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In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences.

A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange.

Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group.

To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.

This study, grounded in the SOR theory, aims to enrich the understanding of customer citizenship behaviour in omnichannel fashion retail by examining how different customer experiences enhance customer engagement and how that engagement leads to customer citizenship behaviour. The influence of return policies on the relationship between customer engagement and customer citizenship behaviour was also examined.

Partial least squares structural equation modelling (PLS-SEM) is used to examine the framework of the proposed study with data collected through a survey (n = 251) to examine the opinions of the respondents about the variables mentioned. The authors also assessed the proposed framework using predictive power assessment using PLS predict.

The study results reveal that customers’ experiences of integration and flexibility in omnichannel retail are positively associated with their engagement. However, customer experiences of connectivity, consistency and personalization do not appear to affect customer engagement significantly in omnichannel retail. The return policy positively moderates the relationship between customer engagement and customer citizenship behaviour in the omnichannel fashion retail context. Predictive power assessment shows that the proposed model has high prediction accuracy.

This study contributes to the marketing literature by investigating different dimensions of consumer experience collectively and its impact on customer engagement and citizenship behaviour. Furthermore, the study contributes to omnichannel retail in fashion industry by testing the return policy as a moderator variable on the relationship between customer engagement and citizenship behaviour.

Este estudio, basado en la teoría SOR, enriquece la comprensión del comportamiento cívico del cliente en el comercio minorista de moda omnicanal examinando cómo las diferentes experiencias del cliente mejoran el compromiso de éste y cómo dicho compromiso conduce al comportamiento cívico del cliente. También se examina la influencia de las políticas de devolución en la relación entre el compromiso del cliente y el comportamiento ciudadano del cliente.

Se utilizó la modelización PLS-SEM para examinar el marco del estudio propuesto con datos recogidos mediante una encuesta (n = 251) para examinar las opiniones de los encuestados sobre las variables mencionadas. Los autores también evaluaron el marco propuesto mediante una evaluación del poder predictivo utilizando la predicción PLS.

Los resultados revelan que las experiencias de integración y flexibilidad de los clientes en el comercio minorista omnicanal se asocian positivamente con su compromiso. Sin embargo, las experiencias de los clientes de conectividad, coherencia y personalización no parecen afectar significativamente al compromiso del cliente en el comercio minorista omnicanal. La política de devoluciones modera positivamente la relación entre el compromiso del cliente y el comportamiento ciudadano en el contexto del comercio minorista de moda omnicanal. La evaluación del poder predictivo mostró que el modelo propuesto tenía una alta precisión de predicción.

El estudio contribuye a la literatura de marketing investigando colectivamente diferentes dimensiones de la experiencia del consumidor y su impacto en el compromiso del cliente y el comportamiento ciudadano. Además, este estudio contribuye a la venta minorista omnicanal en la industria de la moda al probar la política de devoluciones como variable moderadora de la relación entre el compromiso del cliente y el comportamiento ciudadano.

本研究以 SOR 理论为基础, 通过研究不同的顾客体验如何提高顾客参与度, 以及顾客参与度如何推动顾客公民行为, 丰富了对全渠道时尚零售中顾客公民行为的理解。研究还探讨了退货政策对顾客参与和顾客公民行为之间关系的影响。

本文采用 PLS-SEM 模型来检验拟议的研究框架, 并通过调查（n = 251）收集数据, 以检验受访者对上述变量的看法。作者还通过使用 PLS 预测评估预测能力, 对提出的框架进行了评估。

通过调查（n = 251）收集的数据, 使用 PLS-SEM 模型来研究拟议的研究框架, 以考察受访者对上述变量的看法。作者还通过使用 PLS 预测评估预测能力, 对提出的框架进行了评估。

研究结果表明, 顾客在全渠道零售中对整合性和灵活性的体验与他们的参与度呈正相关。然而, 顾客在连通性、一致性和个性化方面的体验似乎并未对顾客参与全渠道零售产生显著影响。退货政策对全渠道时尚零售中顾客参与和公民行为之间的关系起到了积极的调节作用。 预测能力评估表明, 所提出的模型具有较高的预测准确性。

本研究通过对消费者体验的不同维度及其对顾客参与和公民行为的影响进行综合研究, 为营销文献做出了贡献。此外, 本研究通过检验退货政策作为顾客参与和公民行为之间关系的调节变量, 为时尚行业的全渠道零售做出了贡献。

This study aims to analyse the differences between professional interaction mediated by video conferencing and direct professional interaction. The research identifies diverging interests of office workers for the purpose of addressing work ethical and business ethical issues of professional collaboration, competition, and power in future hybrid work models.

Based on 28 qualitative interviews conducted between November 2020 and June 2021, and through the theoretical lens of phenomenology, the study develops explanatory hypotheses conceptualising four basic intentions of professional interaction and their corresponding preferences for video conferences and working on site.

