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This study aims to explore the knowledge, attitudes, and experiences of PhD students in India regarding research ethics and institutional review boards (IRBs), assess awareness levels, identify training gaps, examine ethical priorities and understand challenges in the IRB application process.

A quantitative approach was used, and a self-evaluator questionnaire was distributed electronically to PhD students. Data collection occurred between 1 March 1 and 30 March 2024, with analysis conducted using SPSS software.

The study reveals a significant gap in formal training on IRB procedures within PhD programs and challenges in completing IRB applications despite recognising ethical priorities such as informed consent and confidentiality.

This study provides insights into PhD students’ perspectives on research ethics and IRBs in India, highlighting the need for enhanced education and awareness initiatives to promote responsible conduct and safeguard research participants.

According to the Project Management Institute, 70% of projects fail globally. The causes of project failure in many instances can be identified as non-technical or behavioral in nature arising from interactions between participants. These intangible risks can emerge in any project setting but especially in project settings having diversity of cultures, customs, beliefs and traditions of various companies or countries. This paper provides an objective framework to address these intangible risks.

This paper presents a structured approach to identify, assess and manage intangible risks to enhance a project team’s ability to meet its objectives. The authors propose a user-friendly framework, Intangible Risk Assessment Methodology for Projects (IRAMP), to address these risks and the factors that cause them. Meta-network (e.g., a network of networks) simulation and established social network analysis (SNA) measures provide a quantitative assessment and ranking of causal events and their influence on the intangible behavior centric risks.

The proposed IRAMP and meta-network approach were utilized to examine the project delivery process of an international energy firm. Data were gathered using structured interviews, surveys and project team workshops. The use of the IRAMP to highlight intangible risk areas underpinned by the SNA measures led to changes in the company’s organizational structure to enhance project delivery effectiveness.

This work extends the existing project risk management literature by providing a novel objective approach to identify and quantify behavior centric intangible risks and the conditions that cause them to emerge.

As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice.

A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits.

The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics.

The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace.

This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.

This paper aims to examine how doctoral students in education and applied linguistics fields successfully navigated graduate writing demands by participating in a support community that catalyzed writing productivity, peer mentoring and feedback. Guiding graduate students’ writing processes based on scholarly interests and providing peer support are vital to scholarly productivity and transition into academia.

Following a collaborative analytic autoethnographic case study design (Adams et al., 2022; Chang et al., 2013), the authors narrated major events that impacted their writing and publication experiences. The authors visualized their entire doctoral writing experience based on the frequency of writing events that contributed to writing productivity. In data triangulation discussions, the authors reflected on writing experiences.

Findings show that the support community alleviated individual struggles associated with writing a dissertation and high-quality papers. Key factors contributing to scholarly growth included nonevaluative peer support, feedback and shared academic resources. Writing within the periphery of faculty research and predominantly focusing on doctoral milestones led to individual scholarly interests being overshadowed. Without structured guidance, doctoral writers may develop initiatives to alleviate individual struggles and meet academic writing demands in the disciplines.

The authors recommend including structured guidance on developing writing productivity and a personal research agenda in the early stages of the doctorate.

This study offers unique examples of how a student group supported writing productivity and socialization into the academic community. It illustrates the multifaceted nature of academic writing influenced by faculty–student relationships, peers and individual initiatives. This paper provides doctoral writers and graduate programs with examples of accomplishing academic publishing goals.

This study aims to shed light on the dilemma of “publish or perish” within the context of artificial intelligence (AI) and to suggest approaches that scholars and organizations can implement to enhance ethical behavior in research and publishing.

This investigation examined institutional guidelines, policies, processes, norms and prior research to pinpoint ethical patterns that could be leveraged to promote ethical behavior in research and publishing.

The research outlined various unethical behaviors that have a detrimental impact on research outcomes including falsification, fabrication, plagiarism, p-hacking, authorship conflicts of interest, salami publication, republishing and manipulation of visual data, as well as incorrect selection of statistical analysis techniques. Furthermore, the study recommends optimal strategies for researchers and institutions to improve the quality of research, such as embracing the Open Research Library, forming partnerships and consortia, adhering to established informed consent standards and safeguarding confidentiality and privacy, among other practices.

