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The purpose of this paper is to examine the effects of physical environment design (PED) and its antecedents on consumers’ emotional well-being (EWB). Drawing on place identity and emotional theories, the study aims to provide a new perspective to retail store experiences.

A survey of 800 respondents was conducted in London, out of which 764 responses were constructively used. The data was collected from international retail outlets, and structural equation modelling was used to analyse the data.

The empirical results show that PED has a positive effect on consumers’ EWB. Among the antecedents, visual identity does not have any significant effect on PED and EWB. In contrast, communication had a significant effect on PED but did not have any effect on EWB, and further, cultural heritage had a positive effect on both PED and EWB. Further, moderator analysis identifies the boundary conditions under which specific theories hold.

The value of this paper lies in its potential to be used for creating the perfect design planning in retail stores. Significant implications for managers and researchers are highlighted.

This paper presents an innovative approach to develop the principles of retail store’s PED to support the EWB of consumers.

In an era where health professionals are increasingly demanding, and communicative skills are one of the keys to improve the relationship with the patient. The communicative competencies of assertiveness, clarity in verbal and non-verbal language, and positivity, based on the positive construction of the patient’s health path, improve the therapeutic relationship, as well as the relationship between professionals in the world of health complexity. The ACP Model is validated with extensive application by hundreds of professionals in Portugal who use it daily. Active learning is one of the most effective means of raising awareness and involving the professionals who are learning and implementing the ACP Model.

This chapter reflectively explores the idea of doing art-based research (ABR) through poetic methods for studying the experience of learning in higher education. Taking some literature on faculty development to exemplify different ways of experiencing learning, this chapter serves as a counterpoint to researching experiences of learning from a phenomenological approach. The fundamental reasoning for this is that the basic epistemological assumptions in phenomenology would limit our understanding of experiences of learning and thus, other methodological options would be worth exploring. To that end, this chapter elaborates on the relationship between knowledge production, speech and experience, all circling around the notions of research method and construction. Here, the aim is to reflect upon an understanding of research that is aligned with a dialogical and relational conceptualization of the experience of learning. Finally, an argument will be outlined that suggests conducting research as an experience. Taking from Dewey, Kvale, Law, Scheurich, Talmy and others, this exploration will present the idea of studying the experiences of learning by way of producing/devising experiences through arts. With the notion of art as experience from Dewey, the argument goes to ABR in a general sense, and poetry in particular, as a sound and coherent alternative way of researching learning as an experience. Thus, this chapter explores the possible theoretical-methodological contributions of thinking about and doing research understood as an experience through art.

This paper aims to explore the pathways of carbon transfer in 200 US corporations along with the motivations that drive such transfers. The particular focus is on each firm’s embeddedness in the global value chain (GVC) and the influence of environmental law, operational costs and corporate social responsibility (CSR). The insights gleaned bridge a gap in the literature surrounding GVCs and corporate carbon transfer.

The methodology comprised a two-step research approach. First, the authors used a two-sided fixed regression to analyse the relationship between each firm’s embeddedness in the GVC and its carbon transfers. The sample consisted of 217 US firms. Next, the authors examined the influence of environmental law, operational costs and CSR on carbon transfers using a quantitative comparison analysis. These results were interpreted through the theoretical frameworks of the GVC and legitimacy theory.

The empirical results indicate positive relationships between carbon transfers and GVC embeddedness in terms of both a firm’s position and its degree. From the quantitative comparison, the authors find that the pressure of environmental law and operational costs motivate these transfers through the value chain. Furthermore, CSR does not help to mitigate transfers.

The findings offer insights for policymakers, industry and academia to understand that, with globalised production and greater value creation, transferring carbon to different parts of the GVC – largely to developing countries – will only become more common. The underdeveloped nature of environmental technology in these countries means that global emissions will likely rise instead of fall, further exacerbating global warming. Transferring carbon is not conducive to a sustainable global economy. Hence, firms should be closely regulated and given economic incentives to reduce emissions, not simply shunt them off to the developing world.

Carbon transfer is a major obstacle to effectively reducing carbon emissions. The responsibilities of carbon transfer via GVCs are difficult to define despite firms being a major consideration in such transfers. Understanding how and why corporations engage in carbon transfers can facilitate global cooperation among communities. This knowledge could pave the way to establishing a global carbon transfer monitoring network aimed at preventing corporate carbon transfer and, instead, encouraging emissions reduction.

This study extends the literature by investigating carbon transfers and the GVC at the firm level. The authors used two-step research approach including panel data and quantitative comparison analysis to address this important question. The authors are the primary study to explore the motivation and pathways by which firms transfer carbon through the GVC.

