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This study aims to characterize the experiences of health professionals participating in an exploratory randomized controlled trial designed to improve hearing and vision among older adults without dementia receiving the in-home health services provided by Norwegian municipalities.

Semistructured individual and paired interviews were conducted by nine health professionals from five municipalities to explore health professionals’ experiences with the intervention. The data were analyzed using content analysis.

Three main categories of experiences were identified: (1) participating in the intervention, (2) emerging new knowledge and (3) developing in-home health services. The mutual collaboration between health professionals and service recipients during the screening process led to a more-thorough understanding of the service recipients’ needs and resources, enabling personalized advice and guidance.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments. Given the promising outcomes of such interventions, future research should (1) investigate their effects on changes in behaviors and attitudes, (2) integrate technological advancements and (3) explore environmental modifications to further enhance the quality of life of older adults in various settings.

The health professionals in this study enjoyed assisting the service recipients in receiving in-home health services by screening their hearing, vision and indoor lighting conditions. The trial enabled the health professionals to provide personalized advice, and to motivate and guide the service recipients toward actions to remedy their impairments.

The health professionals recommended hearing, vision and indoor lighting screening to be a routine municipal service because it would safeguard independence, prevent falling and maintain the quality of life of service recipients. However, additional resources are needed to implement these recommendations.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments.

The Listen to Learn for Life (L³) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L³ Assessment Framework and determine what is not known and needs to be investigated in future research.

Literature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation.

Most research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed.

To the best of the authors’ knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L³ Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate and different from the experience of another group and thus research separately. For example, there are terms that are studied only in the context of one group, and a different term is used to study a very similar (or identical) concept among a different group. Indeed, there are many unique experiences that specific minority groups encounter at work. Because of this end, minority groups should not be fully categorized together, and their individual should not be erased. However, there are shared experiences that many or all minorities experience at work, whether they are a gender minority, racial minority, or a member of any other minoritized group. Recognizing these shared experiences can help scholars develop a deeper understanding of what it's like to be minoritized or underrepresented at work, and therefore help to better serve these communities. To this end, our chapter highlights three such shared but unique minority experiences: three experiences that are common across all minority groups but operationalize slightly differently in different populations. The first experience we discuss is discrimination, as all minorities typically experience some form of negative differential treatment at work. The second experience we discuss is identity management, as many minorities need to actively think about how they present their minority identity to others (regardless of if their identity is “concealable” or not). Finally, we discuss strength through adversity, as many minorities argue that their minority identity is a source of strength and an area that benefits them at work. We conclude the chapter with a call toward intraminority solidarity, suggesting that recognizing shared experiences and working together can help build better workplaces for all minority employees.

In this chapter, we seek to bring greater attention to language-based stigma at work and how it affects employees speaking English as their second language. We integrate research findings across multiple disciplines, including management, psychology, linguistics, education, and business ethics, identifying three major themes and knowledge gaps in this research domain. Based on the multidisciplinary knowledge integration, we suggest six promising future directions for organizational and business ethics scholars to pursue. We call for more empirical research focusing on how language-based stigma may harm nonnative English speakers (NNESs) with and without actual mistreatment or discrimination at work and how organizations may intervene to support NNESs. We hope our chapter will spark conducive conversations about mitigating language-based stigma in the workplace.

This study aims to investigate and propose guidelines to enhance the accessibility of virtual reality (VR) interfaces for all users within professional learning environments. Motivated by a lack of comprehensive accessibility guidelines for VR learning, the study delves into a case study of Edstutia’s VR campus.

This case study examines the intersection of VR platform development and learning experience design through the lens of accessibility in human-computer interaction. It elaborates on how user experience feedback from differently-abled learners who were unable to fully participate in the VR experience due to disability shaped the 2.0 version development of a VR platform.

The outcomes of this case study are (1) a description of an inclusive and empathetic design application to increase multi-learner VR platform accessibility, (2) a sample actionable path from a design/development perspective in ensuring the accessibility design of a VR learning platform, and recommendations to facilitate the design process.

This case is a foundation for further research on improving accessibility in VR. In future work on VR campuses, we recommend scholars undertake research with an inclusive approach that actively involves users with different abilities in shaping guidelines, particularly on how individuals with different abilities should be approached for their input during the design and development process in a sensitive manner.

The authors summarize the steps taken to enhance the accessible interplay between the end users and the interface of VR technology in the emergence of VR accessibility standards. Central to this case’s exploration is the integration of accessibility as a pivotal element into an academic VR campus, i.e. multilearner education platform.

Increasing access to VR has strong social implications in a world where 17% of people report a disability.

This case contributes to the limited research available on increasing access to VR on campuses.

