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This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.

The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.

The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.

Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.

This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.

Despite large bodies of research related to the impacts of e-commerce on last-mile logistics and sustainability, there has been limited effort to evaluate urban freight using an equity lens. Therefore, this study proposes a modeling framework that enables researchers and planners to estimate the baseline equity performance of a major e-commerce platform and evaluate equity impacts of possible urban freight management strategies. The study also analyzes the sensitivity of various operational decisions to mitigate bias in the analysis.

The model adapts empirical methodologies from activity-based modeling, transport equity evaluation, and residential freight trip generation (RFTG) to estimate person- and household-level delivery demand and cargo van traffic exposure in 41 U.S. Metropolitan Statistical Areas (MSAs).

Evaluating 12 measurements across varying population segments and spatial units, the study finds robust evidence for racial and socio-economic inequities in last-mile delivery for low-income and, especially, populations of color (POC). By the most conservative measurement, POC are exposed to roughly 35% more cargo van traffic than white populations on average, despite ordering less than half as many packages. The study explores the model’s utility by evaluating a simple scenario that finds marginal equity gains for urban freight management strategies that prioritize line-haul efficiency improvements over those improving intra-neighborhood circulations.

Presents a first effort in building a modeling framework for more equitable decision-making in last-mile delivery operations and broader city planning.

This study aims to analyze the role of trust in the leader as a contextual factor and the personality of the employee as an individual factor in the relationship between transformational leadership (TFL) and resistance to change (RC).

A total of 170 surveys were applied to employees in two organizations that had recently implemented a change. Using hierarchical regression and Hayes’ PROCESS macro, both direct and indirect relationships were analyzed.

The results show that TFL is negatively related to RC. Nevertheless, such a relationship is partially mediated by trust in the leader and moderated by two employee personality traits (openness and neuroticism), both of which strengthen the relationship. Similarly, employee’s openness to experience is negatively related to RC.

This research contributes to understand the relationship between leadership and RC, incorporating both contextual and individual factors, as literature has debated over whether resistant to change obeys to factors surrounding the employees, or within them. While this research contributes to this approach, its contributions extend beyond the leadership–resistance relationship to include indirect (mediation and moderation) relationships. Consideration of the moderating role of the employee’s personality in the effect of the leader’s behavior on the employee’s resistance, for instance, contributes to the development of a theoretical logic that helps to explain the leader–follower interaction and its effect on the follower’s attitudes and behaviors.

This paper aims to explore the effects of interpersonal conflicts in the social workplace on various rationalized, knowledge-hiding behaviors in service organizations. This research also examines employee well-being as a mediator to explain the effects of interpersonal conflicts at work on knowledge-hiding behaviors.

First, relevant literature provided the theoretical basis for the conceptual model that links the core constructs of this research. A quantitative study collected data from 395 employees of a global consulting firm with a branch located in a developing country. Finally, an analysis of the structural equation modeling with MPlus 7 software tested the measurement and the structural model.

The results of this study suggest that interpersonal conflict at work influences knowledge-hiding and that employee’s well-being mediates this relationship. In other words, employees strategically choose what knowledge-hiding behaviors to use – such as evasion or “playing dumb” – to cope with the lack of well-being caused by high interpersonal conflicts in the workplace.

Although contextual and individual factors may trigger knowledge-hiding behavior at work, the current literature has overlooked the combined effects of such factors, especially in service settings. Knowledge hiding in service organizations is a weakness that can lead to significant economic losses, especially in firms that are intensively knowledge-based. Thus, it is necessary to identify the antecedents of knowledge-hiding behavior to deter low performance in these organizations.

The purpose of this paper is to compare the imaginaries of Generation Z inhabitants of heritage cities in the Mexican Bajio regarding their city of residence and the institutional imaginary of urban tourism.

A total of 186 students from five Mexican heritage cities completed an online questionnaire and participated in focus groups. The authors used a mixed approach with qualitative analysis for open-ended responses and a Kruskal Wallis test to measure attitudes towards tourism and its relationship to place attachment and intangible cultural heritage identification.

The results showed a strong relationship between place attachment and perception of tourism, but attitudes towards tourism varied among the cities, and San Juan del Río was an outlier. Among the categories of intangible cultural heritage, oral traditions showed the least agreement between youth and institutional imaginaries.

Few studies have considered Mexican youth and their imagery of the small/medium-sized city in which they live when it is promoted as an urban tourist destination.

Comparar los imaginarios de los habitantes de la Generación Z de las Ciudades Patrimonio del Bajío mexicano respecto a su ciudad de residencia y el imaginario institucional del turismo urbano.

Aplicamos un cuestionario a 186 estudiantes de cinco ciudades patrimonio mexicanas quienes además, participaron en grupos focales. Se utilizó un enfoque mixto con análisis cualitativo para las respuestas abiertas y una prueba de Kruskal Wallis para medir las actitudes hacia el turismo y su relación con el apego al lugar y la identificación del Patrimonio Cultural Inmaterial.

Los resultados mostraron una fuerte relación entre el apego al lugar y la percepción del turismo, pero las actitudes hacia el turismo variaron entre las ciudades siendo San Juan del Río un caso atípico. Entre las categorías del Patrimonio Cultural Inmaterial, las tradiciones orales mostraron la menor concordancia entre los jóvenes y los imaginarios turísticos institucionales.

Pocos estudios han considerado el imaginario de jóvenes mexicanos con respecto a ciudades pequeñas-medianas en las que viven, cuando éstas se promueven como destinos turísticos urbanos

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.