The dynamism of competition in international markets requires managers to react accordingly and ensure the firm's survival and competitiveness. This study examines the impact of cognitive styles and dynamic managerial capabilities (DMC) on a firm's international performance and the mediating role of these capabilities in the relationship between cognitive styles and international performance.

This study adopts a quantitative cross-sectional research design, employing a sample of 306 firm owner-managers from exporting companies in Kosovo.

The findings suggest that managers' cognitive styles positively influence firm international performance, including their impact on DMC. Results also indicate that only managerial cognition mediates cognitive styles' effects on a firm's international performance, compared to managers' social capital.

In this study, the authors contribute to the literature by integrating cognitive styles with DMC in a transition country. Moreover, the authors demonstrate that DMC mediate the impact of cognitive styles on the firm international performance.

This study investigates the impact of entrepreneurial orientation (EO) and knowledge management (KM) on firm performance (PERF), as well as the mediating role of KM in the EO–PERF (EO-PERF relationship). In particular, this study aims to explain the impact of KM on the relationship between the EO dimensions and PERF; dimensions are risk-taking (RT), innovativeness (IN) and proactiveness (PR).

This study uses structural equation modelling and fuzzy-set qualitative comparative analysis (fsQCA) methodologies to explore target relationships. The sample consists of 150 small furniture manufacturers operating in Poland (out of 1,480 in the population).

The study findings show that KM partially mediates the IN–PERF relationship. Furthermore, fsQCA reveals that KM accompanied by IN is a core condition that leads to PERF. Moreover, the absence of KM (accompanied by the absence of RT and IN) leads to the absence of PERF. In addition, the results show that all the variables examined (RT, IN, PR and KM) positively impact PERF.

This study explores the role of KM in the context of EO and its impact on PERF in the low-tech industry. The study uses simultaneously two methodologies that represent different approaches in the search for the expected relationships. The findings reveal that KM mediates the EO-PERF relationship.

This paper aims to provide SIF calculation method for engineering application.

In this paper, the stress intensity factors (SIFs) calculation method is applied to the anisotropic Ni-based single crystal film cooling holes (FCHs) structure.

Based on contour integral, the anisotropic SIFs analysis finite element method (FEM) in Ni-based single crystal is proposed. The applicability and mesh independence of the method is assessed by comparing the calculated SIFs using mode of plate with an edge crack. Anisotropic SIFs can be calculated with excellent accuracy using the finite element contour integral approach. Then, the effect of crystal orientation and FCHs interference on the anisotropic SIFs is clarified. The SIFs of FCH edge crack in the [011] orientated Ni-based single crystal increases faster than the other two orientations. And the SIF of horizontal interference FCHs edge crack is also larger than that of the inclined interference one.

The SIFs of the FCH edge crack in the turbine air-cooled blade are innovatively computed using the sub-model method. Both the Mode I and II SIFs of FCHs edge crack in blade increase with crack growing.

Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.

A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.

Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.

This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.

This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.

In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.

This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.

The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.

The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.

This study stands out as it explores an underexamined area while providing novel educational insights.

The purpose of this paper is to apply the concept of equivalent initial flaw size (EIFS) to the anisotropic nickel-based single crystal (SX) material, and to predict the fatigue life on this basis. The crack propagation law of SX material at different temperatures and the weak correlation of EIFS values verification under different loading conditions are also investigated.

A three-parameter time to crack initial (TTCI) method with multiple reference crack lengths under different loading conditions is established, which include the TTCI backstepping method and EIFS fitting method. Subsequently, the optimized EIFS distribution is obtained based on the random crack propagation rate and maximum likelihood estimation of median fatigue life. Then, an effective driving force based on anisotropic and mixed crack propagation mode is proposed to describe the crack propagation rate in the small crack stage. Finally, the fatigue life of three different temperature ESE(T) standard specimens is predicted based on the EIFS values under different survival rates.

The optimized EIFS distribution based on EIFS fitting - maximum likelihood estimation (MLE) method has the highest accuracy in predicting the total fatigue life, with the range of EIFS values being about [0.0028, 0.0875] (mm), and the mean value of EIFS being 0.0506 mm. The error between the predicted fatigue life based on the crack propagation rate and EIFS distribution for survival rates ranges from 5% to 95% and the experimental life is within two times dispersion band.

This paper systematically proposes a new anisotropic material EIFS prediction method, establishing a framework for predicting the fatigue life of SX material at different temperatures using fracture mechanics to avoid inaccurate anisotropic constitutive models and fatigue damage accumulation theory.