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The purpose of this paper is to explore how the continued interest in the concept of “miniaturism” has seen the micropub develop into the new format of the microbar and examines the drivers of this trend. It then reflects on the possible implications of the rise of the microbar concept on the future of the urban tourism destination landscape.

This is a conceptual paper that is built on the natural curiosity of future studies to use an understanding of the present to predict what will happen next and what the implications of those developments will be.

The paper provides a clear definition of the microbar and identifies four distinctive drivers behind its conception, linked to changes in consumer behaviour. These cover the rise of the micro-break, the need for responsible urban regeneration, consumers desire for immediate and unique experiences and increasingly diverse populations. The paper predicts that these trends will drive an increase in microbars leading to greater tourist mobility in the urban tourism destination, more fragmentation and heterogeneity of products and services as well as an intensification in the need for authentic experiences and opportunity driven development giving rise to a hybrid form of guerrilla hospitality. Ultimately the authors predict that the venue will become more important than the specific location when consumers view the landscape of the urban tourism destination.

The focus of previous academic research has been on the historic development of the micropub and its impact on regeneration and communities, but very little literature has examined the rise of the microbar and the potential implications for the urban tourism destination.

The purpose of the paper is to explore how the effects of the COVID-19 pandemic will influence the development of revenue management practice in the visitor attractions sector.

This viewpoint paper builds on the argument that tracking previous patterns of behaviour and trends can be used to predict future actions and developments.

The paper identifies how historically the development of revenue management practice has been driven by major external trigger points often linked to sudden increases in competitive pressures, such as the deregulation of the airline industry, and expands on this to argue that the pandemic is one such trigger point that has fundamentally changed the approach to revenue management through a refocusing on key principles to manage demand and that this could potentially accelerate its development within the visitor attraction sector.

Pre-COVID, the practice of revenue management in the visitor attraction sector was underdeveloped, and the opportunities to develop revenue management had not been discussed in the academic literature. This paper suggests that the challenges of the pandemic that forced visitor attractions to focus on visitor demand management can now begin to be extended to incorporate the management of revenue and will consequently be of value for academics and practitioners.

Managers’ work is surrounded by complex environments, from which they need to learn, in order to understand them. However, complexity poses several challenges to managerial learning, for which usually management educational programs have not prepared managers. Thus, the purpose of this paper is to explore such challenges and possible ways to overcome them.

This is a conceptual paper that explores in depth the issue of managerial learning challenges in a complex world. Managers face these challenges during their practice, yet sometimes management education has not prepared them for this.

Three managerial learning challenges due to complexity are identified. First, through cognition and cognitive structures, managers simplify the world around them. Nevertheless, biases, inertia and inaccuracy emerge, as managers’ mental models are not truly capable of capturing complexity. Second, managers look for information to aid them in their learning processes, but the information they gather is sometimes bogus, invalid or unfounded. Third, managers could seek for support from management research to improve their learning. However, given management research intricacies, limitations and particularities, a learning challenge emerges as well, as management research has been rarely capable to capture complexity.

Having explored these managerial learning challenges due to complexity, this paper discusses a carefulness-based management learning ideal, which by being underpinned by the quality of carefulness and the related concepts of critical thinking, negative capability and a deep learning style, suggests a potential new way to approach management learning in light of complexity.

The spread of COVID-19 is not just a health crisis. The pandemic has taken a geopolitical dimension. The health crisis amplified the competitive dynamics between the USA and China, affected the provision of global public goods and injected instability into the global order. In line with the geopolitical zero-sum thinking, both the USA and China have sought to capitalize on the crisis to boost their international profile. Instead of working together to mitigate the health and economic impacts of COVID-19, the two powers fear that the other will exploit the current situation to accrue political, economic or military gains that will give it an edge after the pandemic subsides. The spread of COVID-19 has set off a “battle of narratives,” in which China and the USA are accusing each other of failing to rise to the challenge. The world seems to be falling into a “Kindleberger Trap,” in which the established power is unable to lead while the rising power is unwilling to assume responsibility. The COVID-19 crisis is occurring amid the collapse of global cooperation. The USA, the traditional leader of international collective efforts in times of crisis, has abandoned its role entirely. The lack of leadership at the global level during an international crisis may cause the breakdown of the international order.

This paper examines the US-China competitive dynamics through the lens of the work of Charles Kindleberger, which both liberals and realists regard as foundational when examining the dynamics of global crisis management. This paper also uses the meta-geopolitics framework to determine the ability of both China and the USA to respond to the current COVID-19 crisis and its implications for their power and standing in the international system.

This paper concludes that the only way to escape the Kindleberger trap is “to embed Sino-American relations in multilateralism.”

