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There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

The purpose of this article is to better understand the relevance of value creation in the interconnection amongst entrepreneurship, marketing and innovation by reviewing the literature.

The authors employed a systematic review methodology using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) protocol to analyse the literature in depth. The articles were selected from the Scopus database and dated from 1987 to 2021. An initial total of 1,158 articles was successively narrowed down to a final list of 123 papers matching the selection criteria. Moreover, content analysis on the sample was performed to explore and analyse whether value creation directly or indirectly appears as a goal or antecedent amongst entrepreneurship, marketing and innovation.

The findings suggest that the literature does not clearly define the topic linkage, and with the authors' results, the authors provide a comprehensive mapping of the contributions to a theoretical framework that synthesises knowledge. Moreover, the authors highlight that the interconnection between marketing and entrepreneurship, i.e. entrepreneurial marketing, requires an innovative approach for satisfying customer needs and creating value. Co-occurrence analysis of the keywords also allowed to identify four clusters that were open to new research streams.

Entrepreneurship, marketing and innovation are recognised research topics in the business and management literature. However, prior research has not provided clear and comprehensive evidence about how these three research topics are linked to each other. This work analyses the hidden relationship amongst them.

The purpose of this paper is to analyse the future of the implementation of artificial intelligence (AI) technologies in services experience provided by cultural institutions (e.g. museums, exhibition halls and cultural centres) from experts’, cultural tourists’ and users’ point of view under the Industry 5.0 approach.

The research was conducted using a qualitative approach, which was based on the analysis of the contents obtained from two roundtable discussions with experts and cultural tourists and users. A thematic analysis using NVivo was done to the data obtained.

From a futuristic Industry 5.0 approach, AI is considered to be more than a tool – it as an integral part of the entire experience. AI aids in connecting cultural institutions with users and is beneficial since it allows the institutions to get to know the users better and provide a more integrated and immersive experience. Furthermore, AI is critical in establishing a community and nurturing it daily.

The most important contribution of this research is the theoretical model focused on the user experience and AI application in services experiences of museums and cultural institutions from an Industry 5.0 approach. This model includes the visitors’ and managers’ points of view through the following dimensions: the pre-experience, experience and post-experience. This model is focused on human–AI coworking (HAIC) in museums and cultural institutions.

This study aims to explore auto mechanics awareness of repairs and maintenance related to the car’s cybersecurity and provide insights into challenges based on current practice.

This study is based on an empirical study consisting of semistructured interviews with representatives from both branded and independent auto workshops. The data was analyzed using thematic analysis. A version of the capability maturity model was introduced to the respondents as a self-evaluation of their cybersecurity awareness.

Cybersecurity was not found to be part of the current auto workshop work culture, and that there is a gap between independent workshops and branded workshops. Specifically, in how they function, approach problems and the tools and support available to them to resolve (particularly regarding previously unknown) issues.

Only auto workshop managers in Sweden were interviewed for this study. This role was picked because it is the most likely to have come in contact with cybersecurity-related issues. They may also have discussed the topic with mechanics, manufacturers or other auto workshops – thus providing a broader view of potential issues or challenges.

The challenges identified in this study offers actionable advice to car manufacturers, branded workshops and independent workshops. The goal is to further cooperation, improve knowledge sharing and avoid unnecessary safety or security issues.

As cars become smarter, they also become potential targets for cyberattacks, which in turn poses potential threats to human safety. However, research on auto workshops, which has previously ensured that cars are road safe, has received little research attention with regards to the role cybersecurity can play in repairs and maintenance. Insights from auto workshops can therefore shed light upon the unique challenges and issues tied to the cybersecurity of cars, and how they are kept up-to-date and road safe in the digital era.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

This paper aims at contributing to our understanding of how self-settled Syrian refugees (registered and non-registered) use informal practices to forge their non-political agency and how this agency could be considered as political acts.

This paper was conducted per the qualitative data analysis (in-depth interviews and participant observation), attributed to the critical ethnographic approach, through which refugees’ everyday struggle is explored, additionally, that was incorporated with the analysis of Syrians’ Facebook groups and formal sources.

The research paper concluded that everyday struggle strategies are considered as political acts by acquiring rights that many self-settled Syrian refugees are stripped of by international humanitarian agencies and host government. Hence, registered and unregistered refugees equally forge what is called “informal citizenship” through their presence via a blend of agency forms ranging from hidden agency to explicit one and via their incorporating into the informal contexts, leading them to carve a position of semi-legality that help them to circumvent the formal structural hardship.

