Search results

This study investigates how attention deficit/hyperactivity disorder (ADHD) in entrepreneurs functions through coping schema to affect entrepreneurship-related cognitions. It is proposed that the resource-induced coping heuristic (RICH) bridges the conceptual gap between pathological cognitive executive control/reward attributes and cognitive resources, specifically entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.

With data from 581 entrepreneurs, this study utilizes partial least squares structural equation modeling for analysis. Additionally, a two-stage hierarchical component modeling approach was used to estimate latent variable scores for higher-order constructs.

Findings indicate the RICH mediates the relationships ADHD has with alertness, cognitive adaptability and entrepreneurial intent.

The RICH is introduced as a mechanism to explain how ADHD indirectly influences entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.

A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.

The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.

This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

Implementing the 17 Sustainable Development Goals (SDGs) unarguably demands huge financial investments. However, the United Nations has acknowledged the huge financial gap militating against the implementation of the SDGs worldwide, leading experts to question the possibility of complete implementation of the goals by their terminal dateline of 2030. While the bulk of the finance currently outlaid on the SDGs comes from traditional sources including foreign direct investments (FDIs), there is the need to focus more attention on developing and exploiting impact investments that are more suitable for financing development programmes and projects. In this chapter, the SDG implementation profiles of the 12 Arab West Asia countries concerning the five most targeted SDGs were evaluated and sustainable finance issues were discussed. Secondary data were retrieved from World Bank's DataBank. The data were descriptively analyzed. Based on the profiles generated, debt relief is put forward as a possible impact investment mechanism suitable for funding the SDGs. Specifically, this chapter recommends that outright cancellation of debts based on the debt-for-SGD swap could serve as some of the impact investments needed to boost the global drive for a developed, peaceful, and just world.

Despite the major information technology investments made by public institutions, the reuse of e-government services remains an issue as citizens hesitate to use e-government websites regularly. The purpose of this study is to investigate the cross-country determinants of e-government reuse intention by proposing a theoretical model that integrates constructs from (1) the Delone and McLean IS success model (i.e. system quality, service quality, information quality, perceived value and user satisfaction); (2) the trust and risk models (i.e. citizen trust, overall risk, time risk, privacy risk and psychological risks); and (3) Hofstede's cultural model (i.e. uncertainty avoidance, masculinity, individualism and cross-cultural trust and risk).

Based on data from interviews with 81 Kuwaiti citizens and surveys of 1,829 Kuwaiti and Polish citizens, this study conducted comprehensive, cross-cultural and comparative analyses of e-government reuse intention in a cross-country setting.

The results show that trust is positively associated with citizens' intention to reuse e-government services, whereas risk is negatively associated with citizens' perceived value. This study also found that masculinity–femininity and uncertainty avoidance are positively associated with the intention to reuse e-government services and that individualism–collectivism has no significant relationship with reuse intention. This study's findings have important implications for researchers and practitioners seeking to understand and improve e-government success in cross-country settings.

This study developed a parsimonious model of quality, trust, risk, culture and technology reuse that captures country-specific cultural contexts and enables us to conduct a comprehensive, cross-cultural and comparative analysis of e-government reuse intention in the cross-country setting of Kuwait and Poland.

The aim of this paper is to propose a basis upon which accounting reporting can be developed to reflect real values and the real economy. It aims to address the environmental considerations discussed in the UN debate (Bebbington and Unerman, 2020) and the concern for a “better life-world”, which is the theme of this special issue.

Addressing the task involves the application of the philosophy of pragmatic constructivism (which explains how people can relate to their reality in ways that lead to successful action) and the philosophical concept of the “good life” (which establishes the values to be pursued through action and so defines action success). Also, it outlines the necessary characteristics of measurement frameworks if they are to be effective in the development and control of human practices to achieve desired values.

This paper proposes a conceptual framework for guiding the measurement of how a sustainable good life has improved and/or deteriorated as a result of organisational activities. It outlines a system of concepts on basic and instrumental values for analysing the condition of maintaining a sustainable good life in real terms. This is related to the financial results and societal regulations to analyse and adjust controls according to the real economic goals. Also, it provides a system of value measurands to produce valid information about the development of a sustainable good life. The measurand makes accounting reporting reflect the conditions of the good life that constitute the real economy instead of merely the financial economy driven by shareholder capitalism. Providing tools to analyse whether the existing practices of business and social regulations promote or counteract the real economic goals of producing a sustainable good life means the measurement system proposed makes the invisible hand of the market visible.

The mechanism proposed to enable accounting reporting to reflect real values and the real economy is a new conceptual framework that will allow accounting to more fully realise its potential to contribute to a “better world”. In aiming to serve a sustainable good life, accounting reporting will inherently foster ethical social practices.

The purpose of this study is threefold: firstly, to compare Pakistani and French consumers’ perceptions of well-being; secondly, to investigate how consumers in both countries relate to food; and thirdly, to assess whether they associate food with well-being.

Thirty participants (15 French and 15 Pakistani) between the ages of 24 and 35 were interviewed, using convenience and snow bowling sampling. Data triangulation was performed by combining three qualitative techniques, word association, photo-elicitation-based interviewing and open-ended questions to explore consumer perceptions of well-being, food and food well-being.

The study’s findings suggest that well-being is a broad concept in which food is an ingredient. Food and well-being share common elements, and food well-being can be defined as an individual’s psychological, physical, social and societal relationship with food ascribed by affordability and food literacy.

Pleasure, sharing and respect emerged as dimensions of food well-being that can be applied to transfigure consumer behaviour and reduce over-consumption, food waste and hunger. The dimensions of well-being and food were explored for both countries to understand their cultural nuances and determine the influence of food on well-being. This comparative analysis will help researchers understand consumers’ preferences for food in various aspects from two regions. This study can potentially contribute to scale development in food and well-being, which can help researchers measure the effects of food and well-being in different sectors of the economy, particularly in health care. The most aspiring aspect of the current research is the insights unveiled during interactions with research participants, which will help develop consumer baseline feelings.

Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs.

In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions.

The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data.

The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs.

The proposed approach explores the possibility of using machine learning for SDG classifications in scale.