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The purpose of this paper is to recommend behavioral targets for future interventions to reduce greenhouse gas emissions at college campuses and to advise interventionists on how to choose between many potential behavioral targets.

The authors used the community-based social marketing (CBSM) methodology over two studies. In Study 1, the authors assessed adoption rates (i.e. penetration) and likelihood of adoption (i.e. probability) for 16 potential behavioral targets. In Study 2, the authors used quantitative and qualitative methods to assess the barriers and benefits of engagement in five of the top-performing behaviors from Study 1.

The findings suggest that an intervention to promote purchasing green energy credits (GECs) has a high potential to reduce emissions. Purchasing GECs has a small penetration (<7%) and a large impact (1,405 kgCO₂e/person/year). Compared to the other four behaviors the authors examined in Study 2, purchasing GECs is also more convenient and requires very little time. Thus, the behavior should be appealing to many individuals interested in reducing emissions or protecting the environment.

The authors performed a holistic evaluation of potential behavioral targets that included a barrier and benefit analysis, in addition to the traditional CBSM method of combining impact, probability and penetration.

The ever-changing landscape of healthcare policy has impacted significantly on the development of nursing roles (Lloyd–Rees, 2016), and consequently seen the growth and transformation of existing professions and introduction of new healthcare roles. While the Emergency Nurse Practitioner (ENP) role is now well established within urgent care settings, it has evolved in an adhoc manner, responding to service demand. This has resulted in varying levels of job satisfaction and inconsistency in titles, uniform and scope of practice.

Using photographs or images to describe their perceptions of the role, experience and perceived professional identity, participants reported moving away from their traditional nursing practice into something different that bought new challenges and often conflict. Applying Bhabha's (1994) concept of the ‘third space’ to our findings suggests that ENPs have adopted a hybrid role that is operating within a ‘third (or hybrid) space’, where new identity is formed. Our participants' uncertainty around this (and that of others) could negatively impact the development of professional identity during transition into this new role.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.

There is a knowledge gap regarding the determinants of open innovation processes and outcomes in a joint value creation context, as well as what role artificial intelligence (AI) and data management play in facilitating open innovation processes. One strategy to better understand joint value creation through open innovation, supported by AI and data management, is to conduct studies on the digital business ecosystem (DBE). The purpose of this paper is to improve our current knowledge of this urgent issue in contemporary management through the lens of an ecosystem-based theory by conducting an empirical study on two DBEs (called ecosystem micro-communities (EMCs)), developed by Haier, as well as multiple literature reviews on the key concepts “Haier EMC” and “digital business ecosystem”.

By building on multiple literature reviews and empirical data from a multi-year and ongoing research program driven by Haier, this study examines Haier’s EMC model for AI-driven DBEs. Secondary data were collected through iterative literature reviews on DBEs, the EMC concept and the two selected EMC cases. The empirical data were collected through a qualitative study of two Haier EMCs in China.

Haier's ecosystem micro-community concept represents a radical shift towards a more flexible, responsive and innovative cross-industry organizational structure, offering valuable lessons for business leaders and scholars. Haier’s ecosystem micro-community model, part of their RenDanHeYi philosophy and here viewed as a DBE, is a pioneering management concept that not only redefines the management of the firm and the traditional corporate structure, but also the traditional view on innovation management, business strategy, human resource management and marketing (customer centricity). The concept has therefore an important and big impact on traditional management. For scholars, the gap in understanding innovation processes in open business ecosystems is addressed by the concept. However, the concept also opens new areas for academic research, particularly in innovation management, business strategy, human resource management and marketing. The concepts further encourage more interdisciplinary research.

The DBE is a relatively new research area that will need more research. While the EMC model is promising as an effective version of a DBE, its effectiveness across different industries and organizational cultures needs to be explored further. Future research should investigate its applicability and impact in diverse business environments. To understand the EMC’s long-term impact, longitudinal studies are needed. These should focus on the sustained competitive advantages, potential market disruptions and the evolution of customer value propositions over time. Finally, considering increasing concerns about data privacy and security, future research should also explore how DBEs solve the issue of data protection and IP while promoting open innovation and value sharing.

For managers and practitioners, the EMC concept could inspire leaders to learn how to foster innovation by creating smaller, autonomous teams that can respond quickly to market changes in the form of a DBE. The concepts exemplify how value creation and capture could be enhanced for any company and even could be a new strategy in the company’s digital transformation and repositioning into a more competitive, high-end player on the market. The concept also emphasizes employee empowerment and ownership, which can lead to higher job satisfaction and retention rates. The concept can further improve companies’ adaptability and resilience by decentralizing decision-making. Finally, the micro-communities allow businesses to be more customer-centric, developing products and services that better meet specific customer needs.

The social implications could be positive, as complex social problems commonly need an ecosystem approach to develop and deliver impactful solutions. In addition, Haier’s ecosystem micro-community model seems inherently scalable and culturally adaptable.

Haier’s EMC model is well-known in the research literature and is a novel approach to DBEs, which has been proven successful and replicable in different countries and industries. Providing insights from multiple literature reviews and two unique Haier EMC cases will contribute to a better understanding of highly effective data- and AI-driven business ecosystems, as well as of determinants of open innovation processes and outcomes in a joint value creation context, as well as what role AI and data management play in facilitating open innovation processes.

This exploratory study aims to integrate both quantitative and qualitative methods to examine the influence of contemporary university dining attributes and practices on student patronage.

