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This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

The purpose of this paper is to assess the performance of an online benchmarking tool developed for logistics service users and providers to provide alternative service option in Europe.

First, conduct desktop research including but not limited to academic literature reviews on benchmarking, performance measurement and previous and current examples of online benchmarking tools in order to determine issues in the field; second, report the development process and functionalities of a benchmarking tool; third, examine the benchmarking tool through structured interviews with the users of the tool; and finally, draw conclusion as to whether the tool is effective or needs changes to make it more effective.

Six Key Performance Indicators were identified: Transport cost, Transport time, Flexibility, Reliability, Quality, Sustainability. The functionality of an online transport chain benchmarking e‐tool is detailed. The evaluation of the tool found that it is a strategic decision‐making tool; cost is most often selected as the most important indicator; the majority would not use the tool for daily planning purposes. Future needs of development were identified, including using the tool for procurement decisions, and its utility in supporting corporate social responsibility and sustainability.

The benchmarking e‐tool is developed for the 27 EU countries plus Norway and Switzerland. Thus, the research findings are primarily applicable for these countries and may not be applicable for other countries.

The online tool has been used by multiple commercial companies actively involved, as a service provider or user, in the freight transport chain to plan their transport chains.

The tool makes the strategic planning of intermodal and co‐modal transport solutions easier and supports exploring sustainable freight transport choices in Europe.

The paper meets a research need to evaluate a newly‐developed online benchmarking tool, as well as detailing the e‐tool, and setting it within the practice and policy in this field.

The paper examines the moderating role of a purchasing function's absorptive capacity (AC) on the relationship between the use of electronic purchasing tools and category level purchasing performance. The authors argue that an e‐purchasing tool may not in itself positively influence performance unless combined with AC as a human interface to maximise its information and transactional improvement potential.

Survey data collected from 297 procurement executives of large companies in ten countries are analysed using confirmatory factor analysis (CFA) and hierarchical moderated regression.

The results demonstrate few significant direct effects of e‐purchasing tools on category performance. All performance measures studied are enhanced when dimensions of AC and their interactions with the e‐purchasing tools are added. Specifically, buyer competence, manager competence and communications climate have performance‐enhancing effects. In some cases, AC on its own appears to increase performance more than e‐tools.

This paper is the first to study the moderating effects of AC on the relationship between e‐purchasing tool usage and category performance. Its findings support the view that simply implementing technology does not lead to performance improvements, but that a human interface is required to maximise the information and transactional improvement potential of e‐purchasing tools.

The purpose of this paper is to stimulate interest in the use of the Common Assessment Framework (CAF), a self-evaluation quality tool for the public sector, to disseminate relevant experiences from CAF implementation in Europe, to offer ideas about CAF optimization and to provide a basis and direction for further improvement.

The methodology that is followed in the paper is based on the study of best practices (BP) of CAF implementation in European public administrations. The BP were selected in order to cover a wide range of political fields and to prove that CAF can be used by organizations in all parts of the public sector with different characteristics of size and structure.

Studying relevant examples leads to the conclusion that effective CAF implementation can improve the performance of public administration and help establish a quality philosophy. The paper shows that CAF is a tool that can be easily modified and adapted to the organizations' special needs and characteristics.

The study of the selected cases and the related information that is presented in this paper helps to disseminate relevant experiences from CAF implementation in Europe. It offers managers of the public sector ideas and helps on how to implement the CAF model, by providing real examples of organizations that have implemented it. It also helps them understand the benefits from CAF implementation, as well as the obstacles and barriers that may be faced, in order to be better prepared for its successful implementation.

The value of this paper lies in the identification and presentation of several ideas and tools which have been successfully developed by European organizations and may as well be implemented by others. Ideas about modifying CAF and adjusting it into the uniqueness of every organization can be obtained only through careful study and analysis of its implementation.

To determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.

The study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.

The findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.

The limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.

The implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.

Topical in the face of the novel coronavirus.

Optimal

During oral exams at the German distance learning university, we noticed that students fear that they will be faced with questions that they have not anticipated. In our opinion, this is mainly because students have no chance to train and thereby gather positive experiences with exam situations as they are distributed all over Germany and thus it is difficult for them to meet each other. In this paper, we present a design space of 23 learning gadgets, i.e. tools that support collaborative learning, to allow collaborative exam preparation in peer‐based distributed student groups. We discuss this design space according to eight dimensions of the concept of FLOW (Csikszentmihalyi, 1991) that constitutes enjoyable situations. Two of the learning gadgets were implemented and integrated in the CURE environment, a web‐based collaborative learning platform that was developed to support different collaborative learning scenarios, e.g. collaborative exercises or virtual seminars. We discuss these learning gadgets in more detail and show how they promise an enjoyable collaborative exam preparation.

The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes.

There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks.

Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours.

The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.

This paper examines three issues. First, do multiple possible paths to high versus low new product performance (NPP) occur among European, high-tech, industrial manufacturing firms? Second, what are the upstream influences on high NPP? For example, what background factors affect the levels of the KSFs? Third, do consistent country-level differences occur among Austrian, German, and Swedish executives in their evaluations of antecedents and high-tech NPP? To probe these issues, a total of 771 chief operating officers and project managers participated in face-to-face long interviews (McCracken, 1988) covering 241 less and 264 more successful than average industrial NPD projects. The empirical findings support the propositions that: (1) multiple paths lead to high versus low NPP; (2) unique antecedent variables affect the KSFs for high NPP; and (3) for several upstream and direct influences, consistent national differences occur among executives’ assessments of NPP. A key implication of the study for NPD executives is to recognize the possibility of alternative paths leading to successful NPD.

This paper aims to present an overview of a variety of risk assessment issues that are of particular relevance for work with juvenile fire setters in clinical and forensic settings. The paper seeks to consider Juvenile Fire Setting (JFS)‐Youthful Misuse of Fire (YMF) across a broad array of clinical domains, including developmental, prognostic, and the diagnostic utility anticipated by using the DSM‐5. National standards and risk assessment levels are to be examined.

The paper includes a comprehensive review of the research and practices related to juvenile fire setters. This review included assessment and intervention resources that are used in diverse practice environments. The authors reviewed the literature to establish a nexus between risk assessment and community‐based interventions which were illustrated by a nationally recognized YMF mental health program (FATJAM).

The paper provides empirically‐based insights into key issues for working with these forensic cases. It offers discussion regarding diagnostic issues that are relevant to the DSM‐5.

Because of the conceptual or theoretical approach used, the research basis for generalizations is restricted to the practice‐based analyses provided by the authors. Therefore, practitioners and researchers are urged to further test the observations and conclusions presented.

This paper is unique in that it increases the knowledge base related to the diagnostic applications with the DSM‐5, as well as evidence‐based interventions for JFS as it pertains to public safety.