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This paper addresses the issue of the underrepresentation of women in leadership positions within the information and communication technology (ICT) and engineering fields. The study examines the complex issue of vertical segregation and gender equality by exploring the barriers that women encounter and the potential coping strategies they adopt to advance in their careers.

The study employs a qualitative approach, conducting semi-structured interviews with 17 women at middle and upper management levels in the ICT and engineering sectors. This approach aims to better understand women's workplace experiences and gain deeper insights into the nature of the barriers they face.

The study identifies four main factors hindering women's progression toward senior management positions, namely working hours, work-family conflict, social role stereotypes and second-generation bias. The results also offer useful insights into the coping strategies adopted by women to overcome these barriers.

The study highlights the persisting underrepresentation of women in senior positions, indicating a societal and organizational lag in terms of inclusion and equity. It underscores the importance of developing effective policies to address the challenges faced by employees striving to balance their work and family commitments. Training is recognized as an important tool for raising awareness about gender stereotypes among employees and reducing second-generation bias.

This study provides valuable lessons derived from its findings, including potential strategies that organizations can implement to help women navigate and overcome workplace barriers in the ICT and engineering fields.

The aim of the paper is to present the experience of New Bulgarian University (NBU) and the methodology followed for changing its educational programmes and developing new ones according to the labour market needs.

Initially, the paper focuses on the need for adapting curricula for meeting the labour market demands for information and communication technologies (ICT) professional skills. It provides an overview of the ICT skills supply and demand trends in Europe. A special emphasis is made on the dialogue of leading stakeholders in Europe for developing European E-Competence Framework. After introducing the overall picture in Europe, the paper presents the environment in Bulgaria for higher education, research and innovation and the ICT skills challenges in the country. The last part of the paper is based on the project methodology and its results. First, the methodology behind the design of a new Masters programme is given, and next, the concepts for adapting NBU educational programmes according to the labour market needs are presented.

Bulgarian universities seldom introduce multidisciplinary educational programmes. Generally, industry involvement in higher education is at low level, and university programmes are not linked to skills needs of future employees. Some good examples exist in the ICT university – business collaboration.

The development of information economy depends on the existence of adequate skills for using and developing ICT. In the last decades, ICT skills supply and demand remains an evergreen issue in many European Union Member States. Bulgaria also faces the challenges of meeting industrial demands for e-competences of its workforce. The paper presents an approach which could be followed by other university teams in designing or changing their educational programmes. At the same time, it provides insight on the overall environment in the country, and the challenges which different stakeholders face in the development of the knowledge-based economy.

The potential and opportunity offered by Information and Communication Technologies (ICTs) to enable Energy Efficient (EE) viable operations has been thoroughly laboured with respect to sustainability goals. Often the issue is not a lack of technological options, but rather an issue in understanding what choices will lead to the greatest impact. This paper summarises the outcome of a research work undertaken within Roadmap Enabling Vision and Strategy for ICT-enabled EE (REViSITE), an EU-funded project tasked with investigating migration pathways from current state of the art to a common vision for ICT-enabled EE with respect to four energy intensive sectors (energy grids, built environment, manufacturing and lighting). In this paper the focus is particularly on the built environment and how it might benefit from other sectors.

The REViSITE methodology/framework combined Life Cycle thinking, an adapted capability Maturity Framework and the REViSITE-developed SMARTT taxonomy for the development of a multi-disciplinary Strategic Research Agenda (SRA) which suggests research trajectories based on Research and Technology Development (RTD) topics. These priorities or pathways are presented in terms of short, medium and long-term delivery.

Development of a multi-disciplinary SRA and the corresponding Implementation Action Plan (IAP) offering specific recommendations for research development in the area of ICT-enabled EE among other recommended actions, which are reported in other publications.

At a basic level the value of the research is that it offers the potential to augment existing domain knowledge by offering a lens onto the ICT4EE practices of other sectors.

This paper aims to present an impact analysis in the educational dimension of the European Institute of Innovation and Technology (EIT) and specifically on its “knowledge and innovation community” (KIC), focused on the information and communications technology sector named “EIT Digital” in the university field.

After reviewing the current situation on education in ICT-related engineering and the need to address new professional profiles and/or complement the current ones to increase the value of the new professionals in a globalised society, the principles behind the EIT model are analysed, taking the experience accumulated in EIT Digital as a basis for discussion at master level.

The conceptual framework on “what” and “how” of the EIT described from the educational perspective constituted sound bases for ensuring the value of the EIT KICs as drivers for institutional innovation and structural reform. As the practical experience of Universidad Politécnica de Madrid (UPM) shows, the policy experimentation space provided by EIT Digital has acted as an internal transformation driver for European universities. It has played a key role to accelerate structural reforms once partner universities assumed the need of modifying or reinterpreting “any internal regulation to participate better in the EIT”.

This analysis is used as a basis for the design of an institutional agenda of education transformation in the rest of the UPM where the innovation and entrepreneurship vision is inserted into the technical education to give future professionals the tools and capacities to serve as catalyser agents of the innovation system.

Sustainable development (SD) does not usually form part of the curriculum of ICT-related study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the findings of a study into which specific topics in the field of SD have the greatest potential to motivate students on ICT-related study programs to engage with the topic of sustainability.

In this exploratory study, the authors evaluated Bachelor’s and Master’s courses that introduced the topic of SD to students on ICT-related study programs. The evaluation focuses on the insights that the students gained into sustainability and the extent to which their motivation to engage with the subject was increased. The evaluation combines qualitative and quantitative approaches.