This paper endeavors to study how urban refugees as change agents can convert their illegal presence to “probably refugeeness” to unsettle the prominent recognition of them as illegal non-citizens in southern cities.

At present, there is no reference to Attention Autism (AA) as a framework and therapeutic tool with autistic children in occupational therapy (OT) literature. By way of introducing AA as a potential intervention to the OT community, this study aims to investigate the extent to which participation in a two-day AA training could contribute to increasing confidence and inspire changes in practice for Irish occupational therapists (OTs) supporting autistic children.

A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of a two-day AA training on six OTs. The OTs support autistic children throughout Ireland across public, private and voluntary sectors. They completed brief, non-standardised questionnaires 2 weeks before the training (Time 1) and again 12 weeks post (Time 2) training session. At Time 2, additional exploratory questions were answered by OTs regarding their use of AA in practice.

This explorative study’s quantitative findings presented percentage change increases within three areas of confidence for all OTs. These include establishing attention, motivating and developing functional skill goals with autistic children. One of the participants did not score any change in confidence in a fourth area, building rapport, however, the five other participants scored percentage change increases. Qualitative data provided by participants showed that they were implementing AA in practice since attending the training. Five of the participants reported positive experiences of using AA and one participant reported the programme was not suitable for her caseload because of their level of understanding and need.

This was a small, exploratory, practice-based study. As this is the first study exploring this area of practice for OTs, to the best of the authors’ knowledge, there were no standardised methods of assessment available, therefore a self-designed survey was used by the author which had a limited number of open-ended questions and four Likert scale questions. This study was also limited in that there was one main researcher who also delivered the two-day AA training. The sample data set was small which resulted in the limitation of the choice of methods used to analyse the quantitative data. Percentage changes were used as the only available and reliable method for a small data set.

Findings of this study, despite their preliminary nature, indicate that AA training may be a useful professional development consideration for OTs who provide a service for autistic children. Further AA research in OT is required including larger and more rigorous studies. An alternative training option of The Curiosity Programme may be considered for OTs supporting children who may not yet be ready to participate in AA.

This study aims to analyse the way the internal resources and their attributes contribute to the competitive advantages in an intensive organisation in knowledge of the pharmaceutical industry in an emerging market.

This is a qualitative case study focused where the NVivo software was used for information analysis and thematic analysis.

The outcomes showed that from the VRIO framework (value, rarity, imitability and organisation), the plant and equipment and the technical knowledge of its workers are the resources that, due to their attributes, especially the rare, those that grant an advantage competitive position compared to other companies in its sector. Those findings highlight that the resource-based view (RBV) is a good approximation to explain the construction of competitive advantage (CA) and, in addition, the relevance of rare attribute in pharmaceutical companies was confirmed.

The study points out empirical evidence on the relevancy of RBV, from the VRIO framework and the competitive profile matrix (CPM) for the analysis of the management of organisations from the emerging market (economy) perspective. The study also provides competitive advantage analysis tools with which managers can identify strategic resources for their companies.

The VRIO framework and CPM were integrated in the study to analyse the role of internal resources and their attributes in achieving CAs. This integration is the first time that it has been carried out in companies in the context of an emerging market.

Evidence-based practice is a professional standard for occupational therapists, but limited time, resources and knowledge challenge its implementation. This study aims to identify what free evidence summary sources (FESS) can be found through a simple online search, related to child/youth interventions surrounding cerebral palsy (CP), autism spectrum disorder (ASD), developmental coordination disorder (DCD), mental health or attention-deficit/hyperactivity disorder (MH/ADHD). Evidence summaries share research in concise, time-efficient manners.

An internet-based scoping review was conducted between February 2022 and July 2022, using Google, and known evidence summary producers. Evidence summaries meeting the inclusion criteria were located and catalogued. Type of agency, target audiences, purpose and distribution of evidence summaries related to diagnosis were identified for each FESS.

Ten FESS were found, which produced 113 intervention-focused evidence summaries within the past 10 years. These FESS were aimed at a variety of target audiences: service providers, service users, parents/families, researchers and commissioners, and were produced primarily by non-profit/charity organisations (6 of 10) who were trying to fill a gap in evidence. Forty-eight evidence summaries were related to ASD, 34 to CP, 29 to MH/ADHD and two to DCD.

A catalogue of FESS that exist online was produced, to support evidence-based practice for paediatric occupational therapists with limited resources, and may support improved health promotion and informed decision-making for service users. No consistent framework for FESS evidence summaries exists at this time.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.