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Since previous literature provides fragmented and conflicting results about the use of digital data for product innovation, the article aims to comprehensively explore and shed light on how agri-food firms utilise external and internal digital data sources when dealing with different product innovations, such as incremental, architecture and radical innovation.

This paper adopts an exploratory multiple-case study and a theory-building process, focussing on the agri-food industry. We collected primary and secondary data from eight manufacturing companies.

The findings of this research show an empirical framework of six agri-food firms’ digital data utilisation behaviours: the supervisor, the passive supervisor, the developer, the passive developer, the pathfinder and the conjunction behaviour. These digital data utilisation behaviours vary according to a combination of data sources, such as internal data related to inside phenomenon measures (e.g. data generated by sensors installed in the production plan) or external data (e.g., market trends, overall sector sales), and innovation purposes.

This article offers guiding principles that assist agri-food companies when utilising internal and external digital data sources for specific product innovation outcomes such as incremental, architectural and radical innovation.

The significance of external and internal data sources in stimulating product innovation has garnered substantial attention within academic discussions, highlighting the critical importance of analysing digital data for driving such innovation. Nonetheless, the predominant approach is to study a single innovation outcome through the lens of digital technology. In contrast, our study stands out by adopting a fundamental perspective on data sources, enabling a more nuanced explanation of the overall product innovation outcomes within the agri-food sector.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning.

A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis.

This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified.

To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

This study investigates how global retailers develop sustainability through network interactions that influence institutionalized sustainability perceptions. The findings enable retailers to drive sustainability systematically and understand the critical internal and external issues.

The study investigates how retailers can work to increase support for sustainability through the normative, cognitive, and regulative institutional pillars. The network perspective suggests the need to offer relevant resources, involve influential actors and perform supporting activities to mobilise stakeholders. Empirically, qualitative case studies of IKEA and Hennes & Mauritz were conducted.

Based on the network and institutional perspectives, the study identified nine fields that retailers can use to develop sustainability internally and in their networks. The study shows that they can mobilise actors, resources, and activities to change institutionalised values and practices.

The developed model provides guidelines on how to systematically work with sustainability. The broad view developed is particularly relevant considering that most of the existing research on global firms and sustainability focuses on a narrow research problem without relating it to sustainability as a complex and overarching phenomenon.

Product-as-a-Service (PaaS) has the potential to enable closed-loop supply chains (CLSC) and decrease environmental impact, but it is only applied on a small scale. The purpose of this paper is to explore and develop a framework of challenges and corresponding mitigations encountered by Business-to-Consumer (B2C) retailers when transitioning to PaaS.

Data collection drew on a qualitative interview study with two industry experts and four PaaS B2C retailers from different Dutch industries.

A framework was developed linking 26 challenges in eight clusters—financial, product-related, supply chain-related, consumer-related, human resources, research and development/technology, regulatory and industry-related—to 24 mitigations. The mitigations were elaborated, and theoretical insights for matching challenges with mitigations were provided.

This study expands PaaS literature to the generally under-researched retail context. It contributes to CLSC literature by applying it to a less-studied context, thereby revealing many supply chain-related challenges and mitigations encountered by B2C retailers.

The framework offers practical guidance to retail managers for overcoming or preventing challenges in PaaS, in their endeavours toward adopting environmentally sustainable practices.

The study creates awareness about environmental sustainability and the potential to reduce societal impact, in which a PaaS-enabled CLSC is one step.

Studying PaaS and CLSC in a retail context is timely and novel.