These findings can serve as a foundation for policies that enable institutions and scholars to heighten their comprehension of ethical research practices and establish mechanisms for supervising research outcomes.

Numerous research and educational institutions are contending with new obstacles brought about by using technologies such as AI. These findings can offer a reference point to stimulate the ongoing discourse regarding the utilization of generative AI in academic settings.

This collaborative paper presents three case studies on four scholars' experiences with remote data collection. The authors highlight the challenges and strengths of online qualitative research across three disparate projects: an interdisciplinary exploration of matrilineal heritage, an examination of Irish women's sexual identity and an investigation of dress practices among Tz'utujil-Maya.

Qualitative researchers traditionally go into the field to explore and understand social phenomena. At the onset of the COVID-19 pandemic, while people faced the daily realities of a worldwide crisis from within their homes, remote data collection became a necessary strategy to pursue knowledge. As a result, researchers adapted to unknowns regarding recruiting, scheduling, technology, interviewing and analysis.

Participant and researcher experiences during the adaptation to remote interviewing yielded important lessons on research strategies.

Outcomes from these studies highlight the potential value of online data collection alongside the necessity for flexibility in designing and conducting qualitative research.

This study aims to test the mediating effect of psychological distress and bullying victimization on the relationship between alexithymia and fibromyalgia (FM) among school adolescents.

This study used cross-sectional, correlational design. Data was collected using self-administered questionnaire. The sample consisted of 1,000 school adolescents at Grade 9–12 who were recruited randomly using multistrategic sampling technique.

The analysis showed that alexithymia was a significant predictor of FM (odds ratio [OR] = 1.065). Psychological distress was also a significant predictor of FM; however, its mediating effect resulted in drop of OR to 1.041. The joined effect of bulling victimization and psychological distress found to be significant although OR dropped from 1.065 to 1.039.

The study highlights the significant role of school health nurses and mental health counselors to early detect and direct mental health interventions toward significant psychological problems among school adolescents.

I affirm this information has not been published or submitted for publication elsewhere. All authors approve the content of the manuscript and have contributed significantly to research involved/ the writing of the manuscript. The authors affirm their commitment to transfer copyright ownership to your journal if the manuscript is accepted for publication. The authors also affirm they will obtain any other copyright permission if deemed necessary within 30 days of acceptance for publication. All identifying information regarding the study participants has been omitted and this study was approved by the IRB at School of Nursing of the University of Jordan. The research conforms to the provisions of the Declaration of Helsinki in 1995 (as revised in Brazil, 2013). All participants gave informed consent for the research, and that their anonymity was preserved. None of the authors has financial or personal matters that may pose a conflict of interest.

As a collective paradigm of leadership emerges in the literature, many community leadership programs still align with leader-centric perspectives. The Kansas Leadership Center’s Leadership Transformation Grant is an exemplar of developing collective leadership in the civic arena. The purpose of this article is twofold: (1) to present the findings of a community-engaged, qualitative research study on the impact of collective leadership development on the practice of civic leadership and (2) to discuss relevant implications learned from reflections on the methodology for the practice of community-engaged research.

This study is a form of engaged research (Van de Ven, 2007) and is consistent with the principles of community-based research (Strand, Marullo, Cutforth, Stoecker, & Donohue, 2003). I took an exploratory approach to this study because the knowledge intersection of collective leadership, civic leadership and leadership development is still emerging and understudied. I explored the individual, group and systems levels as three components of a complex adaptive system (Uhl-Bien, Marion, & McKelvey, 2007). To better understand the dynamic relationship between individual, group and system in this grant team, I employed a three-phase study including methods of deliberative civic engagement, open-ended survey and interview.

Findings illustrate the effectiveness of the grant program on developing a shared language and leadership framework and clarifying leadership goals for participants. Implications include the importance of collective leadership development opportunities that center adaptive challenges and convene participants across levels of leadership and sectors. Additionally, the findings highlight the need to consider authority, identity and culture as central components of the practice of leadership. Reflections on the community-engaged methodology demonstrate the value of learning about leadership practices from the community practitioners to inform community leadership development interventions. Implications include approaching research as iterative and pushing back on academic norms that provide tension in engaged work.

