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This study aims to examine the relationship between teacher ideals and attitudes toward peers with autism spectrum disorder (ASD) among teacher college students, and the effect of knowledge of ASD identification on this relationship.

This study used a quantitative approach and included 341 teacher college students. A vignette was used to assess social and professional attitudes toward peers with ASD. The participants were divided into identification and nonidentification groups based on how accurately they identified the peer depicted in the vignette as having ASD. A teacher ideals questionnaire consisting of two subscales indicating different ideal teachers − a dedicated/engaging teacher (e.g. a teacher who can work with enthusiasm) and a skillful teacher (e.g. a teacher who is knowledgeable) − was developed and administered to evaluate the participants’ teacher ideals and self-perceptions of a teacher.

In the nonidentification group, ideals of a skillful teacher were significantly correlated with social attitudes toward peers with ASD. The identification group exhibited no significant correlations between ideals and social attitudes. Furthermore, the self-perceptions of being a dedicated/engaging teacher was significantly correlated with professional attitudes toward peers with ASD in the identification group.

To the best of the authors’ knowledge, this study is the first to examine the relationship between teacher ideals and attitudes toward peers with ASD. Teacher ideals were related to negative social attitudes toward peers with ASD. While knowledge of ASD identification weakens this relationship, it may drive the relationship between self-perceptions of a teacher and professional attitudes toward peers with ASD. Therefore, ASD education is important for reducing the stigma toward ASD in teacher education.

Managing megaprojects is challenging due to their inherent complexity and uncertainty. Collaborative project delivery models have been introduced as an alternative to traditional project management in public infrastructure megaprojects and are often realized through collaborative contracts. These project organizations act as institutional arenas for logic interaction as actors with differing institutional backgrounds interact within the project. This paper aims to study the delivery phase of three megaprojects through an institutional lens, investigating the institutional interaction and alignment of logics therein.

A multiple case study was employed to reach deep insight into the phenomenon. Sixty-one interviews were conducted over 3 cases with representatives from all levels of the project hierarchy. Respondents were selected through snowball sampling. In two cases, observations of the shared project office were conducted. Data analysis built on first-order codes and second-order themes, collected into a theoretical framework.

The empirical evidence demonstrates the dynamics shaping institutional logics and gives evidence for changing logics in projects with a well-applied collaborative contract. However, there is a risk of resistance and a return to traditional logics since institutional change is slow and an unsuitably applied collaborative contract can lead to adherence to the conventional way of work.

Current research has focused on the regulatory framework and procurement phase of such models, but little attention has been given to the delivery phase and the interaction of conflicting logics. This paper can serve as an exemplar of the different logics found within public infrastructure projects and their interaction and alignment. Contributions include a heightened emphasis on the start of the project as a meeting point for differing institutional logics and the role change necessary when using a collaborative contract.

The purpose of this paper is to identify the areas and logic of integration of different stakeholders using different methods and to analyse their applicability and challenges in practical projects. The main aim is to describe how these different methods impact value creation.

Action design research was carried out in a large hospital construction project where the first author acted as an “involved researcher” and the second author acted as an “outside researcher”. Two workshops were organised to evaluate the direct and indirect challenges and benefits of the applied four methods and to explain how different methods enable value creation.

All the studied methods provide good results in terms of usability and commitment to the aims of the project, thus delivering the direct benefits expected. Process, people and tools logic works well in this case project when applying the methods properly. Significant evidence was provided on secondary deliverables of the methods, and all analysed methods had a significant impact in the area of leading people, clarifying what “focus on people” means and how it is enabled.

Focus on people can be achieved through different operative methods if applied in the right way. It is necessary to select the most suitable methods based on all the direct and indirect deliverables.

This case project offered a platform to analyse integration methods in a real-life project using the collaborative contract method. The authors were able to participate in the analysis by taking action from the very beginning of the project in terms of training, learning, continuous development and coaching of these methods and evaluating the applicability.

Relational contracting is increasingly being applied to complex and uncertain construction projects. However, it has proved hard to achieve stable performance and industry-level learning in this field. This paper employs an institutional perspective to analyze how legitimacy for relational contracting has been produced and challenged in Denmark, Finland, Norway and Sweden, including implications for dissemination and learning.

A collaborative case study design is used, where longitudinal accounts of the developments in relational contracting over more than 25 years in four Nordic countries were developed by scholars based in each country. The descriptions are underpinned by literature sources from research, practice and policy.

The countries share similar problem perceptions that have triggered the de-institutionalization of traditional contracting practices. Models and policies developed elsewhere are important sources of knowledge and legitimacy. Most countries have seen pendulum movements, where dissemination of relational contracting is followed by backlashes when projects fail to meet projected outcomes. Before long, however, relational contracting tends to re-emerge under new labels and in slightly new forms. Such a proliferation of concepts presents further obstacles to learning. Successful institutionalization is found to rely on realistic goals in combination with broad competence development at the organizational and industry levels.

In seeking inspiration from other countries, policymakers should go beyond contract models to also consider strategies to manage industry-level learning.

The paper provides a unique longitudinal cross-country perspective on the field of relational contracting. As such, it contributes to the small stream of literature on long-term institutional change in the construction sector.

This study aims to investigate how the adoption of sustainable manufacturing practices by companies can positively impact their reputation and environmental performance. Additionally, it aims to explore the specific relationships between these factors within the unique context of manufacturing companies in Tunisia.

The research uses an online questionnaire survey methodology targeted at manufacturing companies in Tunisia. This approach provides detailed insights into the current landscape of sustainable manufacturing practices within the region.