Augmented reality (AR) is revolutionizing the tourism and hospitality industry by offering immersive experiences as well as creating more engaging, informative and accessible travel experiences that attract tourists from around the globe. From virtual tours and immersive historical site recreations to navigation assistance and cultural education, AR technology is transforming the way we explore and interact with the destinations. This study aims to identify benefits, risks, tools and techniques of AR in the tourism and hospitality literature.

The authors conducted a systematic literature review to answer six research questions. The authors also identified 33 primary studies, dated from January 2010 to February 2024 and coded them via a thematic analysis. Related studies were obtained through searching in Web of Science and Scopus.

The results identified nine themes for benefits, eight themes for risks/disadvantages and four tools and applications-related themes. Through the thematic analysis, the major benefits of AR in the tourism and hospitality were found to be differentiated travel experiences, improved performance of tourism value chain, more effective marketing efforts of tourism businesses, enhanced tourists’ engagement, enhanced performance of tourism destinations, stimulated behavioral intentions, tourist empowerment and providing more value, interactivity and integrity. Furthermore, eight risks were identified: physical, privacy and security, social, service failure, technical, psychological, managerial, information and knowledge gaps. The authors also recognized four tools and applications-related themes, namely, AR-enabled tools, AR applications, AR-enabled apps and AR-based techniques.

To the best of the authors’ knowledge, this review provides the first systematic exploration of the existing literature on usage of AR in the context of tourism and hospitality value chain.

To address safety risks, worker well-being concerns and productivity losses in construction due to substance misuse, this study aims to explore awareness and usage levels of various substances among Nigerian construction professionals. The findings aim to inform targeted interventions and policy development to tackle these industry-specific challenges.

A comprehensive literature review identified several substances and intoxicants commonly used in construction, which informed the development of a well-structured questionnaire. This questionnaire was distributed to both construction professionals and nonprofessionals. The Shapiro-Wilk test assessed the normality of awareness and utilization scores for each substance, while the Kruskal-Wallis H-test explored significant differences in awareness and usage scores among different respondent groups.

Despite reporting low awareness of substances commonly used in construction, a significant proportion (over 60%) of respondents admitted to using several of these substances in their construction activities. This highlights a concerning disconnect, with more than half (62.5%) exceeding a predefined threshold (3.5) for significant substance use. Ten out of the 16 substances surveyed fell into this category, indicating a widespread issue within the industry.

The findings of this study highlight the need for increased education and awareness programs about the dangers of substance misuse in the construction industry. Construction companies should implement regular training sessions and workshops to educate workers on the risks associated with substance use. Additionally, there should be stricter enforcement of substance use policies and routine substance testing to deter misuse. These measures can enhance safety, improve worker well-being and boost overall productivity in the construction industry.

The insights from this study can inform the development of international policies and best practices for substance use prevention and worker well-being in the construction industry. Sharing these findings with international organizations, policymakers and industry stakeholders can help create broader guidelines and frameworks adaptable for implementation in various countries.

This chapter underscores the increasing importance of diversity, equity, inclusion, and justice (DEIJ) education in business schools, citing societal disparities, corporate commitments, and social movements. The Association to Advance Collegiate Schools of Business (AACSB) emphasizes the role of diverse representation in faculty, staff, and curriculum to inspire learners and foster diverse leadership in business. The call for integrated DEIJ throughout the business curriculum is not new, and the text suggests introducing these topics through a stand-alone foundational course. It acknowledges the challenges of curricular changes and recommends democratic processes for effective implementation. This chapter encourages exploring the impact of biases in artificial intelligence (AI) and suggests incorporating discussions on AI tools like ChatGPT as educational opportunities to address biases within the context of business and society.

Designing and developing responsible business practices can create various tensions for service organizations. The purpose of this research is to develop a deeper understanding of the relationship between customer engagement (CE) and responsible business practices (e.g. environmental, social and/or governance [ESG], corporate social responsibility [CSR] and diversity, equity, and inclusion [DEI]) and explore customer engagement tensions that service organizations may face.

This research develops a list of CE-related responsible business practice tensions and empirically explores their relevance through in-depth interviews with nine ESG professionals.

This paper makes three important contributions. First, we find support for nine distinct but related tensions with implications for CE that organizations must navigate when pursuing responsible business practices. Second, interview participants provide some suggestions for tackling these tensions, which we support with relevant theories. Finally, we develop a conceptual framework that may stimulate future service research and inform the implementation of ESG strategies.

To the best of the authors’ knowledge, this research is the first to conceptualize and empirically explore the tensions that emerge between responsible business practices and CE. The authors develop a novel analysis of the CE-related tensions that emerge when pursuing an ESG strategy.

The findings are based on a small sample of ESG professionals. Future research may take a quantitative approach to further evaluate the role that these tensions play in engaging customers.

This research provides a conceptual framework that may guide ESG professionals in understanding, framing and navigating CE-related tensions when pursuing responsible business practices.

A social benefit may be found when service organizations are better able to successfully navigate CE-related tensions when pursuing responsible business practices.