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As few studies have explored the causal relationship between both the triple bottom line (TBL) of sustainability and the lean practices in higher education institutions (HEIs), the purpose of this paper is to analyze the relationships between lean practices and sustainable practices in Brazilian HEIs.

A survey was conducted with 454 public and private HEIs workers in Brazil. Confirmatory factor analysis and structural equations modeling were used for data analysis.

The results support the hypotheses of the study that HEI lean practices are positively related to environmental, economic and social practices in HEIs.

HEI managers must evaluate the use of lean practices in the organizational processes, to identify their weaknesses and to improve the aspects that influence a balanced TBL of sustainability practices.

The findings highlight the importance of leadership as a support for the workers, as a continuous improvement practice on a daily basis and a focus on the student as a basic principle of HEI success.

This article provides new measurement and structural models to analyze Lean thinking practices as the predictors of sustainability practices. The work could assist any HEI in prioritizing its strategies and actions and to contribute to excellence in decision-making. This study could contribute as a source of empirical data for transferability in other contexts for HEIs.

The purpose of this paper is to explore the use of multicultural narratives from the website Humans of New York in a one credit information literacy course to teach concepts of information need with respect to cultural literacy and social justice.

This case study examines student responses to an in-class activity which used a problem-based learning approach. Students were asked to examine narratives and identify possible information access or use issues and to consider the cultural differences that may help or hinder information access or use.

Students’ writing samples show evidence of comprehension in the areas of cultural literacy and understanding information need and the development empathy with people of diverse racial, cultural and socioeconomic backgrounds. Students directly identified information need issues such as financial barriers, social stigma, lack of access to legal aid and the risk of physical harm. Students indirectly recognized concepts related to cultural literacy and social justice such as cultural norms, classism and structural racism.

While the Framework for Information Literacy for Higher Education has listed a number of social justice and cultural literacy concepts within the knowledge practices and disposition statements, the library literature has not yet studied these concepts in conjunction with teaching information need. This case study presents a lesson plan that could be applied in library classrooms to teach both cultural literacy and information need concepts.

The purpose of this paper is to better understand the role that leadership plays in the success of Lean management (LM) implementation, by trying to identify what is the impact of the transactional, transformational, directive and empowering leadership styles on the success of such an implementation in Portuguese companies, and what are the most important leaders’ attributes.

An on-line questionnaire was distributed to 65 manufacturing and services Portuguese organizations that have implemented LM.

The results suggest that the empowering leadership style has a positive impact on the success of LM implementation. Even though results do not allow concluding about the impact of the other styles, several leader’s attributes were identified as having influence: individualized consideration, information sharing, skill development, intellectual stimulation, assigned goals and self-directed decision making.

Very few studies have addressed the role of leadership in the success of adopting LM and, to the best knowledge, only one paper studied the critical attributes of leaders in LM implementation. Moreover, the present study focuses in Portugal, country where this topic has rarely been investigated.

The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks.

The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams.

Data frequency analyses reveal that the most common type of error was miscalculation for both addition (n = 164; 38.6 per cent) and subtraction (n = 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n = 74; 17.5 per cent) and subtraction (n = 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students’ performance differences emerged as a function of error types which indicated students’ types of difficulties.

There are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment.

Students’ errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics.

Error analysis helps teachers uncover individual students’ difficulties and deliver meaningful instruction to all students.

This paper adds to the international literature on error analysis and reinforces its value in diagnosing students’ type and severity of math difficulties.

Service-learning (SL) is an innovative methodology aiming to improve learning while providing students experiences in the community. Consequently, students also develop social and emotional skills many higher education institutions promise to foster. However, few academic enrichment opportunities are implemented to develop these social skills and university teaching staff are limited in their knowledge of SL to promote active citizenship and civic engagement (Belando-Montoro, Jover, Ruiz de Miguel, Blanco, & Carrasco, 2015). This chapter presents an analysis of the presence of direct and indirect indicators related to social responsibility and SL in the degree programs of the Social and Legal Sciences area of the Complutense University of Madrid. These indicators include questions related to the social environment needs diagnosis and the design of projects that meet these needs, the environmental care, among others. The results indicate the lack of presence of courses on the direct indicators in the degrees offered. However, the focus on indirect indicators is relatively common. In particular, those common indirect indicators are related to critical thinking about social reality, the environment needs diagnosis, and the development of social intervention. The findings suggest universities increase their focus on social responsibility and community service in the university curriculum, providing training oriented toward socio-community intervention.

The goal of this paper is to model the activated carbon adsorption capacity of cadmium using a polynomial regression model. The properties that influence the removal of heavy metals by activated carbon must be taken into consideration in order to synthesize materials specific to the characteristics of the pollutant.

Multivariable analysis applications allow a comprehensive description of the relationship between activated carbon surface properties and heavy metal adsorption.

The authors use a second-grade polynomial regression model to determine the influence of porosity and surface acidity in cadmium adsorption by activated carbon.

The authors propose a statistic analysis to correlate the carbon properties with its cadmium adsorption capacity. Model coefficient analysis will give a better comprehension of the influence of activated carbon porosity and surface acidity of cadmium removal.