Little research crosses all three boundaries of collective leadership, leadership development and civic leadership literature. This intersection focuses on understanding how collective leadership can contribute to enhancing the practice of civic leadership. The current study is situated within this knowledge gap and explores (1) the experiences of members of a civic group who have (2) participated in leadership development that (3) aligns with a collective leadership paradigm and are (4) trying to make progress on an adaptive challenge.

The digital direct-to-consumer (D2C) approach has seen widespread adoption across many industries, but its application to regional food products has been slower. This study aims to identify and rank the most significant challenges to the widespread use of digital D2C for regional food products.

A multi-criteria decision-making method called a fuzzy analytic hierarchy process (FAHP) was used to determine the order in which these obstacles were evaluated. Thirty-five barriers were identified and categorized into six categories named technological, operational, sociocultural, financial, market and institutional and regulatory barriers.

Market barriers ranked as the top barrier, and the technological barrier ranked the least significant amongst the main barrier categories for the adoption of digital D2C model for the regional food products. Lack of consumer awareness ranked number one globally, and lack of government subsidies ranked the least amongst the thirty-five identified barriers. Operational barriers came out to be second most significant barrier followed by institutional and regulatory barrier, sociocultural barrier, financial barrier and technological barrier.

The findings of this research were derived through a numerical examination of data gathered from the Indian setting. It follows that the technological, sociocultural, financial, market, operational and institutional constraints, among others, outlined here are all unique to India. Because of the unique nature of the Indian setting, the results of this study can only be used there and not elsewhere. It is possible that future research will broaden the aims of this one and refine its methodology. Digital D2C adoption for regional food products may be prioritized and ranked using quantitative and qualitative data sources like ANP and TOPSIS. It is possible that similar studies may be conducted in nations which have a different set of operational, technological, sociocultural market and financial and regulatory barriers. Conceptual framework can be formed by integrating TAM and TPB to understand the buying behavior of regional food products via digital D2C.

This research is the first to identify challenges to the widespread use of the digital D2C model for regional food products. Policymakers and other interested parties can use this information to better understand the difficulties of expanding the distribution of regional food products beyond their immediate regions.

Interim leaders often have little advance notice of their new assignments. Yet, they must skillfully lead their organizations, provide stability for staff and continue the direction of the mission and vision in a time of change. In addition, temporary leaders – often termed interim executive directors or interim chief executive officers (CEOs) – are frequently asked to guide the transition for a new and permanent leader.

This qualitative study presents the insights of 24 interim leaders, largely in the Chattanooga, Tennessee (TN) region, who participated in individual virtual interviews and a subsequent virtual focus group to address a protocol of questions concerned with all phases of carrying out the interim position.

The findings confirmed existing literature on how the interim was selected, the responsibilities of this leader and the costs and benefits for the organization of using an interim and extended findings with guidance for interim over their tenure.

The findings uncovered new insights into personal and career growth, along with unexpected personal and professional enrichment and satisfaction from the experience. The practical implications include providing detailed guidelines for interim leaders at each stage of their tenure, which can help them navigate the complexities of their roles more effectively. Additionally, the findings highlight the potential for significant personal and professional growth, offering interim leaders unexpected enrichment and satisfaction from their experiences.

The exploratory research validated the existing literature on interim leadership and added additional detail in practical guidance for beginning an interim position, carrying out the interim position and even ending the position. This study delineates practical guidelines at each stage of the interim lifecycle for both the temporary leader and the organization and provides areas for future research. Qualitative findings also identified key characteristics of an interim leader. This study also includes discussion of the political implications of interim CEOs.

The study presents original insights into the role of interim leaders by combining qualitative data from 24 participants in the Chattanooga, TN region with existing literature, thereby enhancing understanding of the challenges and successes these leaders face. It confirms previous findings regarding interim leadership and provides practical guidelines for navigating the interim lifecycle, highlighting aspects of personal growth and satisfaction that have not been extensively explored in prior research.