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The present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and personal resources (social support from the leader and colleagues and adaptability). Specifically, the authors tested the mediating role of motivation to transfer in the relationship (1) between the perceived support from the supervisor and colleagues and performance after training and (2) between adaptability and performance in an extreme context of the pandemic crisis – the first peak of COVID-19 in Portugal. Further, an inspection of the factors that predicted knowledge transfer and adaptability under an extreme context was carried out.

To do so, necessary training about the new safety rules regarding the pandemic crisis of COVID-19 was implemented in a healthcare institution as a strategy to help healthcare workers deal with the increasing uncertainty and complexity that was threatening their work. It consisted of three sessions (each with one hour of training) regarding procedures, rules and safety norms. The training occurred in May 2020. Overall, 291 healthcare workers participated in the study and answered one online questionnaire one week after training completion.

The results showed that the motivation to transfer had a significant indirect effect on the relationship between colleagues' and supervisors' support and performance and between adaptability and performance. Additionally, complementary analyses showed that the mediations depended on the levels of self-efficacy in such a way that the indirect relationships were stronger when self-efficacy was higher. Thus, adaptability and support, both from colleagues and the supervisor, are determining factors for knowledge transfer and resultant performance in extreme contexts, such as the COVID-19 pandemic crisis. Lastly, the results showed that the most significant predictors of transference were self-efficacy and the motivation to transfer the learned knowledge. On the other hand, self-efficacy, peer support and the opportunity to use the knowledge were the most significant predictors of adaptability.

These findings provide support for the role of employee motivation to transfer as a mechanism connecting both perceived support and adaptability to performance outcomes under extreme working contexts.

This study, conducted in the middle of the COVID-19 pandemic context – an extreme and uncertain working context – shows the relevance of both job and individual factors to predict employees' adaptability to such contexts.

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

This paper presents a qualitative study of penetration testing, the practice of attacking information systems to find security vulnerabilities and fixing them. The purpose of this paper is to understand whether and to what extent penetration testing can reveal various socio-organisational factors of information security in organisations. In doing so, the paper innovates theory by using Routine Activity Theory together with phenomenology of information systems concepts.

The articulation of Routine Activity Theory and phenomenology emerged inductively from the data analysis. The data consists of 24 qualitative interviews conducted with penetration testers, analysed with thematic analysis.

The starting assumption is that penetration testers are akin to offenders in a crime situation, dealing with targets and the absence of capable guardians. A key finding is that penetration testers described their targets as an installed base, highlighting how vulnerabilities, which make a target suitable, often emerge from properties of the existing built digital environments. This includes systems that are forgotten or lack ongoing maintenance. Moreover, penetration testers highlighted that although the testing is often predicated on planned methodologies, often they resort to serendipitous practices such as improvisation.

This paper contributes to theory, showing how Routine Activity Theory and phenomenological concepts can work together in the study of socio-organisational factors of information security. This contribution stems from considering that much research on information security focuses on the internal actions of organisations. The study of penetration testing as a proxy of real attacks allows novel insights into socio-organisational factors of information security in organisations.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

Given a baffling contradiction that the availability of safety knowledge may not necessarily lead to workers' safety behavior, this study aims to develop an exploratory two-step working model of safety knowledge in translating safety climate into safety behavior. In particular, this study highlights the importance of articulating tacit safety knowledge and improving workers' systematic problem solving (SPS) capacity in a favorable safety climate.

This study uses 110 valid responses from Pakistan-based construction workers to test five hypotheses which embody the exploratory two-step working model of safety knowledge. The partial least squares structural equation modeling (PLS-SEM) is used to analyze the data.

The results of this study support the two-step working mechanism of safety knowledge in translating safety climate into safety behavior. Furthermore, results suggest that safety climate as a job resource facilitates converting construction workers' tacit safety knowledge into explicit safety knowledge (i.e. safety knowledge articulation) and then enabling them to spot non-conformities in safety management practices (i.e. SPS) and consequently to work safely (i.e. safety behavior).

The study has both theoretical and practical significance. In theory, it extends organizational learning theory and job demands-resources (JD-R) theory in the construction safety research domain and elaborates on the mediating role of safety knowledge articulation and SPS for the relationship between safety climate and safety behavior. In practice, it highlights the importance of continuous articulation of tacit safety knowledge and accumulation and use of explicit safety knowledge in construction safety management practices.

This article examines the dairy value chain in Southern Peru and identifies four critical success factors that can enhance the local situation.

