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The present study aims to identify significant barriers to adopting prefabricated construction (PFC) in developing economies using a study in Sri Lanka and develop an integrated strategy framework to mitigate and overcome the obstacles.

The research process included a comprehensive literature review, a pilot study, a questionnaire survey for data collection, statistical analysis and a qualitative content analysis.

Ranking method revealed that all 23 barriers were significant. Top significant barriers include challenges in prefabricated component transportation, high capital investment costs and lack of awareness of the benefits of PFC among owners/developers. Factor analysis clustered six barrier categories (BCs) that fit the barrier factors, explaining 71.22% of the cumulative variance. Fuzzy synthetic evaluation revealed that all BCs significantly influence PFC adoption in Sri Lanka. Finally, the proposed mitigation strategies were mapped with barriers to complete the integrated framework.

The study outcomes are relevant to construction industry stakeholders of Sri Lanka, who are keen to enhance construction efficiencies. The implications can also benefit construction industry stakeholders and policymakers to formulate policies and regulations and identify mitigation solutions.

The study provides deeper insights into the challenges to adopting prefabrication in South Asian countries such as Sri Lanka. Furthermore, the integrated framework is a novel contribution that can be used to derive actions to mitigate barriers in developing economies.

The convergence of the digital supply chain (DSC) with sustainability presents promising opportunities and notable challenges for today's enterprises. This chapter explores the relationship between digital supply chain management (DSCM) and sustainability within the context of supply chain management. It begins by providing a detailed overview of the digital transformation in supply chain management, emphasizing its rapid evolution and its profound impact on sustainability. The chapter then delves into the various sustainability challenges that manifest within DSCs, including issues related to energy consumption, e-waste management, and environmental impact. It goes beyond environmental considerations, exploring social and ethical dimensions, such as the potential consequences of digitalization on socioeconomic disparities. Moreover, the chapter presents a comprehensive framework of best practices and strategies aimed at navigating these challenges. It highlights the utilization of digital technologies like artificial intelligence (AI), Internet of Things (IoT), and blockchain to enhance transparency, efficiency, and responsible sourcing. Real-world case studies are included to exemplify successful implementations of sustainable practices across diverse industries. In conclusion, the chapter emphasizes the imperative of a holistic, authentically sustainable supply chain transformation, underpinned by digital technologies, to advance sustainability objectives while adeptly addressing emerging challenges in the ever-evolving landscape of supply chain management.

The purpose of this study is shed light on the underlying forces behind entrepreneurship within a regional innovation system (RIS) in a remote rural region. The authors examine the following questions: Which are the main underlying forces behind the entrepreneurial process in a rural RIS characterized by traditionally low-tech, small-scale businesses? How can the development of a low-tech regional innovation system be conceptualized?

The design of the study is based on entrepreneurship theory. Data analysis followed practices used in phenomenography, a research approach used to analyse and identify commonalities and variations in populations' perceptions of a certain phenomenon. Data are composed using semi-structured interviews and a database composed of company information of all firms in the population.

A proactive mobilization of regional stakeholders and resources can be an important driving force behind the entrepreneurial process and generation of a rural RIS. Innovation can be generated within low-tech industries turning the rural context into an asset. An RIS in a remote rural context can be initiated and orchestrated by regional authorities, but knowledge brokering and orchestration can also be managed by networks of small-scale businesses brought together by mutual benefit and common interests.

Regional innovation systems theory is most often used to study high-tech industries. But by combining regional innovation systems with rural entrepreneurship and entrepreneurship context theory is a fruitful avenue to understand the role of rural entrepreneurship in regional development, even in remote and peripheral regions. Innovation does not need to entail high-tech international environments; it can appear as the result of efforts in low-tech industries in rural and remote environments. The authors’ findings need to be scrutinized; therefore, the authors call for more research on regional innovation systems in rural environments.

It is possible for regional authorities to orchestrate a development process through the actions of a strong regional agent but also by supporting the creation of networks of small businesses that are built on trust and common interests.

This study contributes to the literature with a new perspective to the study of entrepreneurship and of regional innovation systems. Entrepreneurship research with focus on rural contexts most often highlight limits to entrepreneurship and see entrepreneurship as “just running a business”. A perspective that starts from innovation and innovative behaviour, despite the rural context and embedded resources, helps to generate new knowledge that can enrich the understanding of entrepreneurship and also be the foundation for more precise business development policies in rural settings.

Computer-Assisted Learning in Pediatrics Program (CLIPP) and National Board of Medical Examiners Pediatric Subject Examination (NBMEPSE) are used to assess students’ performance during pediatric clerkship. International Foundations of Medicine (IFOM) assessment is organized by NBME and taken before graduation. This study explores the ability of CLIPP assessment to predict students’ performance in their NBMEPSE and IFOM examinations.

