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Crowd logistics is a rising phenomenon in last-mile delivery that integrates technological applications and sources a large number of participants to do logistical activities, achieving sustainable shipping in urban environments. However, up until now, there has been limited literature in this field. This research aims to investigate the extrinsic and intrinsic factors that impact the participative behaviour of driver-partners in crowd logistics.

An integrated model is developed based on motivation theory, incorporating attitude as a contributor to both extrinsic and intrinsic motivations. A questionnaire was constructed and distributed to collect data from 303 respondents who are existing or potential driver-partners in Vietnam.

Our findings confirm (1) the influence of monetary rewards on extrinsic motivation and (2) the power of self-efficacy, trust and sense of belonging on intrinsic motivation. Further, we find that attitude positively impacts extrinsic motivation, whereas there is no effect between attitude and intrinsic motivation. Both extrinsic and intrinsic motivations are demonstrated to significantly influence driver-partners' participative intentions. Additionally, a positive association is found between extrinsic and intrinsic motivations.

Findings from this study theoretically enrich the literature on crowd logistics, especially on the supply side, and empirically contribute to implications that are valuable to crowd logistics firms on driver-partner recruitment and business strategy development.

Extant expatriate literature largely adopts a global north/western focus and expatriate-centric approach in investigating spousal/partners’ motives for supporting expatriation. Contrastingly, this study focuses on the lived experiences of dual-career female partners from an emerging global south economy and a patriarchal society as it relates to motives for supporting a partner’s international assignment (IA) to a developed country.

This investigation adopts a hermeneutic interpretive phenomenology research design. Twelve career-oriented female partners from an emerging global south economy (Brazil) who supported a partner’s IA to a developed country (USA) participated in this study. The data included semi-structured interviews and field notes.

The study indicates that societal constraints, gendered career experiences and career and life stage reasons influenced women’s decision to engage in career opt out and/or interruption in support of their partners' IA. Further, patriarchal long-lasting structures and ideologies shaped women’s career experiences; women perceived IAs as a means of acquiring embodied and institutionalized cosmopolitan capital for themselves and their families in order to gain a better position in a transnational/globalized world.

Although the sample size of this study is appropriate for the methodological choice adopted, future studies should include more participants and address different socioeconomic, political and cultural contexts.

This study highlights dual-career female partners' lived experiences in an emerging global south economy and a patriarchal society as it relates to motives for supporting IAs.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

This study aims to describe and evaluate the impact of a participatory age-management intervention on the knowledge, awareness and engagement of line managers and their HR partners from six health-care organizations in Sweden.

The learning workshops consisted of lectures, discussions, feedback and exchange of experiences with colleagues and invited experts. A total of 19 participants were interviewed six months after the final workshop, and qualitative thematic analysis was used to analyze the transcribed interviews.

The intervention design produced promising results in improving line managers’ and HR partners’ knowledge and increasing awareness and engagement. On some occasions, the participants also initiated changes in organizational policies and practices. However, the intervention primarily became a personal learning experience as participants lacked resources and mandates to initiate change in their daily work. To stimulate engagement and change at the organizational level, the authors believe that an intervention must receive support from higher managers, be anchored at the workplace and be aligned with the organization’s goals; moreover, participants must be provided with sufficient resources and mandates to coordinate the implementation of age-management strategies.

Prolonged working life policies and skill shortages are affecting organizations and societies, and for many employers, there are strong reasons for developing strategies to attract, recruit and retain older workers.

This study offers lessons and guidance for future workplace interventions to attract, recruit and retain older workers.

This study explores how social partners contribute to the successful return to work (RTW) of individuals affected by chronic diseases, employing the framework of actor-centred institutionalism.

This paper adopts a comparative case study methodology to assess the role of social partners in the workplace (re-)integration of people with chronic disease in Belgium and Italy, both of which represent well-developed industrial relations systems yet having different institutional and policy frameworks on RTW.

