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This research explores how firms manage the complex technologies standardization in action groups. It considers the strategic issues that technology producers face when involving lead users in architecture design. Drawing on the multi-mode standardization literature, this study addresses two dilemmas regarding value creation and appropriation by technology producers within coalitions. The first dilemma is how to create value by developing solutions in compliance with industry standards. The second one is how to appropriate value while ensuring the technology sharing with action groups. The answers to these two dilemmas contribute to filling the research gap on value creation and appropriation in multi-mode standardization.

The research focuses on technology producers participating in action groups where lead users play a crucial role. We conducted a qualitative analysis based on the standardization experience of a Japanese company specializing in smart robotics. Data are collected through semi-structured interviews with key actors. Action groups are defined operationally as a set of stakeholders including competitors of the technology producers, component suppliers, end users, services providers, research centers and academia. The case study is suitable for highlighting specific aspects of the standardization process during its manifestation. It reveals how firms create and appropriate value, providing details about its standardization strategy.

Our findings show that smart robotics standardization is drivn by collaborative models, where the two dilemmas of value creation and appropriation are evident. Firstly, the case revealed that standardization is lead users oriented. Secondly, lead users’ involvement is crucial to customize technologies. Thirdly, the firm’s position is to share a part of the value with the members. The IPR policy is a matter of interest within action groups, since the collaboration is based on open innovation models to share patents and licenses related knowledge.

This research has some limitations attributable to the limited generalizability of the results due to the qualitative analysis. In addition, this study considers the perspective of technology producers, but should also take into account the perspective of both collective actions itself and the lead users. Findings have some implications in the strategy negotiation. Participating in action groups is not enough to ensure a competitive advantage. Involving lead users is of strategic importance to acquire a competitive advantage. Lead users contribute to the producers’ technology design, helping firms to differentiate solutions from the industry standard and create value from customized technologies.

This study helps practitioners understand the competitive side of collective actions, clarifying the value capture and appropriability in standardization. The research provides insights to policymakers and standard development organizations committees when they are called to harmonize standards considering the fallouts on the sector’s competitiveness. Findings suggest appropriate property rights policies to manage the issues related to the value appropriability and technology sharing, recognizing action groups members for their contribution in value creation.

This study shows how firms deal within action groups with the two dilemmas of variety versus technology conformity and property rights versus technology sharing. It fills the research gap in collective actions, emphasizing the perspective of the individual firm in the group rather than the coalition strategy itself. This topic highlights the crucial role of lead users within action groups in managing the two dilemmas, offering a new perspective for understanding critical issues of multi-mode standardization. Reflecting on mechanisms and tools to manage the two dilemmas allows firms to protect their competitive advantage in coalitions.

The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method.

Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following:

• Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

• Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

• In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

• Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

• Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

• Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following:

• Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

• Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

• Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.

With increasing concerns regarding the performance of public procurement, especially concerning timely delivery, this study aims to investigate the predictive role of sustainable supplier selection (SSS) in enhancing lead-time performance in public procurement, while also examining the moderating effect of relational capability.

The study collected primary data from 179 accredited public organizations in Tanzania through structured questionnaires and used partial least squares structural equation modeling for data analysis.

The results reveal that SSS and relational capability influence lead-time performance in public procurement. Regarding the moderating effect of relational capability, the study establishes that relational capability strengthens the influence of SSS on lead-time performance. Therefore, based on the collected data from surveyed public organizations, relational capability positively moderates the relationship between SSS and lead-time performance in public procurement.

The study offer valuable implications for public procurement practitioners, academics and other stakeholders. Public organizations should consider contemplate integrating sustainability aspects into supplier selection processes. Furthermore, the study contributes to advancing efforts toward achieving sustainable development goals (i.e. SDG12) within Tanzania, particularly by advocating for sustainable public procurement practices aligned with national policies and priorities.

This study not only enhances the understanding of public procurement performance by investigating lead-time improvement, incorporating considerations of SSS and relational capability, but it also offers empirical evidence of the moderating role of relational capability within the unexplored Tanzanian context.

Although many countries are focusing on the management of construction and demolition waste (CDW) resource utilization, the effect of risk aversion of the green innovation-led enterprise on the performance of the CDW resource utilization supply chain is unclear when considering different green innovation contexts (green innovation led by the building materials remanufacturer or by the construction waste recycler). This study aims to investigate how the level of risk aversion of the green innovation-led enterprise affects CDW resource utilization under different green innovation contexts based on contingency theory.