This cross-sectional study assessed correlation of students’ CLIPP, NBMEPSE and IFOM scores. Students’ perceptions regarding NBMEPSE and CLIPP were collected in a self-administered survey.

Out of the 381 students enrolled, scores of CLIPP, NBME and IFOM examinations did not show any significant difference between genders. Correlation between CLIPP and NBMEPSE scores was positive in both junior (r = 0.72) and senior (r = 0.46) clerkships, with a statistically significant relationship between them in a univariate model. Similarly, there was a statistically significant relationship between CLIPP and IFOM scores. In an adjusted multiple linear regression model that included gender, CLIPP scores were significantly associated with NBME and IFOM scores. Male gender was a significant predictor in this model. Results of survey reflected students’ satisfaction with both NBMEPSE and CLIPP examinations.

Although students did not perceive a positive relationship between their performances in CLIPP and NBMEPSE examinations, this study demonstrates predictive value of formative CLIPP examination scores for their future performance in both summative NBMEPSE and IFOM. Therefore, students with poor performance in CLIPP are likely to benefit from feedback and remediation in preparation for summative assessments.

This study describes how maintenance capability should be created during the design and construction phases of construction projects. Purpose of the abstract to define the elements for creating the maintenance capability and the process to be used in construction life cycle projects for buildings.

An inductive and qualitative research method was used to construct the proposed process based on the literature and 18 interviews in two large construction companies.

The results indicate that the maintenance phase is usually overlooked during the design and construction phases, and capabilities are not systematically built. In particular, processes are lacking in data management, causing severe problems in maintenance.

This study presents a process including key requirements and activities for creating maintenance capability in conjunction with the design and construction phases, which is novel to the literature. The validated process can be adapted based on the needs of the construction company.

This study researched the effects on the perceptual evaluations of participants for the physical environmental factors of cafés using curvilinear, rectilinear, and mixed forms to provide for the spatial states of belonging, to increase the pleasures, and to extend the periods of remaining in the space.

This study used virtual reality (VR) technology to model the cafés designed by using curvilinear, rectilinear and mixed forms as an experimental environment. After experiencing the virtual images of the experimental spaces, participants filled out a “spatial perception” questionnaire. Perceptual evaluations of 415 participants regarding the environmental factors of cafés designed using curvilinear, linear and mixed forms were analyzed in a computer environment.

According to the analysis of the questionnaire data, the cafés using mixed forms were perceived as more positive for the factors of appeal (inviting, restful, warm and sincere), planning (well-planned) and space freedom (roomy, uncluttered, uncrowded, large, wide and free space) compared with the cafés using curvilinear and rectilinear forms. Furthermore, the cafés using curvilinear forms were perceived as more positive for all elements compared with the cafés using rectilinear forms. However, there was a more negative approach in the perceptual evaluations of participants connected to increases in level of education.

The research results clearly demonstrated that the different interior and furniture forms frequently encountered in cafés cause significant effects on users’ perceptual evaluations.

Vocational education and training (VET) in Australia has for some time been driven by an agenda of “reasonable adjustment”, in which practices are modified to ensure equitable access and participation by disadvantaged students. However, the growing marketization of VET has instead encouraged the use of more flexible approaches to attract and retain students from diverse backgrounds. They have thus paralleled and confounded reasonable adjustment practices for inclusive development. This study sought to identify the moral dilemmas experienced by VET teachers arising from implementing reasonable adjustment practices.

This phenomenological research project used in-depth conversational interviews with 19 experienced VET teachers from a diversity of teaching fields to identify moral dilemmas experienced as arising from changes in their workplace contexts.

One of the identified dilemmas was responding flexibly to heightened student diversity, to which study participants largely responded by prioritising the economic imperative over social inclusion. Well-intended actions thus led to unintentionally damaging outcomes, raising important ethical questions about the relative value of economic and social development outcomes and the role of reasonable adjustment in their attainment. The study also highlights the lack of appropriate VET teacher training in managing ethical conflicts to minimise risks to themselves and their employing organizations.

As a case study of inclusive development policies in practice, this research may be seen as a cautionary tale for inclusive development policies in other countries with similarly strong VET economic and socially inclusive development policies for sustainability. The paper thus opens a dialogue for critical reflection on the current problems in a reasonable development approach in the field of comparative and international education. Those two parallel agendas have presented VET teachers and trainers with ethically challenging situations in which the economic and social development imperatives are experienced as being conflict with each other.