The study underscores the increasing significance of sustainable manufacturing practices for companies striving to align with environmental sustainability while meeting stakeholder expectations. It reveals that embracing these practices can indeed yield favorable impacts on both a company’s environmental performance and its overall reputation.

While the study sheds light on the relationships between sustainable practices, environmental performance and reputation, it acknowledges certain limitations. These limitations might include the scope of the survey, potential biases in responses or constraints within the Tunisian manufacturing context, impacting the generalizability of findings.

This research holds unique value by offering insights into the complex interplay between sustainable manufacturing practices, environmental performance and corporate reputation in a developing country context like Tunisia. The study contributes to a deeper understanding of these dynamics, benefiting both academia and industry practitioners interested in fostering sustainability within the manufacturing sector.

This paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).

An autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.

The findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.

The exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.

This work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

This paper explores how blockchain technology can enhance information quality within project management information systems (PMIS), thereby positively affecting knowledge management, learning capabilities and project portfolio success.

We employ a literature review and a theory-based approach to develop a conceptual framework and set of propositions that integrate key principles from blockchain technology, project management and dynamic capabilities theory. Subsequently, a focus group is conducted to refine our propositions, providing insights and examples demonstrating the potential value of blockchain in project management.

The findings suggest that blockchain significantly impacts the information quality within PMIS. This improvement in information quality enhances traceability, reliability and security of project data, facilitating better decision-making and governance. The focus group revealed blockchain’s benefits in managing confidential data and streamlining knowledge sharing processes, ultimately contributing to project portfolio success.

This research offers a novel conceptual framework and original insights into the application of blockchain in project management, particularly within the context of Industry 4.0, paving the way for future research on digital transformation in project management.

The purpose of this study is to explore the complex interplay between technology, personal norms and emotional factors in shaping the sustainable housing choices of millennials in emerging economies. It integrates the model of goal-directed behavior, technology acceptance model and norm activation model, incorporating both self-interest and prosocial motivations. Key adaptations involve replacing perceived behavioral control with financial self-efficacy and substituting hedonic motivation for anticipated positive emotions. Moreover, it introduces location as a practical anchor.

A quantitative, cross-sectional and descriptive research design was used in this study. Data were gathered from a sample of 610 millennial residential real estate investors across Indian smart cities. A multistage stratified sampling technique was used to ensure a representative sample. For data analysis, partial least squares structural equation modeling was used. The analysis focused on hypothesis testing to examine the relationships between the constructs of interest. Bootstrap t-values and effect sizes were used to assess the significance and magnitude of these relationships, respectively.

One of the key findings of this study was the establishment of significant positive relationships between awareness of consequences, ascription of responsibility and personal norms with behavioral intentions. This underscored the importance of personal ethical considerations in shaping intentions. Perceived usefulness and ease of use were found to significantly influence attitudes positively, highlighting the relevance of these factors in forming favorable attitudes toward behaviors. Attitude, subjective norms, financial self-efficacy and location played significant positive roles. However, negative anticipated emotions decreased desire. This illustrated the complex role emotions play in motivational processes. The study also revealed that subjective norms did not significantly contribute to shaping personal norms. This indicated a potential decoupling of societal expectations from personal ethical obligations in the decision-making process.

This study offers actionable insights for both policymakers and real estate developers. For policymakers, the findings highlight the need to craft initiatives that go beyond mere awareness, instead fostering a deep sense of personal responsibility and environmental stewardship among potential homebuyers. For real estate developers, the emphasis on financial self-efficacy and location suggests a strategy shift toward designing sustainable homes that not only meet environmental standards but also align with buyers’ financial confidence and geographic preferences. Together, these strategies can drive a more widespread adoption of sustainable housing, making sustainability a tangible and appealing choice for millennials.

To the best of the authors’ knowledge, this empirical research study was one of the first studies that contributed to the literature by integrating the model of goal-directed behavior, technology acceptance model and norm activation model. This study thus offered a nuanced understanding of the interplay between normative influences, usability perceptions, ethical considerations and emotions in the context of behavioral intentions.

A notable number of young people self-harm, with only a minority receiving professional support. Evidence suggests that therapy can help recovery from self-harm, but little is known about the experiences of those who self-harm and participate in therapy delivered via videoconferencing.

Risk assessments were examined for evidence of self-harm and used to identify two groups for analysis: young people who had self-harmed in the past six months and those who had not. A mixed methods analysis was then conducted to examine process and outcome data for these two groups. Data included a number of sessions attended, late-cancelled and missed without notice; and patient-reported outcome measure scores (Young Person-Clinical Outcomes in Routine Evaluation and Revised Children’s Anxiety and Depression Scale). End-of-treatment reports were subsequently analysed using thematic analysis.

Those with current self-harm risk appeared to start therapy with lower well-being. No notable differences in progress were found between groups on quantitative outcomes. There was greater reporting of poorer clinical outcomes in the reports of those with current self-harm risk, including two unique types of barriers to effective therapy: “general difficulties” (e.g. poor well-being limiting engagement, specific components of therapy being challenging) and “CBT was not preferred”.

Lower baseline well-being could explain the greater ongoing care needs and lower well-being post-therapy among those with current self-harm risk, despite both groups appearing to make similar levels of therapeutic progress quantitatively. Recent self-harm does not appear to reduce the utility of videoconferencing cognitive behavioural therapy; however, clients’ individual needs should be carefully considered.