The focus of this research is to investigate if user-generated content (UGC) generated in the Booking platform can support quality management improvement within the hospitality industry by increasing customer satisfaction and eliminating defects more efficiently. Hence, it contributes to understanding how data-driven companies can rely on customer data to focus on innovation and performance improvement to meet customer requirements, eliminate defects and increase customer satisfaction.

Following the literature review, information was collected from the digital platform Booking, encompassing 15 hotel industry companies in Portugal Porto and Braga regions, selected due to their high number of customer reviews. This data was organized and categorized, eliminating all unnecessary information for the research and building an Excel database. The database was subsequently analysed with SPSS and Voyant software, performing statistical analysis, hypothesis testing and text-mining techniques to analyse the comments. After these analyses, applying quality tools allowed for more in-depth conclusions.

The research results highlight that customers' most relevant requirements in the Portuguese hospitality industry are breakfast, parking and a swimming pool. It was also possible to realize that the location is an attractive requirement, the bathroom is a must-be requirement and breakfast is a performance requirement. The results also allowed us to answer the most critical research question: “Is user-generated content a valuable aid to quality?” the answer is yes since it was possible to use the data to find improvements and faults/failures in the services.

The results of this study represent an essential step towards a complete understanding of how to take advantage of UGC within the hospitality industry by establishing a solid base of techniques, methods and quality tools for UGC analysis that can be applied in future research on different industry sectors.

Higher education institutions (HEIs) frequently overlook the importance of encouraging creative thinking in students. A review of the prevailing practices in a fully online tertiary distance education (DE) institution revealed a lack of learning activities that foster creativity. The study aims to find out whether the creative collaborative group project is a feasible, effective and acceptable learning activity for fostering creativity in students of a fully online graduate-level DE course.

Seven groups of five to six graduate students each had five weeks to conceptualize, prepare and deliver a creative collaborative group project on lifelong learning using key concepts learned from the course.

All groups submitted well-crafted creative projects within the given time frame. Reflections on their experience positively correlated with known outcomes associated with creative skills. Students valued the experience and had a better understanding of the concepts. These support the feasibility, effectiveness and acceptability of the project for fostering creativity in a fully online DE institution.

The feasibility, effectiveness and acceptability may vary in different contexts; future iterations in the same and/or other courses are recommended.

The creative collaborative group project is a feasible, effective and acceptable strategy for fostering creativity in online distance education.

Creativity can be enhanced through appropriate online collaborative learning activities.

The study adds to the body of literature on the use of creative collaborative group projects to foster creativity in HEIs.

The purpose of this paper is to investigate the impacts of stock market and banking sectors development on a country’s efficiency in transforming its innovation input into output.

This study employs a generalized method-of-moments panel estimator to examine the role of stock market and banking development in influencing innovation efficiency.

Findings show that a country’s stock market development is positively related to its innovation efficiency ratio. Countries with more developed stock markets have relatively higher efficiency in transforming innovation input into innovation output than those with less developed stock markets. There is no evidence that innovation efficiency is influenced by banking sector development. However, when stock market and banking sectors are modeled together, while stock market development retains its positive influence, the findings indicate that banking sector exerts negative impact on innovation efficiency.

The findings provide useful insights to guide policy decisions for a country’s innovation agenda in enhancing its innovation performance. The findings imply that stock market development should be embraced as one of the key policy areas in order for a country to be more efficient in transforming its innovation input into innovation output.

This paper provides first evidence using data sourced from Global Innovation Index report, first available in 2007 and published by Cornell University, INSEAD and the World Intellectual Property Organization.

The purpose of this study has the aim of expanding lessons learned that were originally detected for information literacy (INFOLIT) programs in Ibero-American universities (from Latin America, Spain and Portugal), this paper presents lessons learned for enhancing equivalent programs offered by other universities around the world.

As this paper is a comparative literature review, the methodology involved three stages. Initially, a documentary analysis was carried out to identify the texts published during the past five years – since 2013 – reporting a categorization of experiences and cases of international INFOLIT programs and their corresponding lessons learned. Second, we conducted a content analysis of these publications to uncover the classification, identification and frequency of the lessons learned. A third comparative step consisted of analyzing the similarities of these lessons when compared to those reported in similar research on Ibero-American universities (Uribe-Tirado, 2013).

From the 75 lessons learned from INFOLIT programs in Ibero-American universities, 65 lessons (87 per cent) were identified as also present in universities elsewhere. These similarities give an account of the possibilities for collaborative learning and benchmarking that INFOLIT programs could achieve with regard to content, pedagogy, learning objects and evaluation if there were more networking and more common participation in sharing experiences, with appropriate adaptations to contextual, technological and idiomatic variations.

As a comparative literature review, this paper makes a significant contribution to the international advancement of INFOLIT in higher education, as it correlates the lessons learned from INFOLIT programs in Ibero-American universities with those from other countries. This provides a global view of the lessons learned about INFOLIT, which to date have not been reported with such a wide scope and number of lessons.