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The purpose of this paper is to identify influential workplace engagement interventions that were initiated by managers over several years as revealed in many studies. Also, an action learning guide is offered for an individual manager to use such interventions with the employee in shaping activities to assist employee learning and performance improvement which may result in greater workplace engagement.

The first step was to examine the research literature on: the meaning of workplace engagement along with theory bases for it, the framework for stimulating employee engagement and information about action learning in the workplace. Second, was the identification of manager/organization interventions found to result in employee assessment of their own positive growth in workplace engagement? Third, we offer a practical, action learning approach.

An action guide is presented as an example of a method to assist a manager working with, in this case, a single employee. The guide is grounded on empirical research, mostly meta-analyses, and reflects positively assessed workplace engagement interventions.

In the performance management, human resources and training domains there is limited research and/or examples of practical guides for managers to use to link guidance with efforts to apply specific interventions to support employee workplace engagement. This paper provides the manager with a path to assist employees.

As coaching assumes an increasingly critical role in satisfying employees' demands for growth, the function of coaching has progressively shifted towards direct supervisors. This study seeks to investigate the distinct effects of managerial coaching behaviors on employee outcomes from an emotional perspective. Specifically, we aim to explore whether leaders' encourage-to-explore and guide-to-learn behaviors impact employees' creativity and performance through discrete emotional mechanisms upon appraisal theory of emotion.

We conducted two studies to test our proposition. In study 1, an experiment using coaching scenarios was performed with 128 students majoring in management. In study 2, data were collected from 311 supervisor-subordinate dyads.

The results indicate that encourage-to-explore behaviors are positively related to employee creativity by fostering feelings of inspiration, and guide-to-learn behaviors are positively related to employee performance by alleviating anxiety. These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.

These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.

This viewpoint introduces a “Readiness Self-Assessment Guide” that can be used as a diagnostic tool to help health service governors and managers, particularly in Low-Middle Income Countries, or those in the early stages of developing their governance program.

The approach uses the conceptual framework for governance developed by Barbazza and Tello (2014).

The Guide is based on five foundational elements or components of governance that frame the actual governance activities. The self-assessment process uses a sequence of real-world examples to help users of the Guide assess their organization’s “readiness” or current capacity to strengthen quality. A simple scoring process allows users to rate their organization’s progress through potential evolutionary steps. The resulting analysis is intended to be the starting point of a structured discussion among team members about priorities, enabling factors and constraints.

Assessment of the institutional context is a fundamental step that will enable quality teams to select the appropriate tools for their priority concerns. This Readiness Self-Assessment Guide can be used as part of that diagnostic assessment.

This paper is empirically derived from the author’s experience as a consultant helping health service organizations and governing authorities to develop health governance programs in several countries.

This paper aims to develop a vision for the future identifying how digital nomadism affects the labor markets in the tourism industry.

The qualitative research method was used. The research data were collected using a semistructured interview form developed by the researcher. The sample consists of twenty people working in the tourism industry as tour guides, travel agency owners, accommodation sector employees and professional managers. The content analysis method was used to analyze the data.

It was found that employees in the tourism industry are familiar with digital nomadism, interact with employees working as digital nomads and may prefer the digital nomad way of working, while employees in the accommodation sector cannot work as digital nomads due to the nature of their work. It is shown that digital nomadism can be applied to tour guides and travel agency owners.

The data was collected from employees of the accommodation sector, travel agencies, tour guides and employees of the Turkish tourism labor market. It is recommended that the tourism labor markets adapt to the digitalized world and adjust their working models in this context.

This is one of the first studies on the impact of digital nomadism on the tourism labor markets.

Africa has the most deaths from infections yet lacks adequate capacity to engage in vaccine development, production and distribution, the cornerstone of efficiently managing and eliminating several infectious diseases. Research has scarcely explored the role of institutional logics in vaccine development, production and distribution, collectively known as end-to-end vaccine manufacturing. This study aims to explore how institutional logics influence firms to engage in the vaccine manufacturing value chain in Africa.

