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The emergence of digital transformation in the banking industry gives rise to the challenges of adopting technology and boosting users' confidence in the process. This study mainly explores the roles of operant resources and consumption values in the user's consumption process concerning the fintech-embedded product-service system (FPSS) that provides technologically advanced financial services in South Korea.

This study examines the research model based on users' perceived quality, assessment and recommendation of FPSS. In addition, grounded in the resource-based view (RBV) and consumption value theory (CVT), an extended model is developed to understand the impact of user consumption value on FPSS design. The research model includes both product-service system (PSS) characteristics, i.e. quality and assessment, and user-specific characteristics, i.e. conditional, utilitarian and social values (collectively referred to as user consumption value).

This study finds that information, service and security quality positively affect users' confidence through positive assessment and recommendation intention. All the elements of user consumption value play a positive role in the FPSS user confidence model. In addition, the impact of operant resources on the overall service assessment is further investigated based on the interest of user's service engagement. Notable findings include users that highly engage in FPSS services return higher service assessment when social value, information quality and service quality increase.

Overall, this study provides academic and managerial guidelines for the strategic design of fintech-embedded banking services by considering the roles of PSS and user-specific characteristics in fostering sustainable competitive advantage.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

This paper aims to help understand how adopting risk allocation criteria impacts the delivery of public–private partnership (PPP) mass housing in Nigeria with the view of promoting the adoption of PPP housing scheme in Nigeria.

The research design adopts the census sampling approach by using well-structured questionnaires distributed to stakeholders involved in PPP-procured mass housing projects, i.e. consultants, in-house professionals, contractors and the organized private sector, registered with PPP departments in the Federal Capital Territory Development Authority, Abuja, Nigeria. Sixty-three risk factors, nine risk allocation criteria and nine project delivery indices were submitted for the respondents to rank on a Likert scale of 7. Two hypotheses were formulated to test whether the risk allocation criteria impacted PPP mass housing delivery or otherwise. The study adopts partial least square-structural equation modeling to model the effect of risk on risk allocation criteria on project delivery indices and risk severity.

The finding shows that project risk allocation criteria have less effect on project delivery indices than on risk severity. The study concludes that risk allocation principles do not directly affect the delivery of PPP-procured mass housing projects. This is evident by the path coefficient of 0.724 values, which is not statistically significant at a 5% alpha protection value. The study concludes that allocating critical risk factors influences the performance of PPP-procured mass housing projects, as the path coefficient of 0.360 is also not significantly far from 0 and at a 5% alpha protection value.

The study is one of the recent studies conducted in PPP-procured mass housing projects in Nigeria owing to the novelty of procurement option in the sector. It highlights the risk factors that can jeopardize the PPP-procured mass housing project objectives. The study is of immense value to PPP actors in the sector by providing the necessary information required to formulate risk response methods to minimize the impact of the risk factors in PPP mass housing projects.

Many mental health clinicians have delivered services digitally in response to the COVID-19 pandemic. Emerging research suggests that, despite some initial discomfort, therapists appear to adjust to remote working. The purpose of this study is to explore the views of clinicians working within a fully digital organisation towards digital service provision.

Clinicians (N = 52) providing digital mental health assessments and treatments at Healios anonymously completed a mixed-methods questionnaire.

In all, 85% of participants enjoyed working remotely and 71% thought they would continue to work online over the next 5–10 years. Of the participants, 40% reported low confidence in online work’s efficacy before working remotely, but 96% reported confidence at the time of questionnaire completion: suggesting confidence increased with experience. An exploratory “inverted” factor analysis generated a two-factor solution, grouping clinicians into two factors based on key views. Factor 1 was predominantly characterised by satisfaction with training received and factor 2 by quality of technical experiences (encountering problems less often and greater personal confidence in resolving them). Qualitative feedback described some benefits of, and barriers to, digital service provision. Clinicians reflected on a perceived change in cultural norms, with more openness to digital services following the COVID-19 pandemic. On a personal level, teletherapy was viewed more favourably with increased personal experience.