The four intentions developed on the basis of the interviews are: the need for physical proximity; the challenge of collective creativity; the will to influence; and control of communication. This conceptual framework qualifies a moral ambivalence of professional interaction. The authors identify a connectivity paradox of professional interaction where the personal dimension remains unarticulated for the purpose of maintaining professionality. This tacit human connectivity is intertwined with latent power relations. This plasticity of both connectivity and power in direct interaction can be diminished by transferring the interaction to video conferencing.

The application of phenomenology to a collection of qualitative interviews has enabled the identification of underlying intention structures and the system in which they affect each other. This research identifies conflicts of interests between workers relative to their different self-perceived abilities to persevere in competitive professional interaction. It is therefore able to address consequences of future hybrid work models at an existential and societal level.

This paper aims to understand how the perceived usefulness of voice assistants (VAs) is affected by the perceived quality of the process (interaction) and the outcome (information). The authors also aim to determine the extent to which the perceived usefulness of VAs improves the perceived privacy associated with their use and increases users’ intention to continue using them. Consumer technology innovativeness is included as a personal trait moderator, to compare the results between tech and nontech innovators. For this purpose, the authors use the framework of the uses and gratifications theory (U&GT).

A survey of 467 VA users was conducted and structural equation modeling was used to analyze the data.

The authors identify two main determinants of the perceived usefulness of VAs that influence users’ intention to continue using this technology, process quality and outcome quality. These two factors influence the continued use of VAs in different ways depending on the technology innovativeness of the consumers. The results show that tech innovators are oriented toward the interactive experience, and therefore, mainly value the process quality. In addition, nontech innovators are oriented toward a satisfactory response from VAs, and therefore, primarily value the outcome quality. In addition, the positive effect of perceived usefulness on perceived privacy is higher for tech innovators.

This study enhances the literature on the perceived usefulness of VAs within the framework of U&GT. It identifies two antecedents (process quality and outcome quality) of perceived usefulness and observes significant differences based on technological innovativeness.

This study enhances the literature on the perceived usefulness of VAs within the framework of U&GT. It identifies two antecedents (process quality and outcome quality) of perceived usefulness and observes significant differences based on technological innovativeness.

Este artículo tiene como objetivo entender cómo la utilidad percibida de los Asistentes de Voz (AV) se ve afectada por la calidad percibida del proceso (interacción) y el resultado (información). Asimismo, busca determinar hasta qué punto la utilidad percibida de los AVs mejora la privacidad percibida asociada con su uso y, consecuentemente, la intención de los usuarios de seguir utilizándolos. La innovación tecnológica se incluye como moderador personal para comparar los resultados entre innovadores tecnológicos y no tecnológicos. Para este propósito, utilizamos la Teoría de Usos y Gratificaciones (U&GT).

Se realizó una encuesta a 467 usuarios de AVs, y se utilizó la modelización de ecuaciones estructurales (SEM) para analizar los datos.

La calidad del proceso y la calidad del resultado son antecedentes claros de la utilidad percibida de los AVs, que afecta a la intención de los usuarios de seguir usándolos. La influencia de ambos factores difiere entre usuarios según su nivel de innovación tecnológica. Los resultados muestran que los innovadores tecnológicos valoran más la experiencia interactiva y la calidad del proceso, mientras que los no innovadores tecnológicos se enfocan en obtener respuestas satisfactorias de los AVs. Además, la influencia positiva de la utilidad percibida en la privacidad percibida es más pronunciada en los innovadores tecnológicos.

Este estudio enriquece la literatura sobre la utilidad percibida de los AVs dentro del marco de la U&GT. Identifica dos factores previos (calidad del proceso y calidad del resultado) de la utilidad percibida y observa diferencias significativas basadas en la innovación tecnológica.

本文旨在了解语音助手（VAs）的感知有用性如何受到过程（交互）和结果（信息）的感知质量的影响。我们还旨在确定语音助手的感知有用性在多大程度上改善了与使用语音助手相关的感知隐私, 并提高了用户继续使用语音助手的意愿。我们将消费者的技术创新性作为个人特质调节因素, 以比较技术创新者和非技术创新者的结果。为此, 我们使用了 “使用与满足理论"（U&GT）框架。

我们对 467 名增值服务用户进行了调查, 并使用结构方程模型（SEM）对数据进行了分析。

我们确定了影响用户继续使用该技术意向的虚拟机构感知有用性的两个主要决定因素：（1）过程质量和（2）结果质量。根据消费者的技术创新能力, 这两个因素以不同的方式影响着虚拟现实技术的持续使用。结果显示, 技术创新者以互动体验为导向, 因此主要看重过程质量。此外, 非技术创新者倾向于从虚拟机构获得令人满意的回应, 因此主要看重结果质量。此外, 对于科技创新者来说, 感知有用性对感知隐私的积极影响更大。

本研究在 U&GT 框架内加强了有关虚拟机构感知有用性的文献。它确定了感知有用性的两个前因（过程质量和结果质量）, 并观察到了基于技术创新性的显著差异。

This study investigated the attitudes and concerns of Saudi higher educational institution (HEI) academics about privacy and security in online teaching during the COVID-19 pandemic.

