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The purpose of this paper is to describe an innovative approach to overcoming a common dilemma in designing negotiation simulations – that of situating a simulation in a real-life or fictitious context. This binary choice, which the authors call the negotiation designer’s dilemma, has profound implications for the types of learning activities and outcomes that can be integrated into the overall learning experience. As a way of overcoming the trade-offs inherent in this dilemma, the authors developed what they term hybrid simulations, which blend elements of fact and fiction in its contextual design in a particular way.

The authors were part of a negotiation simulation design team that used Design Thinking to understand the negotiation designer’s dilemma and to prototype and test a corresponding solution.

This paper demonstrates the benefits, potential applications and the how-to of hybrid simulations within the context of two such simulations the authors have designed at two different Swiss business schools. This paper concludes by discussing the potential and limitations for the application of hybrid simulations, as well as areas of potential further development.

The concept of a hybrid negotiation is a novel design trick that can be used in a variety of negotiation simulation contexts.

Liquidity is a primary concern for businesses. The purpose of this study is to understand the impact of the collaborative liquidity management within the supply chain. Larger firms prescribe favorable trade terms in the transactions and do not engage in value chain vision sharing with their smaller counterparts. Smaller firms encounter challenges with liquidity and often face the risk of bankruptcy. Such practice can threaten the entire supply chain. Instead, collaborative liquidity management can offer a win–win scenario to both parties. In that case, what are the benefits of implementing a collaborative liquidity management approach across the value chain, and what is the reward?

The authors selected key liquidity metrics that matter most to the organizations from a cohort of 307 firms from the Indian automobile industry for 10 years (2012–2021). The authors classified the businesses into five distinct revenue-based categories. They emphasized the importance of expanded supply chain finance adoption and demonstrated how collaborative liquidity management strategies boosted return on assets.

The research confirms the tangible benefits of greater adoption of supply chain finance in realizing supply chain members’ shared vision. The authors challenged the age-old practice of power-based relationships in the supply chain. They recommended a win–win scenario through practical cooperation and increased adoption of SCF by value chain members.

Existing research predominantly focuses on dyadic relationships and is restricted to Europe and China. According to the authors, no comprehensive investigation has been conducted in India. This application of simulation techniques to improve the liquidity performance of companies in developing economies is innovative.

In the realm of construction education, the investigation of immersive learning and extended reality (XR) technologies has experienced a surge in recent times. Nevertheless, there remains a notable lack of comprehension surrounding the most efficient ways to integrate these technologies into tailored teaching approaches for vocational construction training. This research study aims to pinpoint the key factors that construction vocational education and training (VET) providers must consider when introducing XR technologies into their training schemes.

This study conducted an in-depth literature review to develop an initial framework to summarise training, technology and institutional factors influencing the educational-technology integration of XR technologies in VET. In addition, this study utilised a Delphi technique, including semi-structured group discussions and two rounds of online follow-up questionnaires, to capture VET experts’ judgements on the importance of decision-making criteria.

This study has identified the critical factors to be considered in the VET sector when adopting XR technologies. Findings revealed institutional factors were the most important criteria for participants, followed by training and technology factors.

The current decision-making process focuses on selecting XR technologies rather than evaluating their performance after implementation. Therefore, more research is needed to monitor the implementation of this technology in curricula from a senior management perspective. This will help to understand the cost and value factors related to the value proposition of XR technologies in courses.

To ensure the success and long-term viability of the technology-curriculum interface, it is important to consider factors such as the availability of technical and educational support, data security and cost-effectiveness. It is also crucial to focus on ease of use and content development that emphasises instruction to create engaging content for learners.

The potential impact of this study is underpinned by two facts: (1) it constitutes the first effort made in the field to comprehensively elicit VET expert judgements in relation to XR technologies, and (2) it offers decision-making criteria that are at play in seeking to take advantage of high-cost technologies that are rapidly evolving. While there is no simple checklist for XR implementation, this study takes a step further to identify significant factors influencing XR integration in vocational construction training.

