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By developing a conceptual model, the purpose of this paper is to improve the understanding of the role of social assistive technologies in facilitating the process of service innovation in care providing organisations to adopt the principles of the consumer-directed care strategy and reduce perceived consumer vulnerability.

Using a cross-sectional survey method, the authors collected data through a survey questionnaire distributed among 335 aged caregivers and specialists. The conceptual model and its 11 research hypotheses were examined using confirmatory factor analysis in structural equation modelling. The rival and mediation models were also estimated.

The conceptual model was validated and eight of eleven hypotheses were supported. It was found that dynamic capabilities are crucial to developing service innovation concept in care providing organisations. In this way, social assistive technologies play a facilitating role to promote the consumer-directed care strategy throughout care providing organisations and allow care providers to enhance wellbeing of vulnerable older people based on their socio-economic status. From the lens of aged care providers, it was also found that the consumer-directed care strategy implemented in aged care facilities may help reduce consumer vulnerability among older people especially when they use social assistive technologies in their service settings.

This study suggests aged care service providers should boost dynamic service innovation capabilities to improve the need for social assistive technologies in aged care facilities with respect to the importance of the consumer-directed care strategy.

This study contributes to the development and validation of a conceptual model for the use of social assistive technologies to sustain service innovation in aged care business models and enhance the consumer-directed care strategy’s performance to better understand consumer vulnerability among older people.

The purpose of this paper is to propose a new approach that enables service innovation models to incorporate a holographic perspective into their innovation-centric business models. The essence of the holographic approach to service innovation might provide us with an innovative organization that is enclosed in its components; a knowledge-centric approach that adapts each person as a vital component of a whole; and the ability of value co-creation by each part of the organization in ways that benefit the organization as a whole.

This paper uses a narrative synthesis framework combining existing literature (by textual narrative technique) with expert opinion, based on search of Science-Direct and ProQuest academic databases.

A total of 114 top-cited and high relevant references were deeply reviewed. Nine principle dimensions were evolved from the final review to construct a comprehensive definition of service innovation. Then, the narrative synthesis helped us to bring forward a new approach to service innovation and applied it in the form of a conceptual model, as the literature was previously established on certain approaches. In the final stage, a comprehensive model of service innovation was designed to introduce the holographic approach to the existing literature.

This paper reviewed top-cited and high relevant references published in English that were indexed in Science-Direct and ProQuest. The authors did not search any grey literature and other language publications, and hand-search any journals.

This research highlights how managers must consider service innovation as a whole.

This is the first critical review published in the peer-reviewed literature that explores the principle dimensions of service innovation and provide a new approach to the literature.

Curricula is developing from a pure knowledge-based outcome to a more skill-based outcome, with the objective of creating and advancing competencies that meet employer expectations. While the new Sustainable Development Goals (SDGs) demand organisations to change practices and adapt to sustainable goals, there is a lack of understanding in how competencies can enhance these goals. The purpose of this paper is twofold: Study 1 explores competencies related to sustainability required in a work force and examines employer perceptions on the existing literature for competencies. Study 2 empirically tests the influence of sustainability scholarship on non-technical competencies in the work force.

A mixed method approach was undertaken. A sample of managers from 39 large Australian organisations participated in the scoping study. This was followed by further interviewing executives from 12 multinational corporations in China to assess the validity of competencies and provide deeper understanding of the issues at hand. The quantitative study analysed a sample of executive responses from 229 multinationals in China using factor and regression analysis to test for the effects of mediation.

The research highlights that the underlying competencies regarding sustainability influences the bigger picture within firms for attaining sustainability. The affective and cognitive growth of sustainability scholarship is governed mainly by a firm’s sustainable values. Core organisational values facilitate the development of non-technical competencies. These relationships and their cumulative effect on competencies provide a theoretical framework for acquiring sustainability within organisations. Employees need sustainability scholarship for enhancing sustainability. Sustainability scholarship reflects high-level learning obtained through universities or training. The research found that non-technical competencies such as professional ethical responsibility mediate between core business competencies and sustainability scholarship.

By exploring employer’s perception of competencies, the study first makes an important contribution in addressing the need to support SDGs by bridging organisational-level competencies and sustainability literacy, which hold significant benefits for practitioners, academia and organisations at large. Second, the theoretical findings strengthen the need for embedding competencies in the curriculum. It conveys the need for sustainability literacy/scholarship to align with organisational training and learning pedagogies, in order to effectively meet industry needs. Third, it provides useful insights on employers’ estimation about workplace competencies and broadens our understanding on the contribution that competencies within organisations make to this end.

The post-pandemic recognises changes are required; universities need to rethink their e-servicescapes strategies by offering different approaches to enhance students’ learning. This study aims to draw on learning self-efficacy trajectories and propose a conceptual model for exploring the predictive validity of satisfaction. In addition, it explores the mediating role of e-servicescapes and the moderating relationship effect of mature and younger students.

Learning self-efficacies is incorporated into the design of the model in an attempt to understand student cognition. The influences of e-servicescape on adopting online preferences and satisfaction are also examined. The model was empirically validated by surveying 266 respondents. Structural equation modelling and multi-group analysis were used to analyse the data.

The results of this study show learning self-efficacies has no significant influence on satisfaction. Yet, they showed a significant influence on e-servicescapes. E-servicescapes positively influenced satisfaction and preference for adopting online learning. E-servicescapes also had a mediating effect between self-efficacy to complete a course and satisfaction, as well as self-efficacy to interact with instructors and satisfaction. It had a negative suppressed effect on social interaction.

The research makes the following contributions. Firstly, the conceptualised model identifies an association between learning self-efficacies and e-servicescapes, suggesting universities as service providers can maximise the value offerings of their customer assets. Secondly, e-servicescapes demonstrate a full mediating effect between self-efficacies and satisfaction, indicating that if universities are to compete successfully in dynamic markets, they should co-create value in their e-servicescapes domain to increase satisfaction. Thirdly, the study recognises the need for a hybrid system of both face-to-face and online delivery because the multi-group analysis shows mature age preference for online learning is required to make this transformation successful.

The purpose of this paper is to design a model to outline the structure of communities of practice (CoPs) corresponding to organizational context.

This research utilizes both descriptive and prescriptive approaches, as the authors are looking for a comprehensive relational model to deal with the problem of selecting suitable CoPs concerning organizational context. Thus, this study applies interviewing and fuzzy Delphi methods to explore the model.

The work provides a new and comprehensive relational model of CoPs and organizational variables affecting CoPs structure. In this model, three basic concepts of the literature were developed. First, the components concerning types of CoPs were identified and then the organizational variables related to CoPs were determined. Finally, the authors extracted the relationships between the organizational variables and the components of CoPs.

From a practical perspective, the relationships among the components concerning types of CoPs and the organizational variables may provide a model which can effectively guide firms how to promote, design and manage CoPs within organizational contexts.

The results of this study contribute to CoPs literature in terms of identification of two variables (CoPs components and organizational variables) to produce a matrix for the construction of a holistic CoPs model. The significant finding of this research is the guidance it provides for designing a relational model involving relations between organizational variables and CoPs components.