The uptake of Design for Safety (DfS) practices in developing countries like Ghana has been limited. This study aims to provide an in-depth understanding of the barriers across regulatory, organizational, cultural and educational dimensions that restrict DfS assimilation in the Ghanaian construction sector. Identifying the key impediments can inform policy initiatives and industry efforts to facilitate safer construction.

A postpositive philosophy underpinned the quantitative research. Multi-stage research was used. A comprehensive questionnaire survey was designed and given to six industry experts to assess clarity, relevance and effectiveness after a thorough literature review. In all, 164 professionals were reached to take part in the study using purposive sampling and consequently snowballing. “Variables” were ranked using mean score ranking and normalization techniques; exploratory factor analysis was then used to group variables into clusters.

Emergent findings revealed four distinct clusters of challenges; Design Process and Communication Challenges; Regulatory and Expertise Limitations; Planning and Education Constraints; and Attitudinal and Perception Barriers. These findings help identify targeted solutions to overcome barriers including developing robust regulatory frameworks, promoting collaboration among stakeholders and cultivating a positive safety culture.

This study provides new insights into the integration of DfS in the context of the developing construction industry in Ghana. This study expands the knowledge base to drive further research in enhancing construction safety in developing countries. Practical recommendations for overcoming these challenges are proposed.

In this research article we aim to answer two research questions: - With ever increasing AI based integrations in organizations, it is imperative to understand how employees learn and adapt to these newer technologies? What is the impact of this learning and adaptation on AI-based employee productivity?

A survey-based research design has been conducted among the employees working in technology companies. Questionnaires were administered by the researchers physically using snowball based purposive sampling to reach the participants who are working in the AI driven technology companies. The data was analyzed using Structural Equation Modelling and numerous studies have previously used this approach for model fit and testing.

it was found that employee learning has significant positive mediational impact on the relationship between AI trust, knowledge sharing and AI skills and AI-employee collaboration. SEM results indicate that data fits the proposed model well.

findings indicate that as the trust in AI develops, employees are more interested in learning and increasing their understanding of AI driven work and increase their AI skills such as Machine learning and data analytics. To increase AI-employee collaborations and upskilling: organizations will need to foster AI training opportunities; make employees work on projects having AI based sociotechnical systems; create environment of knowledge sharing among employees on AI themes.

The use of Artificial Intelligence (AI) is ubiquitous, and more and more organizations are adopting AI in their operations which lead to massive scale changes in the functioning of organizations. These large-scale massive transformations are posing challenges and opportunities at the same time. At the same time, it created immense challenges for employees’ adjustment to the new learning and skilling requirements posed by AI (Sengupta et al., 2022). It is therefore expected that employees embrace the associated new technologies of AI such as big data analytics, Machine learning and Robotics.

E-learning has become a polarizing issue. Some say that it enhances accessibility to education and some say that it hinders it. While the literature on the subject underscores the effectiveness of the pedagogical frameworks, strategies and distance learning technologies, the firsthand accounts of students, parents and practitioners challenge the validity of experts’ assessments. There is a gap between theory and practice and between the perceptions of providers and consumers of online learning. Following a period of lockdowns and a transition to online learning during the recent pandemic, the prevailing sentiment toward a distance mode of instruction became one of strong skepticism and negative bias. The aim of the study was to examine why e-learning has struggled to meet stakeholder expectations. Specifically, the study posed two research questions: 1. What are the reasons for dissatisfaction with online learning? 2. What are the implications for future research and practice?

The study used a mixed methods approach to examine the reasons behind negative perceptions of online learning by comparing the firsthand accounts posted on social media with the literature. To this end, n = 62,874 social media comments of secondary and postsecondary students, as well as parents, teachings staff and working professionals, covering the span of over 14 years (2008–2022), were collected and analyzed.

The study identified 28 themes that explain the stakeholder’s discontent with the online learning process and highlighted the importance of user-centric design. The analysis revealed that the perceived ineffectiveness of distance education stems from the failure to identify and address stakeholders’ needs and, more particularly, from the incongruence of instructional strategies, blindness to the cost of decisions related to instructional design, technology selection and insufficient levels of support. The findings also highlight the importance of user-centric design.

To address dissatisfaction with e-learning, it is imperative to remove barriers to learning and ensure alignment between technology and learners’ needs. In other words, the learning experience should be personalized to account for individual differences. Despite its cost-effectiveness, the one-size-fits-all approach hinders the learning process and experience and is likely to be met with resistance.

Drawing from the extensive literature, the study offers an explanation for stakeholders’ discontent with e-learning. Unlike survey research that is prone to social desirability bias, the sample provides a rare opportunity to observe and measure the visceral reactions that provide a more authentic sense of stakeholders’ perceptions toward online learning. The authors offer recommendations and identify areas for future research.