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This study aims to examine the impact of social media (SM) on the interactivity among teachers, among students and between students and teachers for sustainable academic performance and for achieving sustainable development (SD) in higher educational institutes. This study also investigates the moderating impact of knowledge creators (KNC) and knowledge seekers (KNS) on the collaborative learning environment using SM.

With the help of Vroom’s expectancy motivation theory (1964), collaborative learning theory and other theories, a theoretical model has been developed. This theoretical model has been tested using the structural equation modeling technique with 375 participants taken from different educational institutes. The respondent-–participants were both teachers and students.

The study found that SM plays a significant role in achieving SD al goals and enhances collaborative learning activities among teachers and students to improve academic performance to achieve SD in higher educational institutes. Also, the study highlighted that both “knowledge creators” and “knowledge seekers” have effective moderating impact on the linkage between “intention to use SM for knowledge sharing” and “collaborative learning using social media” to achieve SD al goals.

With the inputs from expectancy-instrumentality-valance theory and collaborative learning theory and existing literature, a theoretical model has been developed conceptually. Later, the model was successfully validated with an overall high explanatory power (72%) of this model. As the sample of the study do not represent a global representation of the population, thus the findings cannot be generalizable.

This study has provided valuable inputs to the SD practitioners and educational policymakers to formulate appropriate policies that enable SD al activities in higher educational institutes. This study also provides food for thought to the policymakers about the role of KNC and KNS toward the collaborative learning environment in achieving SD al goals in higher educational institutes.

The theoretical model developed in this study is unique. This study shows how both “knowledge creator” and “knowledge seeker” play a significant role toward collaborative learning and helps to achieve SD in higher learning institutes and improves their performance. The overall predictive power of the model is 72%, which also shows the effectiveness and uniqueness of the proposed model.

The author aims to develop an employee competency framework for a volatility, uncertainty, complexity and ambiguity (VUCA) environment and propose learning and development (L&D) interventions for organisations and employees to develop competencies for thriving in a VUCA environment.

The framework synthesis method was used to determine employee competencies that are essential in a VUCA world.

The author identified 10 competencies that are essential for employee development in a VUCA world. The author categorised these employee competencies as cognitive (cognitive flexibility, agility mindset and personal ambidexterity), cross-cultural (cross-cultural intelligence and cross-cultural collaboration), analytical (creativity and complex problem solving) and personal effectiveness competencies (personal resilience, continuous learning and adaptive mindset).

The proposed competencies could be used for the personal development of employees and organisations. The VUCA competency framework developed in this study includes behavioural dimensions for each competency, which could be used in self-assessment, recruitment and selection and talent and performance management. Furthermore, the author proposes L&D interventions required for developing these competencies. Overall, this study contributes to human resources (HR) development in the VUCA era by proposing the development of specific individual competencies as necessary conditions for survival and growth.

VUCA competencies empower employees to not only survive but also thrive in an unpredictable and rapidly changing world. By incorporating these competencies in L&D interventions, organisations can help employees develop the necessary competencies to thrive in a VUCA environment, thus contributing to their personal and organisational success.

Successful digital transformation requires a change in organisational structures, processes, capabilities and competencies. Digital transformation research is more influenced by the technology adaptation model and hence focuses on people's attitudes, behaviour and abilities. Recently, employee agility has attracted attention in the context of technology adoption and Industry 4.0. The current research explores the relationship between employee agility and digital technology adoption in the context of digital transformation by adopting the systematic literature review method.

Following the attitude–ability-behaviour–outcome framework, the research explored the specific agile ability, attitude and behaviour characteristics useful for digital transformation. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework consisting of (1) initiation, (2) screening, (3) evaluation and (4) confirming inclusion (Ambika et al., 2023), the study identified 19 papers from SCOPUS indexed journals.

The study result found that agile attitude characteristics such as collaborative mindset, computer self-efficacy, ambiguity aversiveness, etc. are influencing the digital transformation process. Agile abilities like basic computer knowledge, previous technical experience, cognitive abilities, innovation capability, digital competence training and supporting proper knowledge management practices also influence digital transformation. Finally, agile behaviour such as relationship building, knowledge-sharing behaviour, promoting values of learning, risk-taking and experimenting, rewarding innovativeness and customer-centric innovation and displaying adaptability, resilience and commitment to change, etc. are found to drive digital transformation.

Research on workforce agility and digital transformation is scarce. The current study contributes to benchmarking research by exploring specific agile attitudes, abilities and behaviour characteristics relevant to digital transformation, especially in the era of Industry 4.0.

This study aims to explore the use of knowledge sharing (KS) in delivering open social innovation (OSI) solutions for sustainable development in the context of economically marginalized, rural societies in India.

The study is guided by an exploratory, qualitative approach using an embedded case study design with four social enterprises. The study approaches the use of KS in three stages of OSI: (1) the stages of ideating and prototyping, (2) the initial stages of experimenting and business development and (3) the more current and future-oriented stages of organizations’ strategies for expanding market opportunities for maximizing impact.