The study employed descriptive research using semi-structured interviews with entrepreneurs from 17 cheese factories across eight districts, namely Azángaro, Ayaviri, Pucara, Lampa, Cabana, Acora, Pomata and Puno. Quantitative market data were also gathered and analyzed alongside qualitative views.

The study identified four critical issues: quality concerns in milk production, suboptimal managerial practices of cheese-processing plants, lack of compliance to regulations, particularly hygiene and environmental ones, and inadequate access to finance. The findings reveal a gap between the practices of the Puno region's dairy industry and world-class standards for cheese production. Urgent actions are required to improve product quality, increase access to finance, enhance managerial education and ensure compliance with regulations.

Results suggest critical issues to be prioritized, but the article does not propose how to solve the problems identified. External factors, such as economic changes, were also not considered. Interviews were conducted exclusively with cheese processing entrepreneurs, not milk producers.

This case study provides an insight into the interior of Peru, an under-researched region facing several development challenges. The findings have significant implications for dairy value chain stakeholders in Peru and other similar contexts.

This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.

Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis.

Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension.

Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested.

This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

This paper aims to offer a reflection on the alliance between accounting theory and social research in general, focussing on the conjunction of accounting theory and ethnography in particular.

The author builds on Stefan Hirschauer’s methodological reflections on ethnography and the “silence of the social” to briefly re-articulate some of the ideas the author had associated, in an earlier piece, with the investigation of tacit coordination in accounting.

Ethnography is an intrinsically theoretical practice and also a particular form of accounting. As such, it presents a paradigm case for how accounting theory builds on, and emerges from, social research in joint efforts of breaking the silence of the social. Ethnographic research, like the practice of accounting and social research more generally, is associated with a stewardship of silence and an “ethics of mattering” (Karen Barad), and accounting theory is an invitation to reflect on the underlying practices of (dis-)articulation.

The paper invites readers to engage with accounting practice as a topic of systematic theoretical interest in exploring how we put the world on the record, understand the choices we make in the process and the silences we let lie.

The study aims to provide a clear framework of steps on how to implement the balanced scorecard model at the level of measuring and managing local performance, with a mix between what theoretical approaches show in this matter and examples of applied experiences in different contexts.

The study relies on the case study approach, which was used to present pioneer experiences in the field of application of the model on local government's level, namely, in the USA, England and South Africa. This paper was done by reviewing the original balanced scorecard literature and writings regarding the public and local government sector. This literature formed the basis for analyzing the various sections of study.

Balanced scorecard is one of the important models for developing and measuring local performance. International experiences under study confirmed that application of the model requires the following: The availability of bureaucratic will at the local level to apply the model, necessity of capacity building of local government units to apply it, introduction of institutional and strategic changes to the local units to be able to build their own performance cards, as well as strengthening local information systems, and not standardizing the performance cards at the different local administrative units.

This study will be useful for scholars, policymakers and local executive leaders on ways to apply the balanced scorecards at the local government units.

Construction companies are increasingly adopting sensing technologies like laser scanners, making it necessary to upskill the future workforce in this area. However, limited jobsite access hinders experiential learning of laser scanning, necessitating the need for an alternative learning environment. Previously, the authors explored mixed reality (MR) as an alternative learning environment for laser scanning, but to promote seamless learning, such learning environments must be proactive and intelligent. Toward this, the potentials of classification models for detecting user difficulties and learning stages in the MR environment were investigated in this study.

The study adopted machine learning classifiers on eye-tracking data and think-aloud data for detecting learning stages and interaction difficulties during the usability study of laser scanning in the MR environment.

The classification models demonstrated high performance, with neural network classifier showing superior performance (accuracy of 99.9%) during the detection of learning stages and an ensemble showing the highest accuracy of 84.6% for detecting interaction difficulty during laser scanning.

The findings of this study revealed that eye movement data possess significant information about learning stages and interaction difficulties and provide evidence of the potentials of smart MR environments for improved learning experiences in construction education. The research implication further lies in the potential of an intelligent learning environment for providing personalized learning experiences that often culminate in improved learning outcomes. This study further highlights the potential of such an intelligent learning environment in promoting inclusive learning, whereby students with different cognitive capabilities can experience learning tailored to their specific needs irrespective of their individual differences.

The classification models will help detect learners requiring additional support to acquire the necessary technical skills for deploying laser scanners in the construction industry and inform the specific training needs of users to enhance seamless interaction with the learning environment.