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The purpose of this paper is to present the educational computer emergency response team (EduCERT) framework, an integrated response mechanism to bolster national cybersecurity through collaborative efforts in the higher education sector. The EduCERT framework addresses this gap by enhancing cyber security and mitigating cybercrime through collaborative incident management, knowledge sharing and university awareness campaigns.

The authors propose an EduCERT framework following the design science methodology. The framework is developed based on literature and input from focus group experts. Moreover, it is grounded in the principles of the technology-organization-environment framework, organizational learning and diffusion of innovations theory.

The EduCERT has eight components: infrastructure, governance, knowledge development, awareness, incident management, evaluation and continuous improvement. The framework reinforces national cybersecurity through cooperation between universities and the National Computer Emergency Response Team. The framework has been implemented in Jordan to generate a cybersecurity foundation for higher education. Evaluating the EduCERT framework’s influence on national cybersecurity highlights the importance of adopting comprehensive cyber-security policies and controls. The framework application shows its relevance, effectiveness, adaptability and alignment with best practices.

Despite the impact of applying the framework in the Jordanian context, it is essential to acknowledge that the proposed EduCERT framework’s practical implementation may encounter challenges specific to diverse international educational environment sectors. However, framework customization for global applicability could address varied educational institutions in other countries.

Furthermore, the proposed EduCERT framework is designed with universal applicability that extends beyond the specific country’s context. The principles and components presented in the framework can serve as valuable design advice for establishing collaborative and resilient cybersecurity frameworks in educational settings worldwide. Therefore, the research enhances the proposed framework’s practical utility and positions it as an invaluable contribution to the broader discourse on global cybersecurity in academia.

This paper enhances national cybersecurity in the higher education sector, addressing the need for a more integrated response mechanism. The EduCERT framework demonstrates its effectiveness, adaptability and alignment with best practices, offering valuable guidance for global educational institutions.

The purpose of this paper is to gain insight into how management accountants can become relevant business partners out of respect for existing locally developed accounts of economic performance for decision-making.

The paper is based on qualitative semi-structured interviews with local business actors, in this case, families from seven financially successful Danish dairy farms. The casework and the analysis have been informed by pragmatic constructivism.

The local business actors do not use the official accounting system for ongoing cost-management-related decision-making. Instead, they use several epistemic methods that include locally developed decision models, experiences, rules of thumb and intuition. The farmers use these vernacular accountings to compensate for the cost management illusion that the formal accounting system tends to create. What the study suggests is that when management accountants engage as business partners, they are likely to enter a space where accounting is already present.

This paper argues that local business actors practice epistemic methods where they develop and use vernacular accountings to support their managerial practice, also in the absence of a professional management accountant. These vernacular accountings may lead the local actors into an illusion because the vernacular accountings do not necessarily have an inherent economic logic and theoretical reliability. The role of the management accountant in such a setting is hence to understand, support and advance local epistemic methods. Becoming a business partner requires a combination of management accounting analytical skills and a sense of empathy and sensitivity regarding what is already at play and how this can become an object of discussion without violating the values of the other.

The aims of this paper is to prove that every semisimple Jordan algebra bundle is locally trivial and establish the decomposition theorem for locally trivial Jordan algebra bundles using the decomposition theorem of Lie algebra bundles.

Using the decomposition theorem of Lie algebra bundles, this paper proves the decomposition theorem for locally trivial Jordan algebra bundles.

Findings of this paper establish the decomposition theorem for locally trivial Jordan algebra bundles.

To the best of the author’s knowledge, all the results are new and interesting to the field of Mathematics and Theoretical Physics community.

The purpose of this paper is to investigate, from a thorough review of the literature, the role of metaverse-based quality 4.0 (MV-based Q4.0) in achieving manufacturing resilience (MFGRES). Based on a categorization of MV-based Q4.0 enabler technologies and MFGRES antecedents, the paper provides a conceptual framework depicting the relationship between both areas while exploring existing knowledge in current literature.

The paper is structured as a comprehensive systematic literature review (SLR) at the intersection of MV-based Q4.0 and MFGRES fields. From the Scopus database up to 2023, a final sample of 182 papers is selected based on the inclusion/exclusion criteria that shape the knowledge base of the research.

