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This case study will illustrate how the Southern African Research and Innovation Management Association (SARIMA) set in motion a professionalisation journey through close collaboration with its members while leveraging strategic partnerships and funding opportunities. The case study will highlight the impetus that inspired the journey, and the outputs aimed at accelerating the professionalisation of research management and administration (RMA) beyond Southern Africa.

Purpose – The purpose of this study was to determine the efficacy value of national street lighting on energy conservation and carbon dioxide (CO₂) emission reduction.

Design/Methodology/Approach – The methods used are the measurement of electrical parameters (low voltage network), the national road illumination level with SON lamp specification, 400 W, 180 W, and 110 Lumen/W, the simulation of energy conservation calculation, and the CO₂ emission reduction obtained by utilizing panel solar cells as a source of energy and LED lights for illumination.

Finding – The results show the efficacy of a 100-W light bulb at an altitude of 8 m for the following specification of light bulbs: LED, 130 Lumens/W, SON, 110 Lumen/W, and MBF, 53 Lumen/W gives the illumination level respectively 13,913 Lux, 11,773 Lux, and 5,672 Lux. By replacing the 180 W SON lamp with an LED, 100 W, of energy conservation by 3.171 GW h is obtained, which is equivalent to a CO₂ emission reduction of 3.641 kTon CO₂.

Originality/Value – This study is a continuation of a study of energy conservation with the utilization of solar cells as an electrical power source for an LED bulb that replaces low-voltage networks as a power source for the bulb type SON.

This chapter examines the role of heritage as a means of empowering destination communities and providing deeper and more meaningful encounters between tourists and their destination, which contributes to the notion of Destination Conscience by highlighting more sustainable and humane ways of ‘doing’ tourism and opening places up to greater community involvement and access by visitors. This includes heritage concepts such as Indigenous communities, local spirituality and religious traditions, public archaeology and ordinary heritage, and how these translate into deeper engagement between residents and tourists, community empowerment and a more creative and holistic tourist experiences. Conceptually, this chapter highlights notions of empowerment, tourists' experiences and Destination Conscience.

The growth of online communities and social media has led to a growing need for methods, concepts, and tools for researching online cultures. Particular attention should be paid to polarizing online discussion cultures and dynamics that increase inequality in online environments. Social media has enormous potential to create good, but in order to unlock its full potential, we also need to examine the mechanisms keeping these spaces monotonous, homogenous, and even hostile toward some groups. With this need in mind, I have developed the concept and theory of othering online discourse (OOD).

This chapter introduces and defines the concept of OOD and explains the key characteristics and different attributes of OOD in relation to other concepts that deal with disruptive and discriminatory behavior in online spaces. The attributes of OOD are demonstrated drawing on examples gathered from the Finnish Suomi24 (Finland24) forum.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.