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With the diversification of professional values, an increasing number of individuals voluntarily choose positions that demand less than their personal knowledge, skills and educational background, a phenomenon known as voluntary overqualification. This study aims to explore the reasons for discerning the motivations driving voluntary overqualification, define its conceptual content and develop the measurement scale for voluntary overqualification.

Through five phases, and using both qualitative and quantitative approaches, the authors constructed a scale comprising three dimensions: earnings-oriented, life-oriented and meaning-oriented to measure voluntary overqualification. Following the steps of scale development, the conceptual connotation and structural dimensions of voluntary overqualification were systematically coded and mined based on grounded theory. The scale’s reliability and validity were measured through exploratory and validation factor analyses. Finally, the validity of the voluntary overqualification scale was verified through the selection of professional identity and subjective well-being.

This study defined connotations and structural dimensions of voluntary overqualification based on grounded theory, resulting in a measurement scale with three dimensions and 13 items. These dimensions include earnings-, life- and meaning-oriented voluntary overqualification. Empirical testing of predictive validity used professional identity and subjective well-being as outcome variables.

This study provides a theoretical foundation and an effective measurement tool for subsequent research in voluntary overqualification by focusing on a new type of voluntary overqualification, defining its connotations and developing a complete set of scales.

To enhance the understanding of the antecedents of students' career adaptability, this study employs the crossover model to explore the potential transfer of career adaptability from headteachers to students and the underlying mechanisms involved.

This study examined the proposed moderated mediation model using matched survey data collected from 37 headteachers and 1,598 students in Chinese higher vocational colleges.

Headteachers’ career adaptability is positively related to students’ career adaptability via students’ psychological capital. An increased frequency of headteacher–student interactions strengthened the indirect relationship between headteachers' career adaptability and students' career adaptability.

The findings suggest that, under certain conditions, headteachers’ career adaptability could be transferred to students via students’ psychological capital.

This paper aims to study the direct synthesis of imino methyl ether amino resin using commercially available formaldehyde, melamine and methanol through one-step two-stage catalysis.

Initially, melamine undergoes a reaction with formaldehyde to form hydroxylmethylation melamine in a basic setting. Subsequently, hydrochloric acid is incorporated to facilitate the etherification process. The study delves into the impact of various factors during the etherification phase, including the quantity of methanol, the temperature at which etherification occurs, the number of etherification cycles and the amount of catalyst used, on the synthesis of imino methyl-etherified amino resins. Ultimately, the most favorable conditions for etherification are identified through comparative analysis to evaluate the resulting synthesized products.

The methyl-etherified amino resin, characterized by a stable structure and consistent performance, was efficiently synthesized through a one-step, two-stage catalytic process. Optimal conditions for the etherification stage were determined to be a reaction temperature of 35°C, a melamine to methanol ratio of 1:24 and an addition of hydrochloric acid ranging from 2.2 mL to 2.5 mL. Remarkably, the resulting resin notably enhanced the water resistance, salt resistance and gloss of the canned iron printing varnish coatings.

Amino resins, known for their broad applications across numerous industries, face sustainability and operational efficiency hurdles when produced through traditional methods, which predominantly involve the use of a 37% formaldehyde solution. To tackle these issues, our research introduces an innovative method that add 37% formaldehyde to facilitate industrial production. The use of 37% liquid formaldehyde in this paper has two benefits: first, it is convenient for industrial application and production; Second, it is convenient to provide mild reaction conditions at lower concentrations because the amino group is relatively active, which is convenient for the preservation of the amino group and integrates it with a one-step, two-stage catalytic process. The primary objective of our study is threefold: to reduce the environmental footprint of amino resin synthesis, to optimize the use of resources and to improve the economic viability for its large-scale production. By employing this new strategy, we try to provide a more sustainable and efficient manufacturing process for amino resins.

The study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business planning (BP) on entrepreneurial intentions (EI) in India.

An electronic questionnaire was used to collect data from 340 engineering students and partial least square-structural equation modeling (PLS-SEM) was used to analyze the collected data.

The findings revealed that EK and BP have no direct impact on EI, however, they have an indirect influence through attitude towards entrepreneurship (ATE) and perceived behavioral control (PBC), whereas subjective norms (SN) have no mediation impact on the relationships.

This research has been conducted on students of engineering background only, future studies can be carried out by incorporating more attitudinal and environmental determinants with larger data sizes from diverse educational streams.

This study is of immense significance to policymakers and educational establishments in designing the purposefully designed EE courses that can drive the entrepreneurial intentionality of students.

The study adds to the paucity of research on the systematic elaboration of EE construct underlining the specific impact of EK and BP as EE dimensions on students' EI. To the best of authors' awareness, this kind of investigation has not been conducted in indian higher educational institution (HEI) context.

This study aims to determine whether knowledge creation processes (KCPs) – knowledge exchange and knowledge integration affect digital innovation (DI), including information technology (IT)-enabled capabilities (ITECs) as a mediator and absorptive capacity (AC) as a moderator.

With a survey data set of 390 employees from Pakistani software small- and medium-sized enterprises (SMEs), the current study employed Structural Equation Modeling (SEM) using Smart Partial Least Squares to estimate the structural relationships in the conceptual model.

The results confirm that KCPs – knowledge exchange and knowledge integration positively enhance software SME's DI; ITECs play a partial mediating role in the linkage between KCPs and DI; AC positively moderates the relationship between knowledge integration and ITECs, and ITECs and DI, while AC doesn’t moderate the relationship between knowledge exchange and ITECs. The AC positively moderates the mediating role of ITECs amongst KCPs (knowledge exchange and knowledge integration) and DI, respectively.

This research uniquely integrates the knowledge-based view and dynamic capability theory to present a comprehensive framework that explains the interdependencies between knowledge process, ITECs and AC in driving DI. This approach advances the understanding of how software SMEs can strengthen internal knowledge and IT resources to achieve superior innovation outcomes.