it is possible to rank its patterns and outcomes by deepening its effects on the emergence of value co-creation phenomena. Shared intentions have been identified as drivers of service innovation, but greater transparency in systems used to embolden a higher willingness to use could be necessary.

Service innovation has been studied by focusing on value co-creation; for this reason, the willingness to use technology emerged as a determinant of service innovation. This result implies the need for a multilevel reinterpretation of contemporary SES, both regarding the technical features of digital solutions and their adherence to users' skills and the effects of willingness or unwillingness to use on value co-creation.

This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation.

The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022.

The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates.

First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.