In light of the classification of reviewed papers, the findings show that artificial intelligence is especially well-suited to enhancing MFGRES. Transparency and flexibility are the resilience enablers that gain most from the implementation of MV-based Q4.0. Through analysis and synthesis of the literature, the study reveals the lack of an integrated approach combining both MV-based Q4.0 and MFGRES. This is particularly clear during disruptions.

This study has a significant impact on managers and businesses. It also advances knowledge of the importance of MV-based Q4.0 in achieving MFGRES and gaining its full rewards.

This paper makes significant recommendations for academics, particularly those who are interested in the metaverse concept within MFGRES. The study also helps managers by illuminating a key area to concentrate on for the improvement of MFGRES within their organizations. In light of this, future research directions are suggested.

The purpose of this paper is to examine the challenges faced by rural women entrepreneurs in Lebanon and explore how stakeholder engagement strategies, guided by stakeholder theory, can mitigate these challenges. By analyzing the interactions between stakeholders and women entrepreneurs, the study aims to uncover effective solutions that contribute to the sustained success of women entrepreneurs in Lebanon's rural areas.

This study uses participatory action research (PAR) and narrative inquiry. PAR involves women entrepreneurs as active collaborators, fostering participation and enabling marginalized voices to address business challenges. Narrative inquiry delves into their experiences deeply, accessing multiple perspectives and insights.

This study uncovers challenges in resource accessibility, societal norms and market limitations for rural women entrepreneurs in Lebanon. Stakeholder influence, especially community support and tailored training programs, proves crucial. However, governmental involvement remains limited, relying more on nongovernmental organizations (NGOs) and expert mentorship. Targeted interventions and policies are essential for inclusive growth and gender equality in entrepreneurship.

This paper offers a unique perspective by focusing on rural women entrepreneurs in Lebanon, exploring their specific challenges within the country's socioeconomic landscape. Its interdisciplinary approach and actionable recommendations for practical strategies, along with a comprehensive stakeholder analysis, provide novel insights into women's entrepreneurship in rural settings.

This paper aims to explore the relationship between strategic internationalization decisions and dynamic capabilities deployment for the internationally growing firm (IGF). Dynamic capabilities refer to a firm’s ability to adapt proactively to a changing business environment, emphasizing the importance of “doing the right things” rather than just “doing things right.

Literature-based, this paper proposes a model that links internationalization decisions and dynamic capabilities deployment, offering valuable insights for both research and practical application.

The study highlights that the IGF – focused on expansion and growth abroad – faces unique complexities that demand “doing the right things” in terms of strategic internationalization decisions. Three critical organizational capabilities – knowledge transfer, knowledge recombination and learning capabilities – are mechanisms linking strategic internationalization decisions to dynamic capability deployment in the IGF. These organizational capabilities enable the IGF to act entrepreneurially and deploy dynamic capabilities across borders.

The model provides a practical framework illustrating the interconnectedness of strategic internationalization decisions and their combined effects on the ability of IGF to deploy dynamic capabilities to adapt to a changing global environment.

This research addresses a gap in the literature, challenging the conventional assumption that dynamic capabilities precede firms’ decisions to internationalize and that these dynamic capabilities can only be enhanced abroad.

This study aims to introduce a vision-based model to generate droplets with auto-tuned parameters. The model can auto-adjust the inherent uncertainties and errors involved with the fabrication and operating parameters in microfluidic platform, attaining precise size and frequency of droplet generation.

The photolithography method is utilized to prepare the microfluidic devices used in this study, and various experiments are conducted at various flow-rate and viscosity ratios. Data for droplet shape is collected to train the artificial intelligence (AI) models.

Growth phase of droplets demonstrated a unique spring back effect in droplet size. The fully developed droplet sizes in the microchannel were modeled using least absolute shrinkage and selection operators (LASSO) regression model, Gaussian support vector machine (SVM), long short term memory (LSTM) and deep neural network models. Mean absolute percentage error (MAPE) of 0.05 and R² = 0.93 were obtained with a deep neural network model on untrained flow data. The shape parameters of the droplets are affected by several uncontrolled parameters. These parameters are instinctively captured in the model.

Experimental data set is generated for varying viscosity values and flow rates. The variation of flow rate of continuous phase is observed here instead of dispersed phase. An automated computation routine is developed to read the droplet shape parameters considering the transient growth phase of droplets. The droplet size data is used to build and compare various AI models for predicting droplet sizes. A predictive model is developed, which is ready for automated closed loop control of the droplet generation.