The first stage used KS for collaborative efforts among diverse stakeholders to recognize the needs of marginalized people and ideate suitable ecological solutions. The social enterprises acted as orchestrators in this stage. The second stage involved a more dynamic role of KS in the refinement of social enterprises’ market offerings, generating additional innovations and value propositions, which diversified the scope of the social enterprises. This was facilitated by enterprises’ ability to be open systems, which change and evolve through OSI processes and KS. In the third stage, social enterprises’ use of KS was shifted towards future business development by expanding market opportunities with solutions that tackle complex societal and ecological problems, thereby contributing to sustainable development goals.

The present study contributes to studies on OSI, focusing on sustainable development and the role played by social enterprises operating in rural, economically marginalized areas, which have been an understudied phenomenon in the open innovation literature.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

This study explores practitioners’ perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson’s graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal.

This study utilised a two-stage mixed methods design. Using Tomlinson’s (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon.

Our results found that the practitioner’s perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition.

By expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations.

This paper aims to explore the dynamic evolution of the integration of three-dimensional (3D) technologies into special libraries. This analysis examines the difficulties and advantages that emerge from this significant shift and emphasises the possibilities for improving research, education and preservation in these specific environments.

This study uses a comprehensive approach, synthesising existing literature and case studies to gain insights into the adoption of 3D technology in special libraries. It also explores the synergy between 3D technology and artificial intelligence (AI) within library services.

This research uncovers a dynamic landscape in special libraries, marked by a growing embrace of 3D technology. Specialised industries and organisations increasingly use this technology to enrich their services, from crafting physical models for in-depth research to safeguarding precious artifacts through digital replication. Challenges include the need for specialised expertise, financial constraints and limitations in access. Notably, the integration of AI enhances user experiences by streamlining search and discovery.

This study adds value to the field by shedding light on the transformative potential of 3D technology and AI in special libraries. It underscores the significance of strategic planning, collaboration, staff training and tailored needs assessments to ensure successful technology integration. This paper’s originality lies in its exploration of emerging trends and the outlook for technology-driven innovation and collaborative endeavours shaping the future of special libraries.

This work sought to analyze targeted innovation strategies used during the pandemic to maintain companies’ competitiveness.

The methodology was a systematic literature review, analyzing how these factors can be used as leverage in decision-making and suggesting a framework tool.

As a result, nine factors were identified as drivers to stimulate competitiveness, bringing insights to structure actions in times of crisis to support agribusiness.

With this work, it is possible that other companies can base themselves and use the strategic drivers of innovation evidenced to remain competitive in the market during a period of crisis. As this is a systematic review of the literature, the application of a case study, for example, is a limitation, which could be a continuation of the work.

As this is a systematic review of the literature, the application of a case study, for example, is a limitation, which could be a continuation of the work.

This work has high value because it brings insights into strategic drivers of innovation that tend to leverage or maintain the competitiveness of agribusinesses in times of crisis. With the discussion carried out on the data obtained, it is possible that agribusinesses or other types of companies can be based for decision-making in a crisis scenario from innovative actions that generate competitive advantage.

A green innovation strategy is an important step for enterprises to balance economic and environmental. As the executors of strategic decisions, the attitude and capabilities of senior managers determine the effectiveness of implementing green innovation. Therefore, this paper aims to explore the relationship between executive compensation incentives and green innovation.

Based on the data of heavily polluting enterprises listed in China's A-share market from 2015 to 2020, this study constructs an OLS model with fixed effects of time and industry, and uses the mediation three-step method to verify the correlation between executive compensation incentives, innovation openness and green innovation. Meanwhile, the grouping regression was used to test the moderating effect of environmental regulation on executive compensation incentives.

The empirical results show that executive salary incentives promote green innovation and equity incentives inhibit green innovation; the openness breadth partially mediates the relationship between salary incentives, equity incentives and green innovation, while the openness depth only partially mediates the relationship between equity incentives and green innovation; and environmental regulation positively moderates executive incentives.

Due to sample selection and variable measurement, the study lacks certain generality. Therefore, future research needs to further analyze the internal factors affecting green innovation from multiple dimensions.

This study provides a new evidence for analyzing how executive compensation measures affect green innovation, and further enhances the mediating mechanism of open innovation.

This study has significant theoretical implications for examining the intra-firm factors that affect green innovation.

This study aims to ascertain the role of servant leadership in affecting the knowledge hiding behavior of employees. This study also unfurled the mediating role of prosocial motivation and moderating role of cynicism.

The data were collected from 324 employees working in the IT sector, a subsector of the service sector of Pakistan in two phases. The data was analyzed through hierarchal regression.

This study found servant leadership to be negatively related to knowledge hiding behavior. This study also confirmed the mediating role of prosocial motivation linking servant leadership to knowledge hiding. Finally, cynicism was found to moderate the relationship between servant leadership and knowledge hiding behavior.

This academic endeavor has confirmed the previously unexplored relationship between servant leadership and knowledge hiding behavior. Additionally, the study has explicated the mediating role of prosocial motivation in the said relationship. This study has also found that the relationship between servant leadership and knowledge hiding is moderated by organizational cynicism.