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Possessing a strong ethnic identity and ethnic network are described in some epidemiological literature as moderating factors in the relation between perceived discrimination and varying types of substance use in people with a migration background (PMB). The purpose of this paper is to qualitatively explore problem use, discrimination, ethnic identity and social networks in a small purposive sample of users with a Turkish and Eastern European migration background in Ghent, Belgium.

The authors present data retrieved within the framework of a qualitative community-based participatory research study that primarily aims to understand the nature of substance use in PMB. In the secondary analysis, the authors focus on a sub-study examining substance use by people with a Turkish (n=55) and Eastern European (n=62) migration background and explore how individuals perceive discrimination, ethnic identity and (ethnic) social networks in 117 qualitative interviews.

Almost all the respondents in this study reported perceived (inter-)ethnic discrimination. The authors establish that problem users in this study have a complex but albeit weak sense of ethnic identity nor do they have a strong ethnic network. This, in combination with perceived discrimination, is a risk factor for continued problem substance use and may hamper recovery related to problem use.

This article intends to lay the groundwork for future research that should focus more on longitudinally studying the intertwined relation between problem use, discrimination, ethnic identity and especially social instead of solely ethnic networks, their complex nature as well as their relation to recovery processes among persons with a migration background.

Substance use treatment (SUT) among migrants and ethnic minorities is an underresearched domain in European countries, although preliminary studies point out disparities in treatment use and access compared to general populations. This paper aims to identify the main characteristics of and the types of services solicited by non-nationals in Belgium.

This paper compares the types of SUT services used by Belgian and non-national clients. Second, the referral source for Belgian and non-national clients is considered. Third, the study compares the client characteristics of Belgian and non-national clients. This descriptive analysis is based on aggregated data sets in the European treatment demand indicator (TDI) registry including all Belgian treatment episodes between 2012 and 2014.

Non-national clients were more often located in outpatient SUT and were less often referred by general practitioners and hospitals, compared to Belgian clients. Third-country clients appear to have lower socioeconomic statuses (education, employment, housing) than Belgian clients. Non-national youngsters and third-country females appear to be underrepresented in Belgian SUT compared to their presence in the general population. The gender gap is larger among third-country clients than among Belgian clients.

These associations between nationality and solicited services, gender, education, employment, housing and referral document treatment gaps among some non-nationals that require special attention in targeted treatment. In the European context, further research is needed on better monitoring migration background in the European TDI registries.

The overrepresentation of non-nationals in low-threshold opioid substitution treatment services and their underrepresentation in high-threshold residential services requires an in-depth analysis of the core goals of these respective services. Residential services, for instance, should consider how a dominant focus on speech therapy hampers access to treatment for these populations and how access for these populations could be enhanced by modifying or diversifying methods in treatment.

To the best of the authors’ knowledge, this is the first paper that analyses the national indicator in a European TDI data set.

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.

Meta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.

Key findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.

This study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.

For researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.

This case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.

Accelerated by the COVID-19 pandemic, in recent years, face-to-face coaching has largely shifted to online coaching. The authors examined both the side effects of and coaching success in face-to-face, blended and online coaching from both coaches' and clients' perspectives. This paper aims to discuss the aforementioned examination.

The authors conducted two independent studies to examine the differences between the side effects of face-to-face, blended and online coaching. In Study 1 (N = 119), the authors compared the side effects of these formats using a quasi-experimental design and tested differences in perceived coaching success from the coaches' perspective. In Study 2 (N = 104), the authors integrated the client perspective on the side effects of coaching formats into the design and tested the differences.

Coaches in the face-to-face format experienced a significantly lower prevalence of side effects for their clients compared to coaches who engaged in the blended and online coaching formats. From the client perspective, clients experienced the most side effects of the blended coaching format. Neither study showed any differences between the coaching formats in perceived coaching success.

The results provide guidance to practitioners in choosing the most suitable coaching format for themselves. Being aware of side effects in coaching can help both coaches and clients take appropriate measures to mitigate the impact of these effects.

This paper is the first to expand knowledge about side effects in coaching across different coaching formats from both coaches' and clients' perspectives. The findings provide evidence regarding the context in which coaching is currently performed in a post-COVID world, with sustainability remaining a global concern and a key driver for organizations.

Alliances are an important form of cooperation in the contemporary world. Although most of the different alliances have been rigorously studied, one type of alliance has been neglected: a multi-supplier network forcing potential competitors to cooperate. The purpose of this kind of network is to develop and maintain complex technological systems, such as ICT systems for the public sector. The coopetitive nature of the network poses numerous difficulties for productivity. This paper aims to explore how trust-building can mitigate such difficulties.

The data were gathered via 16 semi-structured interviews and analyzed using data-driven content analysis. The respondents were representatives of the private and public sectors in Finland, tasked with building an ICT system for the Finnish Defense Forces in a multi-supplier network.

The paper found that trust-building is influenced by structural and functional factors. For example, roles and responsibilities emerged as an important structural factor, and communication was seen as a crucial functional factor.

The paper identifies factors that have to be managed properly for a multi-supplier network to function effectively and efficiently.

The paper positions the multi-supplier network within the alliance framework. It also contributes to the literature on trust by identifying factors that influence trust-building.

This study aims investigate the effects of electronic human resource management (e-HRM) on communication pace and processing time reduction through the mediation of organizational agility. The study also investigates the moderating role of technological attitude (TA) on the relationship between e-HRM and organizational agility.

The data was collected from 331 information and communication technology (ICT) companies – one respondent from each company working in the Human Resource Management (HRM) department. The data was analyzed through the partial least square structural equational model (PLS-SEM) using WarpPLS7.0 software to test the study’s hypotheses.

We found that e-HRM has positive significant effects on communication pace and processing time reduction through the mediation of organizational agility. Furthermore, TA is found to be positively moderating the relationship between e-HRM and organizational agility.

The study adds significant value to the existing knowledge base on e-HRM by providing empirical insights about the role of e-HRM in optimizing the communication pace and processing time of today’s businesses.

The study also provides invaluable insights to practitioners to replace conventional HR systems with e-HRM to better perform HR functions by optimizing communication pace and processing time in the current fast-paced era.

E-HRM has become an issue of great significance in the contemporary corporate landscape to improve operational efficiency. Despite its widespread adoption in the corporate world, empirical evidence on e-HRM, particularly on its consequences, is still inconclusive.

The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees.

The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation.

The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts.

This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry.

Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes.

A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work.

The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.

The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers.

This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided.

Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world.

Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.