First, a review of the extant literature on-campus dining in universities was conducted. Second, innovative practices of on-campus dining facilities of a large public university were identified. Finally, student perceptions of those practices were examined using a mixed method approach.

The review of literature uncovered 49 articles across 35 years on key topics such as food waste, healthy eating, and service evaluation. From site tours and interviews with related personnel, 40 innovative on-campus dining practices were identified.

Importance ratings revealed cleanliness of the environment, fresh fruit and vegetables, and digitally enabled ordering, as the top three highest rated practices. Factor analysis unveiled six factors that students find important: food diversity, good standards, innovativeness, quick options, menu variety, and fish and seafood. The thematic analysis further revealed four overarching themes (convenience, familiarity, food offerings, and value) and 13 subthemes which complemented the quantitative results.

In addition to shedding post-pandemic light on students’ dining needs, it highlights the paucity of theory used to support extant studies and suggests a novel theoretical underpinning.

The importance of smart tourism technologies (STTs) has been rising recently, but how STTs are related to tourists' psychological well-being has got little attention. The study intends to show how STTs increase tourists' psychological well-being by capitalizing on the theory of Tourism 4.0. The study investigates the associations between the factors of STTs with the perceived benefit and, subsequently, perceived benefit with the psychological well-being of tourists. Moreover, this study also examines the moderating impact of a growth mindset (GM) between perceived benefits (PB) and tourists' psychological well-being (TPW) in the tourism industry.

Using a structured questionnaire, 243 responses were collected through the convenience sampling method. Partial least square structural equation modeling (PLS-SEM) was used for the analysis.

Findings show that automation, security/privacy concerns, information accuracy, and personalization are significantly related to the PB of tourists. The results also confirm that a GM moderates the relationship between PB and TPW.

The results show the social and managerial importance of the perspective of tourism in developing countries. Based on the tourism 4.0 concept, this study presents a theoretical contribution by expanding practical information regarding the link between STTs and psychological well-being. Moreover, the study shows some directions to the tour operator about improving PB and psychological well-being. The notion of tourism 4.0 is a new paradigm that seeks to unlock the psychological well-being of visitors through the hyper-interconnectedness of humans and technologies.

This study contributes to prior research on technology-based tourism by exploring the uncharted STT variables, PB, GM and psychological well-being. Moreover, the study makes an empirical effort to conceptualize the tourism 4.0 concept on the proposed relationships. Tourist firms should focus on implementing this theory to develop their business.

Smartphone apps collect users' personal information, which triggers privacy concerns for app users. Consequently, app users restrict apps from accessing their personal information. This may impact the effectiveness of in-app advertising. However, research has not yet demonstrated what factors impact app users' decisions to use apps with restricted permissions. This study is aimed to bridge this gap.

Using a quantitative research method, the authors collected the data from 384 app users via a structured questionnaire. The data were analysed using AMOS and fuzzy-set qualitative comparative analysis (fsQCA).

The findings suggest privacy concerns and risks have a significant positive effect on app usage with restricted permissions, whilst reputation, trust and perceived benefits have significant negative impact on it. Some app-related factors, such as the number of apps installed and type of apps, also impact app usage with restricted permissions.

Based on the findings, the authors provided several implications for app stores, app developers and app marketers.

This study examines the factors that influence smartphone users' decisions to use apps with restricted permission requests. By doing this, the authors' study contributes to the consumer behaviour literature in the context of smartphone app usage. Also, by explaining the underlying mechanisms through which the principles of communication privacy management theory operate in smartphone app context, the authors' research contributes to the communication privacy management theory.

This introduction aims to set the context for the subsequent chapters that problematize various aspects of social justice, equity, and inclusion through particular lenses, and/or methodologies. This is done by presenting the ‘problem’ of social justice and equity in education, while simultaneously making links with the Sustainable Development Goals (SDGs). The term ‘social justice’ is appearing in numerous public texts and discourses within the education field, thus becoming a key concept in current education policy and practice. Moreover, the concept of social justice is crucial to theorizing about education and schooling, consequently being considered by politicians, policymakers, and practitioners in their thinking about the nature of education and the purpose of schools. Regrettably, education practitioners, researchers, and policymakers often utilize this umbrella term (social justice) while leaving out salient details about its social, cultural, economic, and political bearing. Notwithstanding the unanimous agreement on the desirability of social justice as an educational goal, this is complemented by a parallel contestation over its actual meaning and application in relation to schooling, that is, in relation to the formulation of policy and how it is to be included in practice. This chapter seeks to unravel the conceptual confusion around the terms social justice, equity, and inclusion in relation to schooling and education, through an exploration of the existing literature in the field.

The purpose of this study is to explore and identify the privacy concerns of smartphone app users pertinent to app usage.

Adopting a qualitative phenomenological approach, the authors conducted semi-structured interviews with app users to explore the app users' privacy concerns.

Credibility concerns, unauthorised secondary use and vulnerability concerns are the three major privacy concerns of app users, under which these concerns have sub-concerns, i.e. popularity, privacy policy, stalking, data sharing, hacking and personal harm.

The findings are useful to app marketers, app developers and app stores. App marketers, app developers and app stores can use the findings to understand and properly address app users' privacy concerns, thereby increasing the apps usage.

By exploring the privacy concerns of app users, the authors' study extends the literature and provides a theoretical development of individuals' privacy concerns in the context of a widely used technology, i.e. smartphone applications. Accordingly, this study contributes to the consumer privacy literature.

The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.

An integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.

The search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.

The review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.