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This paper sets out to describe and illustrate an emerging shift in the conceptualisation of value creation in business, namely the emergence of value ecology thinking.

This paper examines shifts in the understanding of value creation in key business, economic and innovation literature and focuses on developments in creative industries at the forefront of technology and innovation – film, TV, computer games, e‐business, mobile phones – to illustrate how business increasingly creates value through ecologies.

This paper identifies five important shifts in the conceptualization of value creation by highlighting a growing prevalence in the literature of several ecological metaphors used to explain business processes, namely: the shift from thinking about consumers to co‐creators of value; the shift from thinking about value chains to value networks; the shift from thinking about product value to network value; the shift from thinking about simple co‐operation or competition to complex co‐opetition; and the shift from thinking about individual firm strategy to strategy in relation to value ecologies.

This paper synthesizes emerging trends in the literature in relation to value creation and defines the concept of a value‐creating ecology. In the process it sheds light on the structure of next generation business systems.

The Cassandra Zone is that time period – and the events that occur within it – from the voicing of the first credible warnings of foreseeable future disaster until society either awakens to the threat and proactively mitigates against it, or chooses to ignore such warnings and subsequently suffers the consequences when the foretold disaster comes to pass. Whether or not that society manages to learn from its own history of disaster and use the power of state to mitigate against foretold future ones is one of the definitive criteria for determining whether, in social theorist Phillip Selznick’s terms, such a society can be deemed to constitute a moral community.

This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students.

This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions.

The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education.

Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society.

Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community.

The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders.

WE live at the present time under a constant bombardment of exhortation from governments, industrial leaders, trade associations and publicists. They regularly stress the hazards of the competitive world around us. Through all the warnings of this chorus of Cassandras runs a uniform theme. It is that unless we increase productivity the economic future of this country is precarious.

WHEN John I. Snyder Jr. flew over from the United States he probably did not relish the Cassandra rôle into which circumstances had forced him. As president of U.S. Industries he gave one of the most depressing addresses of modern times. Since his firm is a large manufacturer of automation machines it was probably natural that he should say: ‘Automation is inevitable. Its use is rapidly increasing. Positive action by the makers of automation machines must be taken now to preserve the human values which could otherwise become cannon fodder of the automation barrage.’

The purpose of this paper is to explore and characterise students’ historical thinking as they attempt to work simultaneously with two second‐order concepts – change and diversity, to examine student difficulties in so doing and to reflect on the value of certain teaching approaches.

The paper is a case study using data gathered from teaching and learning experiences across five history lessons taught to two Year 9 classes.

“Diachronic diversity” may be a useful characterisation of the distinctive student accomplishment of linking change and diversity in discursive historical analysis. An elaboration of shortfall in the form of “proto‐diachronic diversity” helps to establish the boundaries of that achievement and the possible properties that future curricular goals and assessment might privilege.

History teachers may need to find ways of integrating teaching of change and diversity rather than expecting the two to merge naturally after separate analyses. Possible impediments may include difficulties with language and limitations in students’ existing concept of “change”.

“Diachronic diversity” points to a new curricular category for characterising a particular disciplinary property of student thinking and learning in history lessons.

The purpose of this paper is to expand on existing co-creation knowledge in order to accurately conceptualize, operationalize and contextualize the customer brand co-creation behavior concept from a customer perspective.

A quantitative approach is adopted in this study, using structural equation modeling to verify the co-creation of brand value for those customers who co-create.

A new four-dimensional co-creation behavior concept is supported, highlighting the role of development, feedback, advocacy and helping, in the co-creation of brand value. Furthermore, a range of customer-level and brand-level antecedents are empirically verified.

The research takes a customer-centric view of co-creation and in doing so provides new insight into the effect on the co-creator. Additionally, the research offers an improved level of specificity in the co-creation domain by conceptualizing, operationalizing and contextualizing customer co-creation in a comprehensive research study.

The findings offer new insight to brand managers, identifying avenues for increasing customer participation in co-creation programs and critically highlighting that co-creation behavior has positive effects on the co-creator’s perception of brand value.

The customer-centric approach offers an original perspective from which to explore co-creation, demonstrating the positive potential of co-creation in brand management strategies.

The healthcare sector in India is witnessing phenomenal growth, such that by the year 2022, it will be a market worth trillions of INR. Increase in income levels, awareness regarding personal health, the occurrence of lifestyle diseases, better insurance policies, low-cost healthcare services, and the emergence of newer technologies like telemedicine are driving this sector to new heights. Abundant quantities of healthcare data are being accumulated each day, which is difficult to analyze using traditional statistical and analytical tools, calling for the application of Big Data Analytics in the healthcare sector. Through provision of evidence-based decision-making and actions across healthcare networks, Big Data Analytics equips the sector with the ability to analyze a wide variety of data. Big Data Analytics includes both predictive and descriptive analytics. At present, about half of the healthcare organizations have adopted an analytical approach to decision-making, while a quarter of these firms are experienced in its application. This implies the lack of understanding prevalent in healthcare sector toward the value and the managerial, economic, and strategic impact of Big Data Analytics. In this context, this chapter on “Predictive Analytics in Healthcare” discusses sources, areas of application, possible future areas, advantages and limitations of the application of predictive Big Data Analytics in healthcare.

This paper seeks to explore the ways in which discrimination is exercised institutionally. The paper takes as its focus the UK institutional structures of accountancy.

The paper uses a conceptual framework which explores the connections between institutional structures of UK accountancy and the rich experiences of individuals.

The narrative themes clearly illustrate the intersection of gender, ethnicity and identity across the institutional structures. Varying degrees of inclusion and exclusion are visible in the accountancy workplace.

The oral history approach has its inherent limitations and many of the respondents were “snowball” contacts rather than drawn from a large randomly chosen selection.

This paper prioritises individual experience of unfair discrimination. Although research in this area of accountancy is emergent, it argues that the voice of the individual needs to be listened to by the institutions which form UK accountancy in order to facilitate equality and diversity.

The value of this study rests with the illumination of accountancy experiences which otherwise may have been silenced by the institutional structures of accountancy.