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Through the scientific and reasonable evaluation of the site selection of the emergency material reserve, the optimal site selection scheme is found, which provides reference for the future emergency decision-making research.

In this paper, we have chosen three primary indicators and twelve secondary indicators to construct an assessment framework for the determination of suitable locations for storing emergency material reserves. By mean of the improved entropy weight-order relationship weight determination method, the evaluation model of kullback leibler-technique for order preference by similarity to an ideal solution (KL-TOPSIS) emergency material reserve location based on relative entropy is established. On this basis, 10 regional storage sites in Beijing are selected for evaluation.

The results show that the evaluation model of the location of emergency material reserve not only respects the objective knowledge, but also considers the subjective information of the experts, which makes the ranking result of the location of the emergency material reserve more accurate and reliable.

Firstly, the modification factor is added to the calculation formula of traditional entropy weight method to complete the improvement of entropy weight method. Secondly, the order relation analysis method is used to assign subjective weights to the indicators. The principle of minimum information entropy is introduced to determine the comprehensive weight of the index. Finally, KL distance and TOPSIS method are combined to determine the relative entropy and proximity degree of alternative solutions and positive and negative ideal solutions, and the scientific and effective of the method is proved by case study.

Cross-app interactive search has become the new normal, but the characteristics of their tactic transitions are still unclear. This study investigated the transitions of daily search tactics during the cross-app interaction search process.

In total, 204 young participants' impressive cross-app search experiences in real daily situations were collected. The search tactics and tactic transition sequences in their search process were obtained by open coding. Statistical analysis and sequence analysis were used to analyze the frequently applied tactics, the frequency and probability of tactic transitions and the tactic transition sequences representing characteristics of tactic transitions occurring at the beginning, middle and ending phases. 

Creating the search statement (Creat), evaluating search results (EvalR), evaluating an individual item (EvalI) and keeping a record (Rec) were the most frequently applied tactics. The frequency and probability of transitions differed significantly between different tactic types. “Creat? EvalR? EvalI? Rec” is the typical path; Initiate the search in various ways and modifying the search statement were highlighted at the beginning phase; iteratively creating the search statement is highlighted in the middle phase; Moreover, utilization and feedback of information are highlighted at the ending phase. 

The present study shed new light on tactic transitions in the cross-app interactive environment to explore information search behaviour. The findings of this work provide targeted suggestions for optimizing APP query, browsing and monitoring systems.

This chapter discusses the findings of doctoral research into further education lecturers' and middle managers' perceptions of how Continuing Professional Development (CPD) in the sector is planned and implemented. Thematic analysis revealed that mandatory CPD is perceived to: involve conflicting purposes between those planning it and its recipients (deriving from divergent understandings of professionalism and the role of CPD among stakeholders); and be characterised as mostly generic, didactic, and ineffective, leading lecturers to compensate by engaging in additional, separate forms of CPD. This chapter demonstrates the value of practice-based doctoral study in enabling the voices of educators to be positioned at the centre of an exploration of their own professional learning.

Advances in technology have given rise to an increased demand by small businesses for personalised e-government services. Given the importance of small businesses to the Australian economy, it is vital to deliver small business-centric services that offer potential to generate value. To do that effectively, government departments need to understand factors that affect small business. The purpose of this study is to explore how preferences for personalised services and the use of intermediaries affect small business participation behaviour and, in turn, stimulate positive outcomes that are of interest to the government.

This study draws on secondary data from a survey of 800 Australian small businesses about the digital services offered by a large government department. Structural equation modelling was used to empirically test the model.

The findings demonstrate that whilst preference for personalisation has a positive relationship with participation behaviour, reliance on an intermediary does not. While such behaviour fosters emotional connection and perceptions of partner quality, the results of this study show no significant impact on satisfaction.

This study advances knowledge about how small businesses can gain value from personalised support services. Importantly, it focuses on participation behaviour and small business – both of which are largely absent from existing studies. The findings can assist government departments to design personalised services that are valued by small businesses.