Online Questionnaire questionnaire was designed to explore Saudi HEI academic’s attitudes and concerns about privacy and security issues in online teaching. The questionnaire asked about attitudes and concerns held before the pandemic and since the pandemic. The questionnaire included four sections. At the beginning of the questionnaire, participants were asked what the phrase “online privacy and security” meant to them, to gain an initial understanding of what it meant to academics. A definition for what we intended for the survey was then provided: “that a person’s data, including their identity, is not accessible to anyone other than themselves and others whom they have authorised and that their computing devices work properly and are free from unauthorised interference” (based on my reading of a range of sources, e.g. Schatz et al., 2017; Steinberg, 2019; NCS; Windley, 2005). This was to ensure that participants did understand what I was asking about in subsequent sections.

This study investigated the attitudes and concerns of Saudi HEI academics about privacy and security in online teaching during the COVID-19 pandemic. The findings provide several key insights: Key aspects of online privacy and security for Saudi HEI academics: Saudi HEI academic’s notion of online privacy and security is about the protection of personal data, preventing unauthorized access to data and ensuring the confidentiality and integrity of data. This underscores the significance of robust measures to safeguard sensitive information in online teaching, but also the need to make academics aware of the other aspects of online privacy and security. Potential to improve policies and training about online privacy and security in Saudi HEIs: Although many participants were aware of the online privacy and security policies of their HEI, only a small percentage had received training in this area. Thus, there is a need to improve the development and dissemination of policies and to provide academics with appropriate training in this area and encourage them to take available training. Use of videoconferencing and chat technologies and cultural sensitivities: The study highlighted moderate levels of concern among Saudi HEI academics regarding the use of videoconferencing and online chat technologies, and their concerns about cultural factors around the use of these technologies. This emphasizes the need for online teaching and the growing use of technologies in such teaching to respect cultural norms and preferences, highlighting the importance of fostering a culturally sensitive approach to technology deployment and use. Surprising low webcam use: An unexpected finding is the low use of webcams by both academics and students during online teaching sessions, prompting a need for a deeper understanding of the dynamics surrounding webcam engagement in such sessions. This calls for a reevaluation of the effectiveness of webcam use in the teaching process and underscores the importance of exploring methods for enhancing engagement and interaction in online teaching. In summary, this paper investigated the attitudes and concerns about privacy and security in the online teaching of Saudi HEI academics during the coronavirus pandemic. The study reveals areas where further research and policy development can enhance the online teaching experience. As the education landscape continues to evolve, institutions must remain proactive in addressing the concerns of their academics while fostering a culturally sensitive approach to technology deployment.

One limitation of this study is the relatively small qualitative data sample, despite the adequate size of the sample including 36 academics from various Saudi Arabian HEIs for quantitative analysis. It was necessary to make the most of the open-ended questions optional – participants did not have to answer about concerns if they did not want to, as we did not want to make the questionnaire too long and onerous to complete. Consequently, the number of academics responding to the open-ended questions was limited, emphasizing the need for additional data and alternative research methods to further these issues. The study was focused on investigating the concerns of HEI Saudi academics, recognizing that the attitudes and concerns of academics in other countries may differ. Furthermore, the research also includes an exploration of the changes in academic attitudes and concerns before and since the COVID-19 pandemic, which will be the subject of further data analysis.

This research delves into Saudi HEI academics' perceptions and concerns regarding privacy and security in online education during the COVID-19 Pandemic. Notably, it highlights the moderate priority placed on online privacy and security, the unexpectedly low usage of webcams and the potential for enhancing policies and training. The study emphasizes the necessity for comprehensive measures to protect sensitive data and the importance of tailored policies for educators. It also underscores the need for a more nuanced understanding of webcam usage dynamics, offering valuable insights for institutions aiming to improve online education and address educators' concerns amidst evolving educational landscapes.

This research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.

To study the breadth and depth of students' experiences and fully address the research aims, the researchers utilized a mixed method. Through a survey questionnaire with both closed-ended and open-ended questions, student responses were gathered. On a five-point Likert scale, the closed-ended questions were co-constructed. The research participants included students attending Pakistan's private university in Karachi. Participants from all programs were the authors' focus (i.e. undergraduate and graduate). A total of 552 students completed the survey questionnaire.