The authors identify five thematic clusters with the greatest potential to motivate students to engage with the topic of sustainability: A conceptual model of the positive and negative impacts of ICT; Reports on the recycling of ICT hardware; Examples of using ICT to reduce greenhouse gas emissions with a focus on the substitution of virtual for physical presence; Statistical data on post-industrial seemingly dematerialized economies and the contradiction with regard to the total material demand of such economies; Evidence for rebound effects that lead to increasing demand for goods or services that are produced with less energy input or can be consumed faster.

ICT is a transformational and to a certain extent disruptive technology. It is therefore important to discuss the development of ICT and its applications in the context of SD. Several authors have pointed out the need to integrate the topic of sustainability into ICT courses at universities and similar, but few have discussed how this can be done in practice. Our study is the first to explore which topics have the greatest potential to motivate students on ICT-related programs to engage with the area of SD.

This study aims to illustrate an overarching picture of the knowledge base on change management, including contributing authors, institutions and countries. The study also aims to elicit the intellectual structure of the knowledge base using science mapping.

The authors engaged 1,457 published documents, generated from a SCOPUS search, to analyse research conducted in the area of change management. Bibliometric indicators such as authors, institutions and countries were used in the analysis. Additionally, science mapping analyses such as keyword co-occurrence and co-citation were also performed using VOSviewer.

The findings indicated that scholarly work in the field of change management is on the rise. Furthermore, while the contribution from different regions of the world was observed, the most impactful scholarly works came from the West and Asia. Finally, it was found that research on change management could be classified into four schools of thought; engineering and information and communication technology (ICT) industry, organisational aspects of change, leadership aspects of change and human aspects of change.

This study contributes to the knowledge base on change management by creating an intellectual landscape of the existing research. The results demonstrated that the existing literature on the topic forms four broad clusters of knowledge and that the ICT industry is the current epicentre of research in this area. These findings could benefit researchers, as well as practitioners in streamlining their actions towards the most relevant and critical areas on the topic of change management.

This paper aims to analyze the role of influential nodes on other users on Facebook social media sites by social and behavioral characteristics of users. Hence, a new centrality for user is defined, applying susceptible-infected recovered (SIR) model to identify influence of users. Results show that the combination of behavioral and social characteristics would be determined the most influential users that influence majority of nodes on social networks.

In this paper, the authors define a new centrality for users, considering node status and behaviors. Thus, this node has a high level of influence. Node social status includes node degree, clustering coefficient and average neighbors’ node, and social status of node refers to user activities on Facebook social media website such as sending posts and receiving likes from other users. According to social status and user activity, the new centrality is defined. Finally, through the SIR model, the authors explore infection power of nodes and their influences of other node in the network.

Results show that the proposed centrality is more effective than other centrality approaches, infecting more nodes in social network. Another significant point in this research is that users who have high social status and activities on Facebook are more influential than users who have only high social status on the Facebook social media.

The influence of user on others in social media includes two key factors. The first factor is user social status such as node degree and clustering coefficient in social media graph and the second factor is related to user social activities in social media sites. Most centralities focused on node social status without considering node behavior. This paper analyzes the role of influential nodes on other users on Facebook social media site by social and behavioral characteristics of users.

The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm.

Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators.

The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability.

The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date.

There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work – programme leaders and teachers – define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

The purpose of this paper is to investigate the confusion among project management practitioners about the role of steering committees.

Semi-structured interviews were conducted with highly experienced participants selected from a range of industries and disciplines in Queensland, Australia.

Six separate confusions on the role of steering committees were identified within that practitioner community. However, despite participants expressing various opposing views, they had actually come to the same working arrangements for their committees; all that was missing was a common conceptualisation of these working arrangements and consistent terminology.

The paper provides clear evidence to the academic literature that confusion over the role of steering committees actually exists within the practitioner community and identifies six separate ways in which this occurs. It also identifies a problematic error in the widely used PRINCE2 governance model. Clarity in committee governance arrangements will facilitate future research endeavours through the removal of confusion surrounding committee labelling and accountability.

A committee decision tree model that guards against all six confusions is proposed for practitioner use, providing a means of avoiding unnecessary internal conflict within organisational governance arrangements. It can be used to check terms of reference of existing or proposed committees, facilitating organisational efficiency and effectiveness. The suggested renaming of project control groups to project coordination groups, and discontinuance of the practice of labelling committees that cannot authorise their decisions as either steering committees or boards, further supports this.

Reconciliation of terminology with actual practice and the consequent clarity of governance arrangements can facilitate building social and physical systems and infrastructure, benefitting organisations, whether public, charitable or private.

Clarity regarding committee accountability can avoid confusion, misunderstanding and their consequent waste of time, resources and money.

This paper aims to assess how entrepreneurship affects knowledge economy (KE) in Africa.

Entrepreneurship is measured by indicators of starting, doing and ending business. The four dimensions of the World Bank’s index of KE are used. Instrumental variable panel-fixed effects are applied on a sample of 53 African countries for the period of 1996-2010.

The following are some of the findings. First, creating an enabling environment for starting business can substantially boost most dimensions of KE. Second, doing business through mechanisms of trade globalization has positive effects from sectors that are not information and communication technology (ICT) and high-tech oriented. Third, the time required to end business has negative effects on KE.

The findings confirm the narrative that the technology in African countries at the moment may be more imitative and adaptive for reverse engineering in ICTs and high-tech products. Given the massive consumption of ICT and high-tech commodities in Africa, the continent has to start thinking of how to participate in the global value chain of producing what it consumes.

This paper has a twofold motivation. First, given the ambitions of African countries of moving towards knowledge-based economies, the line of inquiry is timely. Second, investigating the nexus may have substantial poverty mitigation and sustainable development implications. These entail, inter alia, the development of technology with value-added services; enhancement of existing agricultural practices; promotion of conditions that are essential for competitiveness; and adjustment to globalization challenges.