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

This paper aims to explore the deep Web as a solution for displacement and replacement challenges in libraries, addressing the challenges, benefits, strategies and case studies.

The paper synthesizes existing literature on deep Web integration in libraries, providing a comprehensive analysis of insights from scholarly articles, case studies and expert opinions.

The deep Web grants libraries access to unique content, improving information access, fostering collaboration and enabling personalized content. However, security, privacy, ethics and data protection must be considered.

This paper contributes to the literature by providing a comprehensive examination of deep Web integration in libraries, offering valuable recommendations for navigating the changing landscape and leveraging the deep Web’s potential.

The purpose of this study is to explore the potential contribution of the metaverse to improve training and development as a function of human resource development (HRD) perspective. The authors explore the benefits and challenges of the metaverse and introduce cases of companies using the metaverse in training.

A narrative literature review was conducted to collect information on the metaverse in training. The authors reviewed peer- and non-peer-reviewed articles, book chapters, white papers, corporate websites and blogs and business magazines.

A total of 75 articles were reviewed, including 14 cases, which were summarized to demonstrate how companies are applying metaverse technology in training contexts. For a more in-depth review, three cases were selected and summarized in terms of context, process and outcomes.

The metaverse is an emergent topic in HRD. It has the potential to revolutionize the functions of training and development through the combination of advanced technologies, including virtual reality, augmented reality and mixed reality. This article is the foundational attempt to provide a comprehensive summary of existing literature and case studies that highlight the potential of the metaverse in training within the context of HRD.

This study examines the Robo-Advisors (RA) based on Artificial Intelligence (AI), a new service that digitises and automates investment decisions in the financial and banking industries to provide low-cost and personalised financial advice. The RAs use objective algorithms to select portfolios, reduce behavioural biases, and improve transactions. They are inexpensive, accessible, and transparent platforms. Objective algorithms improve the believability of portfolio selection.

This study adopts a qualitative approach consisting of an exploratory examination of seven different RA case studies and analyses the RA platforms used in the banking industry.

The findings provide two different approaches to running a business that are appropriate for either fully automated or hybrid RAs through the realisation of two platform model frameworks. The research reveals that relying solely on algorithms and not including any services involving human interaction in a company model is inadequate to meet the requirements of customers in decision-making.

This study emphasises key robo-advisory features, such as investor profiling, asset allocation, investment strategies, portfolio rebalancing, and performance evaluation. These features provide managers and practitioners with new information on enhancing client satisfaction, improving services, and adjusting to dynamic market demands.

This study fills the research gap related to the analysis of RA platform models by providing a meticulous analysis of two different types of RAs, namely, fully automated and hybrid, which have not received adequate attention in the literature.

Since the introduction of the outstanding web AI chat system, ChatGPT, it has caused a significant impact in both academia and the business world. Many studies have started to explore its potential applications in various fields. However, there is a lack of research from the perspective of user experience. To fill this theoretical gap and provide a theoretical basis for the operation and design of related services, this study plans to develop a set of evaluation scales for AI chat system user experience and explore the relationship between various factors and user satisfaction.

This study obtained 41 evaluation indicators through literature review and user research. Subsequently, these indicators were used as questionnaire items, combined with satisfaction metrics. A total of 515 questionnaires were distributed, and factor analysis and linear regression were employed to determine the specific elements influencing user experience and the user satisfaction model.

This study found that the factors influencing user experience are usefulness, accuracy, logical inference, interactivity, growth, anthropomorphism, convenience, credibility, ease of use, creativity, and security. Among these factors, only accuracy, anthropomorphism, creativity, and security indirectly influence satisfaction through usefulness, while the rest of the factors have a direct positive impact on user satisfaction.

This study provides constructive suggestions for the design and operation of related services and serves as a reference for future theoretical research in this area.