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This paper constitutes the first academic study to be made of Google Discover as applied to online journalism.

This paper constitutes the first academic study to be made of Google Discover as applied to online journalism. The study involved conducting 61 semi-structured interviews with experts that are representative of a range of different professional profiles within the fields of journalism and search engine positioning (SEO) in Brazil, Spain and Greece. Based on the data collected, the authors created five semantic categories and compared the experts' perceptions in order to detect common response patterns.

This study results confirm the existence of different degrees of convergence and divergence in the opinions expressed in these three countries regarding the main dimensions of Google Discover, including specific strategies using the feed, its impact on web traffic, its impact on both quality and sensationalist content and on the degree of responsibility shown by the digital media in its use. The authors are also able to propose a set of best practices that journalists and digital media in-house web visibility teams should take into account to increase their probability of appearing in Google Discover. To this end, the authors consider strategies in the following areas of application: topics, different aspects of publication, elements of user experience, strategic analysis and diffusion and marketing.

Although research exists on the application of SEO to different areas, there have not, to date, been any studies examining Google Discover.

The peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2022-0574

The purpose of this paper is to analyze the life history of the Spanish Generation X over the last five decades.

Considering that the generational cohort concept can be identified from the marketing side as a market segment, this paper proposes to analyze the socio-economic and cultural context that has marked the different life stages of Generation X, and how they have related to brands according to their needs, desires and aspirations.

The results show that the customer journey can be considered a circular concept. The customer’s relationship with the brand can begin in childhood and continue into adulthood, such that the emotional relationship established with the brand as a child influences purchase decisions in adulthood.

Although limited to the analysis of Generation X and its relationship with brands, this paper shows the importance of knowing the socio-economic, legal and cultural context of a generation.

As a business implication, the importance of remarketing is evident as a business strategy that reinforces the emotional connection between the brand and the different generations.

From a social point of view, this paper shows the power of brands as an element of self-expression of the needs, tastes or preferences of individuals is evident.

This paper offers a different and innovative vision of the customer journey, taking into account the individual’s life cycle, and the way in which at each stage of life, he/she relates to brands in a different way.

The study set out to understand how the regional competitiveness index (RCI) in the department of Ancash related to the human development index (HDI) from 2008 to 2021. For a more complete understanding of the findings, each component or dimension of the RCI was analyzed. Ancash's HDI and its competitiveness index over a 14-year period were used as the population for this applied, longitudinal, descriptive-correlational study, which was based on secondary data extracted from the “Instituto Nacional de Estadística e Informática” (INEI) and business school of the Pontificia Universidad Católica del Perú (CENTRUM) statistical databases. Multiple linear regression was used to find the relationship. The research found a strong and positive correlation between regional competitiveness and human development between 2008 and 2021. No correlations were found between the HDI and the health, education, employment, or institutional dimensions of regional competitiveness, but direct and significant correlations were established between the economic environment and the HDI and between the infrastructure dimension and the HDI.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

The study analyzed how the service-learning (SL) methodology can become a university social responsibility (USR) strategy that generates shared value for the university and its stakeholders.

This qualitative and exploratory–descriptive research had a nonexperimental field and cross-sectional design that used field techniques such as focus groups and in-depth interviews with the participants of the USR program “MIPyME vs COVID-19” in two Latin American countries.

This study revealed the perceptions of students who participated in the USR program on how a virtual service-learning (vSL) strategy related to the use of technology generates a positive impact on the development of shared learning between students and micro-entrepreneurs from a global and Latin American perspective, as well as for the internationalization of their study plans.

The field study was conducted in only two Latin American countries; however, the USR program has been implemented in eight universities from eight Latin American countries with very similar social, political and health contexts.

It is one of the first studies on SL used in a strategic and articulated way in universities with a USR approach. It analyzed traditional evaluations of this methodology, incorporating others such as virtuality (produced by the effects of the COVID-19), which led the authors to generate methodological innovations based on new ways of connecting, linking and generating shared learning and value for all.

Drawing on social exchange theory, this study aims to investigate the reciprocal relationship between an employee’s knowledge sharing and his or her coworkers’ responses to this focal contributor in terms of knowledge sharing and helping behaviors.

A two-wave online survey collected data from 84 respondents who provided ratings on each member on their team, representing 440 dyadic relationships. Hierarchical linear modeling analyzed the between-subjects and within-subject data simultaneously.

Employees generally reciprocate contributors’ knowledge sharing with an exact act (i.e. knowledge sharing) through the mechanism of peer respect. However, respect generated by knowledge sharing is enhanced only when the knowledge contributor is competent.

Research on how an employee’s knowledge sharing actually influences other members of a team is lacking. This study addresses this gap by examining responses to a team member’s knowledge sharing from a peer’s perspective. It also reveals when knowledge sharing is more pronounced in earning peer respect.

Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience.

Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses.

Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material.

While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward.

This study evaluates the moderating role of work-based social supports (i.e. supervisor support and co-worker support) in the relationship between job insecurity and job burnout among hospitality employees in Malaysia. Besides, the direct effect between job insecurity and job burnout is examined.

The cross-sectional data of this study were based on a total of 220 self-administered questionnaires that have been completed by hospitality employees from three different states in Malaysia. Respondents were recruited based on a snowball sampling approach. The data were collected during the COVID-19 pandemic, which was from October 2020 to January 2021.

Partial least square-structural equation modeling (PLS-SEM) was performed via SmartPLS software. The finding confirmed that job insecurity significantly intensifies employees' job burnout. Supervisor support and co-worker support were found to moderate the link between job insecurity and burnout. As anticipated, the relationship between job insecurity and job burnout increased when supervisor support is low. But high co-worker support was found to strengthen the impact of job insecurity on job burnout instead of the reverse.

This study supplements the existing literature by clarifying which sources of work-based social support (i.e. co-worker support or supervisor) is more salient in alleviating the adverse impact of job insecurity on job burnout during the COVID-19 pandemic among hospitality employees in Malaysia.

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.