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.

This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.

The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.

The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.

The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.

This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.

The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.

Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

The aim of this study is to report and reflect on the development of a tailored executive education programme rooted in state-of-the-art research and focused on enhancing and embedding project leadership competences in a multi-national project-based organisation.

Through a detailed description of an example of a leadership development programme, the paper reflects on the learning journey. Drawing on research in management education, leadership and project management competence development, the authors present the rationale, design, delivery and participant and organisational experiences.

Reflections on the learning journey identify five key points: a) the fundamental role of a programme champion, b) the importance of balancing rigour and relevance in executive education programme design, c) the importance of attending to the milieu of the clientele in terms of culture, demands and where they are in terms of their learning journey, d) the significant role that reflection can play in personal development and e) the competences necessary for project leadership.

This paper reflects on a single programme for a single organisation and is therefore at risk of being idiosyncratic and not generalisable. This is indeed a limitation. However, the authors are all experienced in delivering executive education – and therefore can use those experiences to view the reflections. Many of the considerations noted here resonate with other programmes (both in support and through experience of omission having detrimental effects).

The paper provides new insights into developing enduring and effective leadership competences in complex project management, i.e. one that has a lasting impact on the organisation and is recognised to provide benefits. The reflections on how the authors charted a course and embarked on a journey are deemed of relevance to academics and industry.

The paper provides, for both industry practitioners and academics, new insights into effective leadership development in complex project management, one that has a lasting impact on the individual and the organisation and is recognised to provide benefits.

The occupational health risk associated with the production of prefabricated concrete components is often overlooked. This paper will use a damage assessment and cyclic mitigation (DACM) model to provide individualized exposure risk assessment and corresponding mitigation management measures for workers who are being exposed.

The DACM model is proposed based on the concept of life cycle assessment (LCA). The model uses Monte-Carlo simulation for uncertainty risk assessment, followed by quantitative damage assessment using disability-adjusted life year (DALY). Lastly, sensitivity analysis is used to identify the parameters with the greatest impact on health risks.

The results show that the dust concentration is centered around the mean, and the fitting results are close to normal distribution, so the mean value can be used to carry out the calculation of risk. However, calculations using the DACM model revealed that there are still some work areas at risk. DALY damage is most severe in concrete production area. Meanwhile, the inhalation rate (IR), exposure duration (ED), exposure frequency (EF) and average exposure time (AT) showed greater impacts based on the sensitivity analysis.

Based on the comparison, the DACM model can determine that the potential occupational health risk of prefabricated concrete component (PC) factory and the risk is less than that of on-site construction. It synthesizes field research and simulation to form the entire assessment process into a case-base system with the depth of the cycle, which allows the model to be continuously adjusted to reduce the occupational health damage caused by production pollution exposure.

This study attempts to discover effective strategies for mobile commerce applications (apps) to grow their consumer base by releasing app strategic updates. Drawing on the landscape search model from strategy research, this study conceptualizes mobile app update strategy as three interdependent decisions, i.e. what business elements are changed in an app strategic update, how substantial the changes are and when strategic updates are released relative to the competitive environment.

Using a field data set of 1,500 strategic updates of seven rival apps in the mobile travel market, this study integrated fuzzy set qualitative comparative analysis (fsQCA) with econometric analysis to analyze how app strategic update decisions interdependently influence app performance.

This study identified three effective and one ineffective mobile app update strategies from the mixed-method analysis, which verified the complex interdependency of app strategic update decisions. A general takeaway from these strategies is that a complex strategy problem on the mobile platform must be solved with respect to the constraints and capabilities of mobile technology.

This study moves beyond a linear view of the relationship between app update frequency and app performance and provides a holistic view of how and why app strategic update decisions mutually influence one another in their impact on app performance. This work makes contributions by identifying interdependency as a conceptual bridge between strategy and mobile app literature and developing an empirically testable version of the landscape search model.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.