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Although there has been a surge in the adoption of building information modelling (BIM) in the construction industry, the small and medium-sized enterprises (SMEs) are still struggling and perceive its adoption as risky. The SMEs in developing economies are especially on the disadvantaged side of the digital divide. Extant studies have focused on large firms and there are scanty studies on the influence of the external environments on BIM adoption in SMEs. Thus, this study espouses institutional theory (INT) to examine the influence of coercive, mimetic, and normative pressures on BIM awareness and adoption in SMEs.

A quantitative approach was employed, and data were collected from the Nigerian construction SMEs via an empirical questionnaire survey using a sequential stratified and convenient sampling method. Hypothesized relationships between the coercive, mimetic, and normative pressure and BIM in SMEs were empirically tested using the partial least squares structural equation modelling (PLS-SEM) technique and the model was validated with the “PLSpredict” procedure.

The results revealed that coercive and mimetic pressures significantly influence BIM adoption in SMEs while normative pressures have the strongest influence on BIM in SMEs. Also, BIM awareness is an important predictor of BIM adoption. The findings also shed light on the influence of firmographics on BIM awareness and adoption in Nigerian SMEs.

The study empirically validates the applicability of INT and highlights that BIM adoption is not only influenced by internal responses to the need for efficiency but also by external pressures. It implies a clear need for intentional isomorphic pressures in driving BIM adoption in SMEs. The study employs the INT to explain a phenomenon that has not been theoretically explored in the context of SMEs in developing economies. Lastly, the study provided valuable insights into driving BIM adoption, together with the effective practical implications for implementation and potential research areas for further studies.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

This paper aims to explore factors influencing Vietnamese people’s susceptibility to fraud through cryptocurrency Ponzi schemes.

This study uses the gullibility theory, the theory of planned behavior theory, the traditional theory of finance and the theory of financial behavior, to develop a questionnaire which is then sent to respondents who are Vietnamese individuals. Subsequently, the partial least squares structural equation modeling approach (PLS-SEM) is used to analyze 370 collected responses.

This research shows the important roles that trust, risk appetite and knowledge of Ponzi play in respect of fraud susceptibility, among which trust has the highest positive impact. Moreover, there is no evidence of relationships between Vietnamese people’s susceptibility to fraud via cryptocurrency Ponzi schemes and attitudes toward investment scams, knowledge of investment or knowledge of Ponzi schemes.

This paper collects only 370 valid responses, which raises some questions regarding the diversity and representativeness of the survey sample.

This study provides evidence on factors affecting Vietnamese people’s fraud susceptibility to cryptocurrency Ponzi schemes, which helps both authorities and individuals to be vigilant against investment scams.

This research proposes several recommendations to prevent investment scams in cryptocurrency trading, from the perspective of state regulators and individuals.

This working paper provides a new approach using PLS-SEM to build a theoretical framework for the possibility of becoming victims of investment scams in Vietnam using a combination of different theories from criminology and finance.

Employee recognition systems are ubiquitous in organizations (WorldatWork, 2019) and have positive effects on work outcomes (e.g. Stajkovic and Luthans, 2001). However, psychologically meaningful recognition relies on the recognition giver being motivated to observe and recognize coworkers. Crises such as the COVID-19 pandemic may impact recognition giving in varying ways, yet little research considers this possibility.

This longitudinal field study examined the impact of the COVID-19 crisis on recognition and acknowledgment giving among frontline and nonfrontline healthcare workers at daily and aggregated levels. We tested the relationships between publicly available daily indicators of COVID-19 and objectively measured daily recognition and acknowledgment giving within a web-based platform.

We found that the amount of daily recognition giving was no different during the crisis compared to the year before, but fewer employees gave recognition, and significantly more recognition was given on days when COVID-19 indicators were relatively high. In contrast, the amount of acknowledgment giving was significantly lower in frontline staff and significantly higher in nonfrontline staff during the pandemic than before, but on a daily-level, acknowledgment was unrelated to COVID-19 indicators.

Our results suggest that organizational crises may at once inhibit and stimulate employee recognition and acknowledgment.

Our research is the first to empirically demonstrate that situational factors associated with a crisis can impact recognition giving behavior, and they do so in ways consistent with ostensibly contradictory theories.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

The changing environment and competitive market forces have brought many changes in the business sector that have put organisations under immense pressure. The use of psychometric assessments and behavioural profiling help organisations to determine individuals' abilities, aptitudes, personality traits, values and factors which intrinsically motivate them and assist in bringing the right people on board who fit well within the organisational culture and can contribute towards the performance goals. Although behavioural profiling and psychometric assessments are accepted worldwide, however, developing countries particularly the public sector still relies on conventional recruitment methods and the adaptation of contemporary behavioural profiling and psychometric assessments is a challenge. Therefore, this chapter evaluates how the adaptation of behavioural profiling and psychometric assessments in the civil service exams in developing countries can improve the selection process and ultimately can help to improve the quality of public services, capacity building and achieving sustainability goals.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.