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In spite of the increased interest of academics, there has not been a thorough examination of the actors and factors of accessible tourism (AT) development. The purpose of this study is to investigate the relationships between stakeholders’ attitudes, collaborative intervention and corporate sustainability and responsibility (CS&R) and the implementation of accessible tourism (IAT).

Focus group discussion, an expert content validity test and structural equation modelling were all used as part of a mixed-methods approach. At the longest sea beach in the world, located in Bangladesh, data was collected from the tourism stakeholders using an on-site questionnaire survey.

Stakeholders’ attitude is significantly related to their collaborative intervention, but accessibility inclusive corporate substantiality and responsibility (AICSR) mediates the relationships between attitude and implementation, as well as collaborative intervention and implementation. As a result, AICSR is identified as a key driver in the IAT.

Purposive sampling was used to select stakeholders from Bangladesh’s most popular tourist destination. Nonetheless, the statistically valid model of this exploratory study can be tested for generalization in other contexts with a large sample size. The findings will bring diverse stakeholders to light and encourage barrier-free tourist growth that could improve the destinations’ comparative advantage and competitiveness.

This study is, to the best of the authors’ knowledge, one of the first studies to use rigorous quantitative methods to investigate AT implementation with a focus on CS&R. It adds to the existing AT literature by providing a scale and model of IAT while highlighting the extent to which AT can be implemented within CS&R.

尽管学术界对无障碍旅游发展的参与者和因素越来越感兴趣, 但还没有相关研究对此领域进行彻底的调查。本研究的目的是调查利益相关者的态度、协作干预、企业可持续性和责任 (CS&R) 与实行无障碍旅游 (IAT)之间的关系。

本文采用的混合研究方法包括了焦点小组讨论、专家内容有效性测试和结构方程模型 (SEM)。在位于孟加拉国的世界上最长的海滩上, 我们通过现场问卷调查从旅游利益相关者那里收集了数据。

利益相关者的态度与其协作干预显著相关, 但企业可持续性和责任的无障碍包容性（AICSR）在态度与实施以及协作干预与实施之间的关系中起中介作用。因此, AICSR 被确定为实施无障碍旅游的关键驱动力。

立意抽样法用于从孟加拉国最受欢迎的旅游目的地选择利益相关者。尽管如此, 该探索性研究的统计有效模型可以在具有大样本量的其他情况下进行泛化测试。调查结果将揭示不同的利益相关者, 并鼓励无障碍的旅游增长, 从而提高目的地的比较优势和竞争力。

本文是最早以CS&R为重点, 使用严格的定量方法调查实行无障碍旅游的研究之一。它通过提供 IAT 的规模和模型来补充现有的无障碍旅游文献, 同时强调无障碍旅游可以在 CS&R 中实施的程度。

A pesar del creciente interés de los académicos, no se han examinado a fondo los actores y factores del desarrollo del turismo accesible. El propósito de este estudio es investigar las relaciones entre las actitudes de los actores, la intervención colaborativa y la sostenibilidad y responsabilidad corporativa (RSC) y la implementación del turismo accesible (ITA).

El estudio utiliza un enfoque de métodos mixtos que incluye una discusión de grupo focal, una prueba de validez de contenido de expertos y un modelo de ecuaciones estructurales (MEE). En la playa marítima más larga del mundo, situada en Bangladesh, se recogieron datos de los agentes turísticos mediante una encuesta con cuestionario in situ.

La actitud de las partes interesadas está significativamente relacionada con su intervención colaborativa, pero la sustancialidad y la responsabilidad corporativa inclusiva de la accesibilidad (SRCIA) media las relaciones entre la actitud y la implementación, así como la intervención colaborativa y la implementación. Como resultado, la SRCIA se identifica como un factor clave en la implementación del turismo accesible.

Se utilizó un muestreo discrecional para seleccionar a las partes interesadas del destino turístico más popular de Bangladesh. No obstante, el modelo estadísticamente válido de este estudio exploratorio puede probarse para su generalización en otros contextos con una muestra grande. Las conclusiones mostrarán diversos grupos de interés y fomentarán el crecimiento del turismo sin barreras que podría mejorar la ventaja comparativa y la competitividad de los destinos.

Se trata de uno de los primeros estudios que utilizan métodos cuantitativos rigurosos para investigar la implantación del turismo accesible centrándose en la RSC. Contribuye a la bibliografía existente sobre turismo accesible al proporcionar una escala y un modelo de ITA, al tiempo que pone de relieve hasta qué punto se puede implementar el turismo accesible dentro de la RSC.

This study aimed at the identification of perceptional environment properties in hospital public spaces that can affect salutogenic components and patients' overall satisfaction and suggested a conceptual framework.

A systematic review focused on specific steps to clarify the impact of public spaces' environmental quality on patients' satisfaction through the salutogenic approach. Searches were conducted in five databases and four scientific journals.

Five perceptional environment components of hospital public spaces: physical–psychological comfort, visibility, accessibility, legibility and relationability can be related to three indicators of salutogenic approach: manageability, perception and meaning and can be evaluated in patients' overall satisfaction: desire to use hospital again, to recommend the hospital to others, to prefer hospital to other healthcare environments and to trust in the hospital.

Despite studies on healthcare environments, there is a lack of research on the salutogenic approach in hospital public spaces. Therefore, this paper focuses on the environmental quality in public spaces as an influence on patients' satisfaction with the salutogenic perspective to create a health-promoting environment.

Continuous improvement initiatives such as Lean in Higher Education (HE) institutes are an emerging topic for research. Under pressure to do more with less, institutes of HE are increasingly adopting the tools and methods of lean to improve their quality practices. Nevertheless, institutes of HE differ significantly from business organizations. The purpose of this study was to examine the critical success factors (CSFs) of continuous improvement in this homogeneous industry. Two other contextual factors, implementation approach and national culture, are examined.

A mixed methods approach, combining Q-methodology, online surveys and interviews, was used to investigate the CSFs of lean implementation in HE. Participants were recruited from an international network of lean practitioners in HE. Using Q-methodology, three perspectives of CSFs in HE were identified.

Lean implementation at institutes of HE is characterized by a bottom-up approach, involving mostly supporting processes. Contrary to business organizations, the role of management in the implementation of Lean in HE is limited and attention should instead be directed to employee empowerment and customer focus. The findings also showed that, at least for institutes of HE, organizational culture is more influential than national culture.

When management involvement is limited, a bottom-up implementation of lean is recommended, centered on improving university-wide supporting processes, promoting cross-departmental cooperation and overcoming the silo mentality. This approach requires an emphasis on a specific set of CSFs, namely, employee empowerment, sharing success stories and training.

The study findings enrich conceptually based lean implementation frameworks for HE that advocate a top-down implementation approach.

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.