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The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.

The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.

The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.

This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.

This paper aims to review the application of business process management (BPM) in the port sector. Its objective is to understand whether BPM principles are applied in the port sector, the role of the procedural factor in port performance evaluation and whether electronic data interchange systems have been used for process management purposes.

The objective of this research is to conduct a critical review of existing academic literature in the domain of BPM and its application in the ports sector. This paper assessed more than a hundred recent publications, from key journals in the domains of port economics, BPM and information technology. The two principle platforms used are the online databases of the World Bank Group and the University of Antwerp.

Academic literature reviewed reveals a partial application of BPM in the port and maritime sector. BPM related research is conducted via the utilization of modeling algorithms or optimization and simulation tools. There exists evidence that electronic data interchange (EDI) data extracted from EDI platforms can be used to model inter-organizational business processes in several industries. Yet, to the best of the author’s knowledge, no research investigates Port Community System (PCS) or single window (SW) data utilization for BPM purposes, although PCS and SW benefits are well documented. Port performance is largely assessed based on the production theory, and limited number of studies use elements of procedural efficiency as variables for their analysis.

The holistic application of BPM has been researched in numerous industries but in the port sector. This paper constitutes the first section of an original research study to define key components, assumptions and constraints for developing a comprehensive BPM framework in the port sector.

This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.

The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.

In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.

The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

Social innovation education aims to equip students with the skills and mindsets to pursue sustainable and just solutions to complex challenges, yet many programs fail to address the power dynamics underlying unjust social structures. This paper aims to examine a social innovation course that integrates equity, diversity and inclusion principles through critical service-learning.

Researchers conducted semi-structured interviews of 25 students and 5 key informants in a qualitative, single case design to understand multiple perspectives on significant factors in transformative learning. Document review and auto-ethnographic insights provide additional case background.

Students identified the service experience as unique and high impact. Significant factors included the atypical service structure, the EDI framework, and the partner organization as an exemplar in the field. Students displayed a spectrum of learning, from recall and comprehension to critical evaluation, new worldviews, and behavior change.

The findings of this qualitative study pertain to one partnership but are generalizable to theories. These findings are plausibly transferable to other experiential social innovation courses embedded in elite, private, predominately white research universities.

This empirical case examines a unique pedagogical and curricular innovation. By seeking to understand factors and outcomes of experiential learning, this study contributes to the literature on social innovation education and critical service-learning. The analysis produced novel insights for faculty and institutions aiming to integrate equity, diversity, and inclusion goals into social innovation programs.

The purpose of this article is to examine the communicative factors that facilitate or hamper the development of an inclusive work environment with an emphasis on the communication about equality, diversity, and inclusion (EDI), while taking diversity characteristics of employees into account.

In total, 84 persons employed in Austria and Germany, who feature various observable and non-observable diversity characteristics, were interviewed following a problem-centered approach.

The results indicate that employees with (observable) diversity characteristics, who tend to feel less included, observe more excluding and marginalizing communication and practices in their organizations. Moreover, formal interpersonal communication appears to be more important to develop a highly inclusive workplace than informal interpersonal communication and other forms of communication about EDI.

The sample was rather imbalanced and comprised only employees in Austria and Germany, which limits the study's explanatory power. However, the findings stress the significance of formal interpersonal communication as the cornerstone of an inclusive workplace, which should be followed up in future research.

In terms of the development of an inclusive work environment the findings suggest that strategic (i.e. formal) organizational communication about EDI issues is key to increase the perception of inclusion.

This paper contributes to the literature by demonstrating the importance of interpersonal communication as a key factor that facilitates, but also hampers an inclusive work environment.

The internet allows much corporate information to be instantly accessed from anywhere, at any time. To better inform the more diverse stakeholders, companies have used their websites as another tool for disclosure. The purpose of this paper is to contribute to the area of environmental accounting, as it investigates whether the companies located in different countries, from different sectors, in different stages of development and regulatory environments present different levels of environmental disclosure and to explain the environmental disclosure extension on corporate websites of companies in Brazil and the USA through corporate characteristics.

To achieve such purpose, an environmental disclosure index (EDI) was created and a model was used to investigate whether the variables environmental performance, size, profitability, debt, sector and country explain the disclosure on the website.

It was pointed that US companies stood out compared to Brazilian companies throughout the EDI. On the one hand, the statistical model suggests that the variables, namely, organization size, sector and country of origin of the company, explain the environmental disclosure in corporate website, whereas the profitability and debt variables were not significant in the model. On the other hand, the environmental performance variable proved to be significant; however, it was contrary to what was expected from the theory of legitimacy, once a negative relation between environmental disclosure and environmental performance is expected.

It is considered that transnational studies on corporate environmental responsibility can improve the understanding and eventually explain the difference of this disclosure.

This paper examines the association between corporate governance and financial inclusion in terms of correlation. This paper examines whether countries that have a strong corporate governance environment also experience better financial inclusion outcomes.

The indicators of financial inclusion are automated teller machines (ATMs) per 100,000 adults, bank accounts per 1,000 adults and bank branches per 100,000 adults, while the indicators of corporate governance are extent of corporate transparency index, the extent of director liability index, the extent of disclosure index, the extent of ownership and control index, the extent of shareholder rights index, minority investors protection index and ease of shareholder suits index. The association was analyzed using Pearson correlation analysis and granger causality test.

Strong corporate governance is significantly associated or correlated with better financial inclusion outcomes. The regional analyses show that corporate governance has a significant positive association with financial inclusion in Asian countries and in Middle East countries. However, a positive and negative association was observed between some indicators of corporate governance and financial inclusion in European countries, North American countries, South American countries, African countries and in Middle East and North Africa (MENA) countries, implying that strong corporate governance has a positive and negative association with financial inclusion depending on the indicators of corporate governance and financial inclusion used. There is also evidence of uni-directional granger causality between corporate governance and financial inclusion.

Little is known about the association between corporate governance and financial inclusion. This paper is the first to examine this association.