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In recent years, there has been a growing dialogue around community-based and systems-based approaches to security risk management through the introduction of top-down and bottom-up knowledge acquisition. In essence, this relates to knowledge elicited from academic experts, or security subject-matter experts, practitioner experts, or field workers themselves and how much these disparate sources of knowledge may converge or diverge. In many ways, this represents a classic tension between organisational and procedural perspectives of knowledge management (i.e. top-down) versus more pragmatic and experience focussed perspectives (i.e. bottom-up).

This chapter considers these approaches and argues that a more consistent approach needs to address the conflict between procedures and experience, help convert field experience into knowledge, and ultimately provide effective training that is relevant to those heading out into demanding work situations. Ultimately, ethics and method are intricately bound together in whichever approach is taken and the security of both staff and at-risk populations depends upon correctly managing the balance between systems and communities.

The purpose of this paper is to provide new insights into the reactions and lessons learned with regard to the COVID-19 pandemic in terms of how logistics service providers (LSPs) managed to maintain supply chains resilience and what focus areas have been changed to keep operations functional and uphold financial stability.

Based on data-gathering techniques in interpretive research this study collected primary data via semi-structured interviews, interviewing informants from selected LSPs that operate on a global scale.

The results show that LSPs have built their reactions and actions to the COVID-19 outbreak around five main themes: “create revenue streams,” “enhance operational transport flexibility,” “enforce digitalization and data management,” “optimize logistics infrastructure” and “optimize personnel capacity.” These pillars build the foundation to LSP resilience that enables supply chains to stay resilient during an external shock of high impact and low probability.

The results of this study provide insights into how LSPs have managed the downsides and found innovative ways to overcome operational and financial challenges during the COVID-19 outbreak. As one of the first studies that specially focuses on the role of LSPs during the COVID-19 pandemic, this study categorizes the LSPs’ reactions and provides a “lessons learned” framework from a managerial perspective. From a theoretical perspective, this paper discusses the strategic role of LSPs in supply chain management and thereby extends current supply chain literature with a focus on LSP resilience.

Competition among higher education institutions has pushed universities to expand their competitive advantages. Based on the assumption that the core functions of universities are academic, understanding the teaching–learning process with the help of student evaluation of teaching (SET) would seem to be a logical solution in increasing competitiveness. The paper aims to discuss these issues.

The current paper presents a narrative literature review examining how SETs work within the concept of service marketing, focusing specifically on the search, experience, and credence qualities of the provider. A review of the various factors that affect the collection of SETs is also included.

Relevant findings show the influence of students’ prior expectations on SET ratings. Therefore, teachers are advised to establish a psychological contract with the students at the start of the semester. Such an agreement should be negotiated, setting out the potential benefits of undertaking the course and a clear definition of acceptable performance within the class. Moreover, connections should be made between courses and subjects in order to provide an overall view of the entire program together with future career pathways.

Given the complex factors affecting SETs and the antecedents involved, there appears to be no single perfect tool to adequately reflect what is happening in the classroom. As different SETs may be needed for different courses and subjects, options such as faculty self-evaluation and peer-evaluation might be considered to augment current SETs.