We conducted multiple case study research using five vaccine manufacturing firms from four African countries in three regions. Qualitative interviews were conducted among 18 executives in 5 vaccine manufacturing firms.

We identified that the state, corporate and market institutional logics disparately influence the different parts of the vaccine manufacturing value chain. These institutional logics co-exist in a constellation that also shapes the organizational forms. Their constellation has dominant logics that guide behavior, while subdominant and subordinate logics influence behavior to a limited extent. The findings show that institutional logics are a function of contextual factors, such as historical events, technological changes and pandemics.

The study developed a typology that identifies vaccine manufacturing firm archetypes, institutional logics and their constellations underpinned by contextual factors. The findings have implications for firms and policymakers, as they may guide the end-to-end vaccine manufacturing interventions adapted for their regions.

Evaluating emergency preparedness exercises is crucial for assessing enhanced knowledge, facilitating learning and implementing knowledge in organizations. The cognitive process of motivation for action is a precursor for action, coping behavior and individual learning. This study aims to focus on how guided evaluation of emergency preparedness exercises can enhance cognitive motivation and influence the mental readiness of exercise participants.

This is a conceptual paper with a model approach design. The main conceptual contribution is suggesting a model for guided evaluation in emergency preparedness exercises. We present a theoretical background for understanding the increase in motivation based on social cognitive learning theory. In particular, this study discusses how different evaluation steps contribute to enhanced motivation and learning for exercise participants.

Increased motivation and enhanced personal performance standards could be achieved through using processes that lead to self-efficacy in guided exercise evaluation. Specifically, sources of enhanced motivation, such as repeated coping experiences, self-regulation processes, mastery motivation and performance motivation, would proliferate the readiness of individual crisis managers and teams.

This article suggests an evaluation model for use in emergency preparedness exercises. This approach combines bottom-up and top-down processes for debriefing, reflection and feedback, both individually and in teams. This approach aims to enhance exercise participants’ motivation and utilize exercise evaluation for organizational learning.

The conceptual discussion leads to developing implications for evaluation practice, suggesting how to structure evaluation and why. This study is novel for its explanation of how to use evaluation in the learning process.

This conceptual paper aims to delineate a comprehensive blueprint for the integration of environmental, social and governance (ESG) principles within the framework of Takaful operations, guided by the principles of Maqasid al-Shariah. The primary purpose is to establish a robust foundation for the sustainable transformation of Takaful, aligning it with ethical finance and Islamic values.

Using a theoretical research approach, this study delves into the multifaceted dimensions of ESG principles and the principles of Maqasid al-Shariah within the context of Takaful operations. The 17 SDGs/ESG principles and Maqasid al-Shariah are integrated to give a thorough framework for comprehending the disclosure index from western and Islamic ethical viewpoints. The research critically analyses current literature, scholarly works and authoritative sources, drawing inspiration from established approaches. Qualitative content analysis examines and compiles pertinent ideas, and the expert validates the disclosure index. It identifies key convergence, compatibility and divergence points between ESG principles and Maqasid al-Shariah to construct a comprehensive framework for Maqasid-driven ESG integration in Takaful.

The paper presents a well-defined blueprint for Maqasid-driven ESG integration in Takaful, revealing substantial areas of alignment between the two frameworks. This alignment is particularly pronounced in protecting life, religion, intellect, lineage and wealth. The blueprint underscores the potential of harmonising ESG principles with the principles of Maqasid al-Shariah, providing Takaful operators with a roadmap for enhancing their ethical credibility, societal impact and environmental stewardship.

The blueprint outlined in this study opens new avenues for research at the intersection of Islamic ethics, responsible finance and sustainable development and signals the necessity of developing a standardised disclosure index. This index will serve as a vital tool for Takaful operators to transparently communicate their commitment to ethical and sustainable practices, facilitating a deeper understanding of Maqasid-driven ESG integration and bolstering transparency for all stakeholders. Further research into this disclosure index’s practical implementation, empirical validation and strategic implications is encouraged to advance responsible finance within the Takaful industry.

