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Artificial intelligence (AI) and big data analysis may further enhance the automated and smart features of tourism and hospitality services. However, it also poses new challenges to human resource management. This study aims to explore the direct and indirect effects of employees’ AI perception on career resilience and informal learning as well as the mediating effect of career resilience.

This paper proposed a theoretical model of AI perception, career resilience and informal learning with perceived AI as the antecedent variable, career resilience as the mediate variable and informal learning as the endogenous variable. Targeting the employees working with AI, a total of 472 valid data were collected. Data were analyzed using structural equation modeling with AMOS software.

Findings indicated that employees’ perception of AI positively contributes to career resilience and informal learning. Apart from the direct effect on informal learning, career resilience also mediates the relationship between AI perception and informal learning.

Research findings provide both theoretical and practical implications by revealing the impact of AI perception on employees’ career development, leaning activities, explaining how AI transforms the nature of work and career development and shedding lights on human resource management in the tourism and hospitality field.

本文提出了人工智能感知为前因变量、职业弹性为中介变量、非正式学习为内生变量的理论模型。以旅游业AI工作环境中的员工为研究对象, 本课题共收集了472份来自中国的有效数据, 并通过结构方程建模（SEM）来进行相关模型检验。

人工智能和大数据分析可能会使旅游和酒店服务更加自动化和智能化, 但这也对人力资源管理提出了新的挑战。本研究旨在探讨员工对人工智能（AI）的感知对职业弹性和非正式学习的直接和间接影响, 以及职业弹性的中介作用。

研究结果显示, 员工对人工智能的感知对职业弹性和非正式学习有积极影响。除了对非正式学习的直接影响外, 职业弹性在人工智能 (A I) 感知和非正式学习之间起中介作用。

本研究在以下几个方面具有重要的理论和实践意义：解释了人工智能感知对员工职业发展和学习行为的影响, 以及它是如何改变工作性质和员工职业发展的; 研究发现对旅游和酒店行业的人力资源管理具有实践指导意义。

La IA y el análisis de big data pueden potenciar aún más las características automatizadas e inteligentes de los servicios de turismo y hostelería. Sin embargo, también plantea nuevos retos a la gestión de los recursos humanos. Este estudio pretende explorar los efectos directos e indirectos de la percepción de la IA por parte de los empleados sobre la resiliencia profesional y el aprendizaje informal, así como el efecto mediador de la resiliencia profesional.

En este trabajo se propone un modelo teórico de percepción de la IA, resiliencia profesional y aprendizaje informal con la IA percibida como variable antecedente, la resiliencia profesional como variable mediadora y el aprendizaje informal como variable endógena. Dirigidos a los empleados que trabajan con IA, se recogieron un total de 472 datos válidos. Los datos se analizaron mediante un modelo de ecuaciones estructurales (SEM) con el software AMOS.

Los Resultados indicaron que la percepción de la IA por parte de los empleados contribuye positivamente a la resiliencia profesional y al aprendizaje informal. Aparte del efecto directo sobre el aprendizaje informal, la resiliencia profesional también media en la relación entre la percepción de la IA y el aprendizaje informal.

Los Resultados de la investigación proporcionan implicaciones tanto teóricas como prácticas al revelar el impacto de la percepción de la IA en el desarrollo profesional de los empleados, las actividades de aprendizaje, explicar cómo la IA transforma la naturaleza del trabajo y el desarrollo profesional, y arrojar luz sobre la gestión de los recursos humanos en el ámbito del turismo y la hostelería.

This research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).

A total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.

The findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.

Postgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.

The current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.

The novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

Agile principles have been widely used in software development team practice since the creation of the Agile Manifesto. Studies have examined variables related to agile principles without systematically considering the relationships among key team, agile methodology, and process variables underlying the agile principles and how these variables jointly influence the achievement of software development agility. In this study, the authors tested a team/methodology–process–agility model that links team variables (team autonomy and team competence) and methodological variable (iterative development) to process variables (communication and collaborative decision-making), which are in turn linked to software development agility (ability to sense, respond and learn).

Survey data from one hundred and sixty software development professionals were analyzed using structural equation modeling methods.

The results support the team/methodology–process–agility model. Process variables (communication and collaborative decision-making) mediated the effects of team (autonomy and competence) and methodological (iterative development) variables on software development agility. In addition, team, methodology and process variables had different effects on the three dimensions of software development agility.

The results contribute to the literature on organizational IT management by establishing a team/methodology–process–agility model that can serve as a basis for developing a core theoretical foundation underlying agile principles and practices. The results also have practical implications for organizations in understanding and managing holistically the different roles that agile methodological, team and process factors play in achieving software development agility.

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels.

The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme.

Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting.

Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders’ role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.

The theory of third order inference is a theory of how cultural beliefs influence individuals' decisions under conditions of interdependence and uncertainty. In this study, I build on prior work extending the theory to the role of third order information on social trust in public goods dilemmas. Namely, I argue that when second order information on the beliefs of those relevant to the group task are present, this information should influence decision-making over first and third order.

