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This study aims to examine how an educational intervention, using the lens of the LEADS framework, can influence the development of primary care doctors’ leadership skills in Aceh, Indonesia. In order to persevere in the face of inadequate resources and infrastructure, particularly in rural and remote settings of low- and middle‐income countries, physicians require strong leadership skills. However, there is a lack of information on leadership development in these settings.

This study applied an educational intervention consisting of a two-day workshop. The authors evaluated the impact of the workshop on participants’ knowledge and skill by combining quantitative pre- and post-intervention questionnaires (based on Levels 1 and 2 of Kirkpatrick’s model) with qualitative post-intervention in-depth interviews, using a phenomenological approach and thematic analysis.

The workshop yielded positive results, as evidenced by participants’ increased confidence to apply and use the information and skills acquired during the workshop. Critical success factors were as follows: participants were curiosity-driven; the use of multiple learning methodologies that attracted participants; and the use of authentic scenarios as a critical feature of the program.

The intervention may offer a preliminary model for improving physician leadership skills in rural and remote settings by incorporating multiple teaching approaches and considering local cultural norms.

Business process training is a crucial activity in the business process management lifecycle, performed whenever an organization needs to train workers about how to carry out their activities according to defined processes, after significant process changes, or whenever new workers come on board. Due to their motivational character, serious games have been understood as an unconventional alternative to support training in organizational processes. Still, methodologies to design serious digital games specifically for business process training are missing in the literature. This research paper presents a method – Play Your Process for Training (PYP4Training) – for designing digital games for business process training.

The research is guided by design science research methodologies and comprises the adaptation of Play Your Process (PYP), a method for designing business process-based digital games (BPBDG). PYP activities and supporting tools were shaped to cope with the specific requirements of BPBDG design for process training purposes, bringing to light a new method: PYP4Training.

PYP4Training was evaluated by designing a BPBDG for training a heavy equipment maintenance process in a multinational mining company. The game was evaluated by process owners and actors who reported a positive perception of the game as an option for process training. However, there is still space for improving trainees' engagement.

The research proposes an innovative way for business process training using digital games. Nevertheless, literature shows a lack of systematic procedures to build such games and results about their use.

Recent advancements in technology have led to the exploration of solar-based thermal radiation and nanotechnology in the field of fluid dynamics. Solar energy is captured through sunlight absorption, acting as the primary source of heat. Various solar technologies, such as solar water heating and photovoltaic cells, rely on solar energy for heat generation. This study focuses on investigating heat transfer mechanisms by utilizing a hybrid nanofluid within a parabolic trough solar collector (PTSC) to advance research in solar ship technology. The model incorporates multiple effects that are detailed in the formulation.

The mathematical model is transformed using suitable similarity transformations into a system of higher-order nonlinear differential equations. The model was solved by implementing a numerical procedure based on the Wavelets and Chebyshev wavelet method for simulating the outcome.

The velocity profile is reduced by Deborah's number and velocity slip parameter. The Ag-EG nanoparticles mixture demonstrates less smooth fluid flow compared to the significantly smoother fluid flow of the Ag-Fe3O4/EG hybrid nanofluids (HNFs). Additionally, the Ag-Ethylene Glycol nanofluids (NFs) exhibit higher radiative performance compared to the Ag-Fe3O4/Ethylene Glycol hybrid nanofluids (HNFs).

Additionally, the Oldroyd-B hybrid nanofluid demonstrates improved thermal conductivity compared to traditional fluids, making it suitable for use in cooling systems and energy applications in the maritime industry.

The originality of the study lies in the exploration of the thermal transport enhancement in sun-powered energy ships through the incorporation of silver-magnetite hybrid nanoparticles within the heat transfer fluid circulating in parabolic trough solar collectors. This particular aspect has not been thoroughly researched previously. The findings have been validated and provide a highly positive comparison with the research papers.

This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee–work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs.

The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey.

The authors find that restorative practices, workplace mediation and reteaming enhance the participants’ perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset.

The theoretical contribution stems from an in-depth exploration of trainee–work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners.

This study aims to summarize studies that compared the performance of health-care institutions led by leaders with medical background versus those with no medical background.