The study reveals students' level of satisfaction with their online encounters. Contextual restrictions, such as power outages, bad internet, a lack of a private place and administrative problems, make it difficult to access and connect during learning sessions. Additionally, the student's perception of online learning as being more secure and safe in terms of their physical safety was an intriguing finding. They also see the integration of online and in-person learning as advantageous because it might reduce travel expenses and time while also giving them access to independent study resources. Given its many benefits, this research supports the use of online learning in higher education. Online education promotes a healthy mix of teacher- and student-centered instruction.

Moreover, the findings indicate that effective non-verbal communication occurs when students interact with a teacher and colleague face-to-face. In a face-to-face teaching situation, good body language may inspire, engage and motivate students. Better learning outcomes result from being able to interpret people's body language, whether it be eye contact or posture, and alter the topic and approach. Keeping in view the recent nature of the coronavirus disease 2019 (COVID-19) pandemic, no research has been carried out on this topic to date or on such a wide-scale transition to online learning, specifically in the context of higher education in Pakistan (Dincer, 2018). This research is unique in its kind as it focuses on the impact of online learning on the affective domain as well.

Given the contextual concerns, teachers must find alternative educational insights that will enable students to reduce listening demands, improve self-learning and promote engagement.

Therefore, in the authors' context, it is a unique finding that students felt socially isolated. While numerous studies have examined anxiety, still there is still a dearth of literature regarding stress factors (Dincer, 2018). The current study provided substantial information on the impact of online learning on students' stress levels, and the consequence is that they were strained out because they felt socially isolated. Additionally, these findings are in alignment with the qualitative data showing a problem of student isolation and a lack of engagement. Since the face-to-face mode had provided them with the time and space, they were able to engage in educational socialization outside the boundaries of the classroom, such as casual conversations during breaks, gatherings at coffee shops and working on group projects at the library.

This research was conducted in the context of Pakistan.

This study explores the mediating role of marketing management in the relationship between online presence and product innovation among Small and Medium Enterprises (SMEs).

The sample comprises 205 Costa Rican SMEs collected by the Global Competitiveness Project during the first half of 2019. The data were analyzed using a two-stage modeling strategy for ordinary regression models to analyze mediation effects.

Marketing management as a strategic resource or capability accounts for the relationship between online presence and product innovation performance in SMEs, meaning that online presence resources require complementary organizational capabilities in marketing management to enhance product innovation.

This study, grounded in the resource-based view theory, contributes to the innovation field by identifying marketing management capabilities as an intermediate strategic interaction between online presence and product innovation performance in SMEs. Thus, managers should recognize the advantages of integrating marketing management principles and tactics into online presence tools to realize the value of their products by tailoring them to their client’s needs.

This paper studies the interactive valuation discourses of an online user community (transfermarkt.de) that seeks to determine market values for soccer players. Despite their seemingly casual nature, these values have featured in newspapers, transfer negotiations, academic research, and capital market communication – and have thus become reified.

The paper employs netnographic research methodology to collect and thematically analyze a wide range of user entries on the platform. These entries are studied using theoretical insights from the sociology of quantification and valuation.

The analysis reveals how values are constructed in constant interaction between value-proposing users and value-justifying “experts.” This dynamic form of relational valuation positions players relative to one another as well as to actual transactions on the transfer market. In the absence of authoritative guidelines, it is this possibility and affordance for interaction that enacts a coherent valuation regime. The paper further reveals the platform's response to a disruptive event, which risked bringing the user-expert dynamics to a halt, requiring intervention from the platform to repair its valuation frame.

The paper responds to increased scholarly interests in the valuation of professional athletes. It contributes to the extant literature on valuation, first, by analyzing the dynamic valuation work that feeds into the social construction of values and, second, by studying platform participation and user interaction in a socially engineered online space.

Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences of online teaching and learning (T&L) during the COVID-19 pandemic in South Africa. The study specifically focused on the transferable skills students acquired and their relevance to working in the local retail and hospitality industries.

Following a case study research design, this study retrospectively delved into the multi-perspectives of students enrolled in vocational programmes. A total of 145 students completed reflective questions via a Qualtrics link regarding the topic in question. Student reflections were grouped and analysed for recurring themes using Atlas.ti. Through thematic analysis, two topical themes emerged related to transferable skills development and the usefulness of skills for future work.

The findings suggest that although students had to rely on online classes during the COVID-19 pandemic, they still developed vital transferable skills, including communication, teamwork, organisational, self-management, flexibility, technology, metacognition and problem-solving.

The findings offer valuable input into planning and developing student-centric online courses to facilitate the development of desired transferable skills. Findings could also guide best T&L practices regarding how education and training across digital platforms could be used to ensure that graduates are prepared to navigate the future complexities of working in ever-changing globalised industries.

This study provides new insights into the evolution of T&L and how unexpected situations could provide an opportunity to hone desired skills and prepare students for employment and the 21st century workplace.