Using Stackelberg game theory, this study establishes a decision model consisting of a building materials remanufacturer, construction waste recycler and CDW production unit and investigates how the level of risk aversion of the green innovation-led enterprise under different green innovation contexts influences the performance level of the supply chain.

The conclusions are as follows. (1) For the green innovation-led enterprise, the risk-averse behaviour is always detrimental to his own profits. (2) For the follower, the profits of the construction waste recycler are negatively correlated with the level of risk aversion of the green innovation-led enterprise in the case of a small green innovation investment coefficient. If the green innovation investment coefficient is high, the opposite result is obtained. (3) When the green innovation investment coefficient is low, the total supply chain profits decrease as the level of risk aversion of the green innovation-led enterprise increases. When the green innovation investment coefficient is high, total supply chain profit shows an inverted U-shaped trend with respect to the degree of risk aversion of the green innovation-led enterprise.

(1) This study is the first to construct a green innovation context led by different enterprises in the CDW resource utilization supply chain, which provides a new perspective on green management and operation. (2) This study is the first to explore the operation mechanism of the CDW resource utilization supply chain based on contingency theory, which provides new evidence from the CDW resource utilization supply chain to prove contingency theory. At the same time, this study examines the interactive effects of the green innovation cost coefficient and the degree of risk aversion of green innovation-led enterprises on the performance of supply chain members, expanding the contingency theory research on contingencies affecting enterprise performance. (3) This study will guide members of the CDW resource utilization supply chain to rationally face risks and achieve optimal supply chain performance.

Proposes a new qualifying procedure for handling sales leads to replace traditional inquiry/lead management methods. Offers ways of turning an inquiry into a lead, and qualifying and grading leads. Demonstrates the benefits of qualifying approach. Compares booth‐qualified leads with telephone qualified leads, and concludes that advertising pays off when they are followed by effective inquiry qualification and lead management techniques.

The purpose of this paper is to discuss the possibility of using soldering process for the bonding of chip-on-flexible (COF) light-emitting diode (LED) packages to heat sinks. The common bonding materials are thermal conductive adhesives. For thermal performance and reliability concerns, Tin-Bismuth (SnBi) lead-free solder paste was used for the connection of the COF packages and the Cu heat sinks by a soldering process in this study. Meanwhile, the geometrical effect of the SnBi solder layer on the thermal performance was also investigated.

The effects of the bonding materials and the area of the solder layers on the thermal performance of the LED modules were investigated by finite element simulation and experimental tests.

The SnBi soldered modules show much lower thermal resistance at the bonding layers than the adhesive-bonded LED module. Vertical heat transfer from the LED chips to the heat sinks is the primary heat dissipation mode for the SnBi soldered modules. Thus, the LED module with local solder layer shows similar LED thermal performance with the full-area soldered module. Meanwhile, the local soldering process decreases the possibility to form randomly distributed defects such as the large area voids and residue flux in the solder layers.

The research is still in progress. Further studies mainly focus on the reliability of the samples with different bonding materials.

COF package is a new structure for LED packages. This study provides a comparison between SnBi solder and adhesive material on the thermal performance of the LED. Meanwhile, the authors optimized the geometrical design for the solder layer. The study provides a feasible bonding process for COF packages onto heat sinks.

This study provides a soldering process for the COF LED packages. The thermal performance of the LED light source was improved significantly by the new process.

Corrosion, the destructive attack upon metals and alloys (and other materials) by their environment, is a common and widespread phenomenon. Although corrosion in domestic life may be restricted to seizure of nuts and bolts or unsightly rust stains, its occurrence in industry, and especially the chemical industry, may have serious economic effects. Corrosion may cause any of the following:

Excellent resistance to a wide variety of corrosive media is one of the most valuable of lead's unique properties which include softness, malleability, high density and low melting point. Consumption of lead in Europe is rising despite the attractions of other alternative materials which have made considerable progress, though not on so wide a front since they lack the versatility of lead. This three‐part review covers the many facets of lead as it is employed in preventing corrosion.

The electronics industry will implement lead‐free soldering in the near future. Lead‐free implementation steps are divided into lead‐free process and lead‐free product. The eutectic Sn/Ag/Cu alloy seems to have become the most widely used alloy in the implementation of lead‐free processes. In this study, the requirements for component placement are discussed from the lead‐free process point of view. Experiments concerning the self‐alignment capability and tack strength of both tin‐lead and lead‐free solder pastes are presented. According to the results, a bigger variation in self‐alignment capabilities can be expected when using a lead‐free paste. The paste properties affecting the self‐alignment mechanism and tack strength are also discussed.