As rivals, both the USA and China are seeking to capitalize on the crisis to boost their international profile. This paper probes how China and the USA navigated the ongoing COVID-19 crisis to determine whether or not they are currently in a “Kindleberger Trap,” using elements of the meta-geopolitics framework of analysis, namely, health issues, domestic politics, economics, science and international diplomacy. Using the meta-geopolitics framework will help us determine the ability of both China and the USA to respond to the current COVID-19 crisis and the implications of that on their power and standing in the international system.

This study intends to understand if managerial coaching, a sustainable competitive strategy, has an impact on sales performance, through customer and results orientation of the salesforce. It also aims to investigate whether pressure for results, one of the predominant demands in organizations today, and the centralisation of decisions, a traditional management demand still present in several organizations, undermine the effect of coaching on performance.

The 167 responses collected, through the distribution of questionnaires among workers in the commercial area, were analysed through a structural equation model using the partial least square (PLS) technique.

The results of this study confirm that managerial coaching has a positive impact on sales force performance through customer and results orientation, with customer orientation having a greater impact on performance. It was also found that centralised decision-making and pressure for results do not undermine the relationship between managerial coaching and performance, and they even reinforce the positive impact of results orientation on performance.

Managerial coaching practices can impact sales, especially when associated with customer orientation, freeing employees from the pressure for results and the centralisation demands. This scenario favours a more sustainable and emancipatory sales force management.

This study is the first to integrate organizational demands, namely pressure for results and centralisation, to better understand the effect of managerial coaching on sales performance, through customer and results orientation, thereby extending previous research on this topic.

The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.

The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).

Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.

This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

This study aims to explore the difference in cognitive strategy use during observed occupational performance between and within different levels of impaired awareness of deficits of individuals with acquired brain injury (ABI).

A cross-sectional study (N = 24) of individuals with ABI receiving rehabilitation and with the capacity to demonstrate goal-directed behaviour (Allen cognitive level screen score = 4.0) was undertaken. Cognitive strategy use during occupational performance of daily activities (measured with the perceive, recall, plan and perform [PRPP]) was evaluated between and within different awareness levels (awareness levels measured by the self-regulation skill interview). Statistical analyses, using independent t-test, Mann Whitney U test, ANOVA and Friedman test, were executed.

Significant differences were shown for both strengths and weaknesses in cognitive strategy use between emergent (n = 13) and anticipatory awareness (n = 11) groups on PRPP items “perceive”, “sensing” and “mapping”; and “searches”, “recall steps”, “identify obstacles”, “calibrates”, “stops”, “continues” and “persists”. Within emergent awareness group, participants scored lowest related to “perceive”, “plan”, “sensing”, “mapping”, “programming” and “evaluating”. Within anticipatory awareness group, participants scored lowest related to “plan”, “programming” and “evaluating”.

This study showed differences in cognitive strategy application during task performance in individuals with emergent or anticipatory awareness deficits that fit with theoretical expectations. It is recommended to make use of the PRPP assessment results (strengths and weaknesses in cognitive strategy application) to support the level of awareness determination. The PRPP assessment results and the level of awareness tailor the clinical reasoning process for personalised intervention planning and cognitive strategy training.

Because impaired awareness has so much impact on the course and outcome of rehabilitation (Rotenberg-Shpigelman et al., 2014), in clinical practice, it is of paramount importance to be aware of the level of awareness of the client (Smeets et al., 2017) and the effect on occupational performance.

This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists.

A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions.

Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported.

Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework.

Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

This research seeks to explain the mediating function of workplace happiness in enhancing employee engagement through the drivers of employee engagement among the IT sector employees of India.

Quantitative data were acquired from 104 respondents from the Indian IT industry via an online survey utilizing Google Forms, employing a stratified random sample method. The study hypotheses were tested using PLS-SEM.

Results indicated that workplace happiness positively mediates employee engagement and drivers of employee engagement.

The current study followed a cross-sectional analysis where establishing causality is difficult; however, there is a scope to do longitudinal study on the same phenomenon. Research data are produced through online surveys. Possible sources of bias may be selective memory, attribution and/or exaggeration. This study covers specific variables of workplace happiness and drivers of employee engagement other variables remain unaddressed, such as COVID-19-related impacts. The nature of the industry and sample size were limited.

This study shows that workplace happiness has a mediating effect on both drivers of employee engagement and employee engagement; as a result, organizations should consider the function of workplace happiness as a mediating factor when implementing drivers of employee engagement and employee engagement.

On the social level, this research will help organizations to understand the drivers for employee engagement and linkages between workplace happiness and employee engagement. It hopes to create more happy workplaces and have good social impact.

This is the first study to look into the function of workplace happiness as a mediator between the drivers of work engagement and work engagement.