The proposed blueprint provides Takaful operators with a practical guide to align their operations with both ethical finance and Islamic principles. Embracing the principles of responsible governance, societal welfare and environmental sustainability, Takaful operators can enhance their product offerings, attract socially conscious stakeholders and contribute positively to both financial and ethical objectives.

Integrating Maqasid-driven ESG principles in Takaful signifies a commitment to broader social well-being. Through initiatives aimed at safeguarding life, religion, intellect, lineage and wealth, Takaful operators can play a pivotal role in fostering social cohesion, empowering communities and actively contributing to sustainable development goals.

This conceptual paper contributes to the field by presenting a unique blueprint for integrating ESG principles within Takaful operations, guided by Maqasid al-Shariah. The novelty of this approach lies in its holistic perspective on ethical finance, aligning Islamic values with contemporary global ethical imperatives. The blueprint offered here represents an original framework for responsible Takaful practices that resonate with evolving ethical standards and the enduring principles of Islamic finance.

This study aims to propose a collaborative knowledge-based ontological research model for designing a collaborative product development process (PDP) while considering different design for X techniques.

This study follows a thematic literature analysis to identify the key design concepts needed to assess environmental, service, safety, manufacture and assembly, supply chain and quality concerns in developing a collaborative PDP.

The proposed model provides a guide for methodology, engineering and ontology evaluation metrics (verification, assessment and validation). The findings benefit both practitioners and managers because they address the key knowledge taxonomy needed to assist them in storing information, promoting teamwork and making decisions in a collaborative PDP while incorporating various design for X approaches and product life cycles.

This study introduces a novel knowledge-based collaborative ontological research model, which is specifically designed to tackle the challenges of developing collaborative products in the contemporary landscape. The model presents a significant and valuable contribution to the field by introducing an ontological approach for acquiring, representing and leveraging knowledge in a computer-interpretable format to support the design of collaborative products. In addition, it provides a comprehensive guide for evaluating the effectiveness and efficacy of the ontology developed.

Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital.

Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice.

The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth.

This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

The purpose of this paper aimed primarily at the practitioner is to offer foundational information regarding reciprocal-reflective approach to learning (RRAL). Presentation and explanation include conceptual and theory grounding of the processes to be initiated by a manager for collaboration with an employee. A detailed model reflective of the approach is presented. Conceptual and practice-aimed information may be adapted for training and development.

Explanations of employee learning often place the manager in role(s) of teacher, guide, coach and/or expert. Proposed here is an approach in which manager and individual employee, jointly, make use of a learning approach which is representative of an experiential, action or problem-based form of learning from which they both can learn. The manager can initiate the process in which both participants collaborate to identify some specific, shared learning goals aimed at the matters under consideration. Other goals, likely more personal in the case of each participant, may also be identified and efforts made to help one another attain progress regarding such goals. The RRAL process as explained mirrors a bifurcation of instrumental behaviors (focus on learning activities) and emotional behaviors (caring and sharing resulting in a strengthened relationship and trust).

Relying on research that clearly identifies various supportive behaviors on the part of the manager, a detailed example of a plan is provided. The plan is driven by shared aims, focus, feedback and adjustment. In addition to individual learning goals, the manager has the opportunity to make her/his own role adjustments that lead to positive, supportive actions stimulating the quality of the relationship with the employee including the building of trust.

Using the example provided as a guide can be very helpful to a manager with limited experience in instigating employee learning and change. Initial use may be regarded as an experiment subject to much analysis and discussion by both participants as they contemplate how to work together in future reciprocal learning endeavors.

Currently, there is little research available that expresses how manager and employee can work as partners on some matter (change, problem, improvement) in a collaborative, reciprocal fashion. This paper, as an example, should demonstrate that skills and knowledge of both participants can improve and progress made regarding the issue at hand. The RRAL can be fashioned by the participants to yield progress and a more positive relationship.