Institutional factors are found to affect the type and degree of social partners' commitment and contribution to RTW. Differences in their commitment can be explained by their varied degrees of integration in public policy formation, which explain their different preferred stages of interactions in this field: national tripartite social dialogue for Belgium; and sectoral collective bargaining for Italy. Unsatisfactory outcomes of social partners’ contribution in facilitating RTW processes are attributed to the fragmentation of the legal framework and uneven development of collective bargaining in Italy. In Belgium, the authors find the presence of cumbersome RTW procedures downplaying the role of the worker representative.

This paper adds empirical evidence to the limited literature on the role of social partners in facilitating RTW and sheds light on how to improve the current policy context. It suggests involving the social partners in the development of a comprehensive public policy framework, which should allow for an early, flexible and multi-stakeholder (re-)integration procedure following chronic disease.

Education to an international standard that can provide successful careers has arguably been the main drive of many parents to allocate scarce financial resources to the education of their progenies. Competition for high-calibre degrees has seen an explosion of opportunity in the private education sector. As many Global South countries do not have the equivalent control of standards provided in the United Kingdom (UK) by the Quality Assurance Agency, this can lead to dissatisfaction with the qualifications received in the Global South. This chapter aims to explore the factors influencing participation in higher education in the Global North versus the Global South, particularly where these relate to or vary by locality, and the relative influence these have on the propensity of the learners living in these areas to progress into higher education in local universities. The conceptual framework and methodology provided in this chapter show the differences between transnational education (TNE) as primarily a standalone or independent activity supported by a UK higher education institution (HEI)/provider versus being a collaborative effort between a UK host university and a South/Southeast Asian HEI university partner. The methodology provides a strategy for UK host institutions to best provide carefully aligned independent or collaborative partnerships with the partner country regulatory bodies. The chapter concludes with the author’s personal reflections and recommendations based on decades of collaborative and independent university provision of TNE. These reflections are focused on design-based courses in selected South/Southeast Asian HEI partnerships with the College of Architecture and Design at Birmingham City University.

Strategy scholars have theorized that a firm's strategic leaders play an important role in firm dynamic capabilities (DCs). However, little research to date has studied how leaders shape the development of DCs. This inductive theory-building study sheds new light on the multilevel architecture of DCs by uncovering that the three core DCs – sensing, seizing, and reconfiguring – operate through distinct individual, group, and organizational processes. Further, the role of strategic leadership is critical as organizational processes create DCs only when they are purposefully designed by firms' strategic leaders to enable change and opportunity pursuit. Whether strategic leaders design processes for change and opportunity pursuit, in turn, reflects the extent to which they view change as positive and desirable. Our insights about the role of strategic leaders' positive attitude toward change as an important aspect of firm DCs uncover new interconnections between strategic leadership, organizational design, and the micro-foundations of DCs. Collectively our findings about the role of positive attitude toward change, the purposeful design of processes for change, and the varying manifestations of these processes at different levels of analysis reveal the coupling of strategic and organizational processes in enabling strategic dynamism and change.

This paper aims to investigate the relationship between audit partner perfectionism traits and audit quality in Egypt, emphasizing the mediating role of professional skepticism.

A mixed-methods approach was used, combining a questionnaire and scenario-based questions for audit partners with secondary data from audited financial statements. The relationships between study variables were tested using structural equation modeling.

Results denote a significant indirect effect between partner perfectionism traits and audit quality through their professional skepticism. Perfectionism has a significant positive impact on partner professional skepticism, and skepticism influences audit quality.

This study offers opportunities to enhance financial reporting quality, allowing investors to confidently allocate financial market resources. Audit firms can consider the personality traits of auditors in the selection process, team formation and designing training programs. Regulators can use these findings to consider the role of personality traits and attitudes in audit quality when developing regulations and quality assurance systems in Egypt.

To the best of the authors’ knowledge, no studies have examined the effect of partners’ perfectionism traits on professional skepticism and audit quality, especially in Egypt. By examining audit partners, who shape the tone at the top and are accountable for reputation, this study adds a novel dimension to understanding the impact of their qualities on audit outcomes. Moreover, combining survey and secondary data allows us to link these qualities with audit quality, objectively testing our hypotheses.