I test this argument in an experimental public goods game. After measuring first order social trust, participants are randomly sorted into one of four conditions – two that pair third and second order information on social trust as parallel and two that pair them as in conflict.

The results suggest that in the presence of second order information on social trust, third order information doesn't have an effect on cooperation.

The study extends the theory of third order inference to understanding the role of social trust at the first, second, and third levels in public goods dilemmas. It puts second order information in competition with third order in predicting cooperation. It suggests that resolving the uncertainty over the second order beliefs of a collective is key to preventing inefficient equilibriums when second and third order beliefs conflict.

This study aims to develop an assessment scale for university service quality (university SQ) and examine University Service Quality assessment model (UNIQUAL) of higher education during the pandemic.

Two studies applied a mixed-method design to develop and validate the UNIQUAL scale. In-depth interviews and literature reviews were conducted to refine the initial dimensions and items of UNIQUAL in Study 1. Item analysis, EFA and CFA were then conducted to purify item refinement, scale refinement, purification and validation in Study 2. Finally, a confirmed UNIQUAL model was analyzed via partial least squares structural equation modeling (PLS-SEM) using Smart-PLS 4.0.

The research confirms the four-factor structure of UNIQUAL, with a total of 16 items, to be a valid and reliable scale for the assessment of the service quality (SQ) of universities. Having adopted the bias-corrected and accelerated (BCa) bootstrap approach to study 5,000 subsamples from 27 countries, the authors found “responsiveness” and “empathy” to be significantly associated and have positive relationships with students' satisfaction with university SQ. Furthermore, university SQ and satisfaction were mediated by “health and safety” concerns.

The newly developed UNIQUAL scale would be of value to educators and authorities of higher education to assess the SQ of their universities to enhance the effectiveness of student learning. The improvement in satisfaction with higher education's SQ ultimately helps in retaining both international and local students amidst concerns about traveling and studying during the pandemic.

COVID-19 has affected the private and public sectors worldwide. Millions of students have been affected by schools being shut down and substituted with distance-learning programs. Thus, the assessment of the quality of university services has become an important support mechanism for retaining the sustainability of higher education.

The UNIQUAL scale provides a conceptual model and validates an assessment tool. The research hypotheses confirm the relationship between university SQ and satisfaction from the perspective of international students.

There is growing empirical evidence that firm heterogeneity is technologically non-neutral. This chapter extends the Gandhi, Navarro, and Rivers (2020) proxy variable framework for structurally identifying production functions to a more general case when latent firm productivity is multi-dimensional, with both factor-neutral and (biased) factor-augmenting components. Unlike alternative methodologies, the proposed model can be identified under weaker data requirements, notably, without relying on the typically unavailable cross-sectional variation in input prices for instrumentation. When markets are perfectly competitive, point identification is achieved by leveraging the information contained in static optimality conditions, effectively adopting a system-of-equations approach. It is also shown how one can partially identify the non-neutral production technology in the traditional proxy variable framework when firms have market power.

This study aims to examine the impact of board characteristics on firm performance while also exploring the influential mechanisms that help Chinese listed companies establish effective boards of directors and strengthen their corporate governance mechanisms.

This paper uses machine learning methods to investigate the predictive ability of the board of directors' characteristics on firm performance based on the data from Chinese A-share listed companies on the Shanghai and Shenzhen stock exchanges in China during 2008–2021. This study further analyzes board characteristics with relatively strong predictive ability and their predictive models on firm performance.

The results show that nonlinear machine learning methods are more effective than traditional linear models in analyzing the impact of board characteristics on Chinese firm performance. Among the series characteristics of the board of directors, the contribution ratio in prediction from directors compensation, director shareholding ratio, the average age of directors and directors' educational level are significant, and these characteristics have a roughly nonlinear correlation to the prediction of firm performance; the improvement of the predictive ability of board characteristics on firm performance in state-owned enterprises in China performs better than that in private enterprises.

The findings of this study provide valuable suggestions for enriching the theory of board governance, strengthening board construction and optimizing the effectiveness of board governance. Furthermore, these impacts can serve as a valuable reference for board construction and selection, aiding in the rational selection of boards to establish an efficient and high-performing board of directors.

The study findings unequivocally demonstrate the superiority of nonlinear machine learning approaches over traditional linear models in examining the relationship between board characteristics and firm performance in China. Within the suite of board characteristics, director compensation, shareholding ratio, average age and educational level are particularly noteworthy, consistently demonstrating strong, nonlinear associations with firm performance. Within the suite of board characteristics, director compensation, shareholding ratio, average age and educational level are particularly noteworthy, consistently demonstrating strong, nonlinear associations with firm performance. The study reveals that the predictive performance of board attributes is generally more robust for state-owned enterprises in China in comparison to their counterparts in the private sector.