Clinicians’ confidence in providing services digitally is discussed, with reference to how this may be affected by extent of remote working experience and availability of technical support. Staff well-being within the digital workspace is also discussed.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

In the post-pandemic period and following widespread inoculation against the infection, this research aims to pinpoint the variables that affect consumers' behavioural intentions (BIs) towards online food delivery (OFD) services. The study goes further to investigate the potential impact of vaccine confidence (VC) in modifying the association between consumers' BI to utilise OFD services and their actual usage behaviour (UB).

Using information gathered through a structured questionnaire from 372 Indian customers, a proposed model based on the technology acceptance model (TAM) and theory of planned behaviour (TPB) models was put to the test using structural equation modelling (SEM).

Results demonstrate that perceptions of ease of use, attitude (ATT) and perceived behavioural control (PBC) have a favourable and significant impact on behaviour intention amongst Indian OFD users. Contrary to what the TAM and TPB models had predicted, perceived usefulness (PU) and subjective norms (SN) did not significantly affect the BI of the sample of Indian OFD users. Furthermore, the association between BI and actual UB of OFD users is not moderated by the consumers' VC.

The study contributes by shedding light on the variables that affect Indian OFD users' BIs after the coronavirus disease 2019 (COVID-19) pandemic era and mass immunisation and whether VC has a role to play in affecting consumer behaviour, which will aid OFD service providers, eateries and marketers in redesigning their marketing plans.

The present study is the first in making a literary contribution through analysis of the moderating effect of VC on the relationship between BI and actual UB. Additionally, this study presents evidence from India, one of the first nations to implement widespread COVID-19 inoculation.

The future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components.

To accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education.

The findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be “Fair,” which is average in relation to the effectiveness labels.

This study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching.

So far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.

Education and training is vital in improving age-related care provisions. However, a lack of awareness and understanding of dementia could be a factor in meeting the age-related needs of people. This paper aims to examine the impact dementia education has on caregivers’ confidence to provide person-centred care for people with intellectual disability and identifies additional training needs.

A systematic scoping review was completed using preferred reporting items for systematic reviews and meta-analyses to guide the process of mapping existing evidence of dementia education and training programmes available to caregivers of people with intellectual disability.

A search of five electronic databases identified 11 articles that reported on the role of dementia education in improving the knowledge of caregivers in effectively delivering the age-related care. Findings suggest that improved training provision is needed to support early diagnosis and increase caregivers’ confidence in meeting the physical and psychological needs of older adults with intellectual disability.

This review contributes to the literature by identifying the value of and need for continued development in dementia education and training to improve person-centred dementia care.

The purpose of this study was to establish the cause-effect relationship between determinants of trust in the buyer–supplier integration and the procurement performance of large manufacturing firms in Tanzania.

The study surveyed 52 firms from Temeke Municipality, Tanzania using questionnaire subjected to one procurement manager and one stores manager tallying a sample size of 104 respondents. Explanatory design was employed due to the presence of cause–effect relationship and the null hypotheses were tested using binary logistic regression technique at p values < 0.05 and ExpB > 1.

Mutual goals, geographical vicinity among partners, and supplier reliability are significant for the procurement performance of the manufacturing firms in Tanzania, whereas interpersonal and inter-organizational trusts and perceived buyers’ confidence are of no significant impact.

Buyer–supplier integration is a recently embraced and paramount practice for the manufacturing firms in Tanzania. Therefore, longitudinal study would further add value. The presence of the causality from the tested hypothesis appeals for the necessity of progress tracking.

Causality has been established, and a framework has been developed for the performance of large manufacturing firms using trust of buyer–supplier integration.

There shall be creation of more employment opportunities and timely availability of materials from large manufacturing firms in Tanzania.

Anchored on transaction cost economics and resource dependency theories, the study disclosed the root cause of procurement performance in the context of manufacturing firms in Tanzania whilst considering trust as a resource advantage of buyer–supplier integration.