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This paper aims to map the evolution of hydrogen-based technologies (HBTs) by examining the patenting activity associated to these technlogies from 1930 to 2020. In doing so, the study provides a novel perspective on the development of HBTs and offers implications for managers and policymakers.

We collected patent data at the level of patent families (PFs). Our sample includes 317,089 PFs related to hydrogen production and 62,496 PFs to hydrogen storage. We examined PF data to delineate the state of the art and major technical advancements of HBTs.

Our analysis provides evidence of an increasing patenting activity in the area of HBTs, hence suggesting relatively high levels of expectations on the economic potential of these technologies. US and Japan hold the largest proportion of PFs related to HBTs (about 60%), while European applicants hold the highest proportion of highly cited PFs (about 60%). While firms represent the applicant with the highest share of PFs, our analysis reveals that firms holding HBT PFs are primarily from the chemical sector.

While our analysis is limited to examining patent data which capture some aspects of the innovation activity around HBTs (namelly, patented inventions), our study enriches existing literature by performinng a patent analysis on a much larger sample of data when compared to previous studies.

Two main implications emerge from our study. Firstly, there seems to be an urgent need to support the emergence of a dominant design so as to facilitate the consolidation and diffusion of the HBTs, hence the transition to a more sustainable energy production. Secondly, the majority of HBT PFs are held by a small number of countries. This, in turn, suggests opportunities to develop cross-country cooperation (e.g. international agreements, research and technology offices) to support the development and adoption of HBTs globally.

Considering the results obtained in this study, from a social point of view, the attention that organizations have paid to hydrogen related technologies is evident. This suggests that the development HBTs can function as a social enabler for a sustianable energy transition.

Extant research has focused on the individual components of the hydrogen chain. As a result, we lack a comprehensive understanding of the progress made in the area of HBTs. To address this gap, this study examined HBTs by focusing on both production and storage technologies since their initial developments, hence adopting an observation period of about 70 years.

Upon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.

This paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.

Four main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.

Three notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.