A systematic search was conducted on three databases: PubMed, Ovid Medline and Google Scholar to identify relevant peer-reviewed studies using the keywords “performance,” “impact,” “physician,” “medical,” “doctor,” “leader,” “healthcare institutions” and “hospital.” Only quantitative studies that compared the performance of health-care institutions led by leaders with medical background versus non-medical background were included. Articles were screened and assessed for eligibility before the relevant data were extracted to summarize, appraise and make a narrative account of the findings.

A total of eight studies were included, four were based in the USA, two in the UK and one from Germany and one from the Arab World. Half of the studies (n = 4) reported overall better health-care institutional performance in terms of hospital quality ranking such as clinical effectiveness and patient safety under leaders with medical background, whereas one study showed poorer performance. The remaining studies reported mixed results among the different performance indicators, especially financial performance.

While medical background leaders may have an edge in clinical competence to manage health-care institutions, it will be beneficial to equip them with essential management skills to optimize leadership competence and enhance organizational performance.

The exclusive inclusion of quantitative empirical studies that compared health-care institutional performance medical and non-medical leaders provides a clearer link between the relationship between health-care institutional performance and the leaders’ background.

The practical need for understanding and improving team resilience has increased, and more research is needed to provide an evidence-base for guiding organizational practices and policies. In this chapter, the authors highlight what we see as critical challenges and opportunities for advancing the science of team resilience. We focus on conceptual and methodological challenges involved in conducting field-based research on team resilience, as the authors believe field-based research is a particularly critical approach for advancing the science of team resilience. The authors first provide a brief review of recent theoretical work in defining team resilience. Then the authors describe key challenges that must be managed in field studies seeking to refine and capitalize on this critical area of research to provide solutions capable of supporting individual, team, and organizational outcomes. These challenges include defining trajectories of resilient team performance, understanding the consequences of repeated episodes of team resilience, formal specifications of events precipitating resilient team performance, measuring the event appraisal and communication process, and adopting measurement methods with high temporal resolution. Finally, the authors provide directions for future research to address these gaps.

Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.

The purpose of this paper is to evaluate the impact of leadership development programmes, underpinned by Transformational Learning Theory (TLT).

A corpus-informed analysis was conducted using survey data from 690 participants. Data were collected from participants’ responses to the question “please tell us about the impact of your overall experience”, which culminated in a combined corpus of 75,053 words.

Findings identified patterns of language clustered around the following frequently used word types, namely, confidence; influence; self-awareness; insight; and impact.

This in-depth qualitative evaluation of participants’ feedback has provided insight into how TLT can be applied to develop future health-care leaders. The extent to which learning has had a transformational impact at the individual level, in relation to their perceived ability to influence, holds promise for the wider impact of this group in relation to policy, practice and the promotion of clinical excellence in the future. However, the latter can only be ascertained by undertaking further realist evaluation and longitudinal study to understand the mechanisms by which transformational learning occurs and is successfully translated to influence in practice.

Previous research has expounded traditional leadership theories to guide the practice of health-care leadership development. The paper goes some way to demonstrate the impact of using the principles of TLT within health-care leadership development programmes. The approach taken by The Florence Nightingale Foundation has the potential to generate confident leaders who may be instrumental in creating positive changes across various clinical environments.

This study aims to investigate the relationship between financial inclusion and household expenditure behaviour among Ghanaian households, by taking into account both formal and informal financial inclusion channels.

Propensity score matching as well as instrumental variable techniques are applied to data from the Ghana Living Standard Survey to investigate the effect of financial inclusion on the share of total expenditure devoted to different categories, including food, health, education, housing, durables, temptation goods and other goods.

Informal financial inclusion seems to have no substantial effect on households’ consumption behaviour, whereas formal financial inclusion significantly affects it. The study finds that formal financial inclusion is inversely related to the budget share devoted to short-term expenditure (food, temptation goods and other goods such as transport and recreation). Conversely, financially included households spend more on long-term expenditure such as education, housing and consumer durables, thus, suggesting a diversion effect towards investment in long-term physical and human capital.

The investigation of the heterogeneous impact across households (male vs female headed, rural vs urban) has essential policy implications on how financial inclusion can be improved among the disadvantaged groups, and with what effects.

The study focuses on the importance of financial inclusion in Ghana, considering both formal and informal financial inclusion channels. Previous studies only examined the overall effects on household welfare, overlooking the impact on household expenditure composition and consumption shares. The analysis also considers the heterogeneous impact of financial inclusion on households based on the gender of the household head and the location where households reside (rural, urban).