This paper explores the collaborative dynamics and dimensions within a virtual multi-cultural and interdisciplinary workplace. The study focusses on the use of online communication technologies to enhance social inclusion and networking within academia.

This study uses an autoethnographic approach to draw on the personal experiences of a team of four scholars, including three early-career researchers and a senior scholar. Their reflections on their academic positionality and the institutional constraints reveal both the strengths and vulnerabilities of collaborating in a virtual workplace.

The findings offer insights into the complexities of navigating social dynamics, such as delegating responsibilities, organising meetings across various time zones and encouraging continuous collaboration, inclusivity and effective communication during an extensive timeline. As a result, their experiences revealed that a virtual workplace culture with similar and different attributes to a “normal” workplace emerged.

The paper demonstrates how to create an effective and inclusive virtual workplace by exemplifying best practices in academia and providing practical guidance for individuals and institutions based on honest, co-produced autoethnographic reflections of the authors’ lived experiences.

This study delves into the behavioural intentions of educators within medical colleges at Mosul Universities concerning the adoption of Knowledge Management-Driven Metaverse technology (KM-D-MT). Rooted in an adapted Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, the research aims to enrich the understanding of Metaverse adoption factors, exploring correlations among key constructs such as performance expectancy, effort expectancy, social influence, facilitating conditions, perceived value, hedonic motivation and interaction. Furthermore, the study investigates the mediating roles of knowledge generation and knowledge sharing in the relationship between interaction and behavioural intention.

The research employs a quantitative approach, gathering 278 responses from educators in medical colleges. Structural Equation Modelling-Partial Least Squares (SEM-PLS) is used to analyse the data, rigorously examining the reliability and validity of research instruments. The investigation involves an extensive evaluation of various factors influencing educators’ intentions to adopt KM-D-MT, using a cross-sectional design.

The study reveals significant positive impacts of performance expectancy, effort expectancy, social influence, facilitating conditions, perceived value and hedonic motivation on behavioural intention to adopt KM-D-MT. Interaction is identified as a key factor positively influencing knowledge sharing and knowledge generation. Furthermore, knowledge sharing and knowledge generation exhibit positive correlations with behavioural intention. Interaction indirectly impacts behavioural intention through the mediating roles of knowledge generation and knowledge sharing, highlighting the transformative potential of Metaverse technology in reshaping knowledge processes.

The findings of this study hold practical implications for educators, institutions and policymakers. The adoption of KM-D-MT can enhance educational experiences, facilitate global collaboration and contribute to the continuous professional development of educators in medical colleges. Institutions are encouraged to strengthen technological and organisational infrastructure to support effective Metaverse implementation. Furthermore, promoting positive social norms, providing technical support and offering training programs can contribute to overcoming barriers and fostering a conducive environment for Metaverse adoption in medical education.

This research significantly contributes to theoretical perspectives by advancing Metaverse research and addressing the call for extensive studies covering theoretical, conceptual and empirical elements. It extends current UTAUT2 frameworks, exploring correlations in the context of medical education and contributes to knowledge management paradigms. The study’s originality lies in its exploration of Metaverse acceptance in higher education institutions, specifically in medical colleges in Iraq, providing valuable insights for further research and practical applications globally.

This chapter will explore the main historical trends of the continuous teacher education development in Russia since the 18th century till present. Continuous teacher education in Russia has been a historically changing problem. Its roots lie in the end of the 18th century but its further formation relates to the emergence and development of open comprehensive schools and the spread of general education and opening the universities throughout the country in the 19th century. At the same time neither in the 18th nor the 19th centuries, teacher education in Russia could not be considered as a system, since its structure did not yet have orderliness, stability, constancy and integrity, even at a minimal level (various educational institutions were abolished and closed, teacher education was just beginning to appear in the regions). Thus, the formation of teacher education as a system fell on the border of the 19th–20th centuries. The topic of continuous teacher education in the USSR received impetus since 1986, when the requirements of scientific and technological revolution determined the task of creating a unified system of continuous education in the Soviet Union. At the same time, the continuous education was not recognised as a guiding principle of the teachers' professional development, although de facto it already existed in the 1920s. The phenomenon of continuity in teacher education, understood as the totality of means and forms of obtaining and deepening teacher education throughout life, existed as early as the beginning of the 20th century.