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This paper aims to investigate the relationship between academia and society focusing on how technical universities perform Third Mission (TM) to promote knowledge outside the academic environment producing multiple benefits.

This investigation is performed through the conceptual approach. The theoretical background of the TM is explored through scientific literature review. It analyses a selected pool of experiences focused on Environmental and Sustainable Education (ESE). The study identifies significant aspects of two specific case studies, designed and implemented by the authors.

Outcomes show opportunities and limitations in the application of ESE on behalf of technical academia. The study suggests solutions, precautions and systemic changes to promote ESE for childhood as TM activity in technical engineering academia. These recommendations can be useful for policymakers to set academic goals and plan the strategic management of teaching, research and TM.

The paper focuses on the role of technical engineering universities and criticalities faced by academics to foster and perform ESE. Future perspectives aim to create new opportunities to strengthen the social impact of scientific and technical research by building bridges with childhood education.

Given the rising complexities around organizational resilience, this study identifies and explains the critical enablers of developing organizational resilience (OR). It offers logical reasoning into the interactions and interdependencies among the identified elements with the help of a hierarchical model of the antecedents of OR.

This paper deployed a mixed methodology research design. Firstly, critical enablers of OR are identified from the literature review. Second, contextual relationships and interactions between the enablers are examined using modified total interpretive structural modeling to derive a hierarchical model among the antecedents that characterize OR. Lastly, a survey study including industry experts is used to statistically verify the model links.

Developing resilience lies at the intersection of organization science and strategic management, involving the interaction of factors within an organization’s strategic behaviors, organizational practices, and people processes. The study identifies twelve antecedents of OR. The resultant interpretive hierarchical model helped decipher internal relationships among the antecedents. The proposed model helps determine how organizations move through different phases (before, during, and after) of turbulences and how organizational resilience helps overcome negative spirals.

This research is original and refreshing in its attempt to necessitate resilience as a processual characteristic needed to survive, thrive, and transform amidst business tensions. The hierarchical model of antecedents garners a better understanding of how their interactions and interdependencies help organizations enhance their capacity to adapt and build resilience in organizational systems and processes. It answers questions of “what,” “how,” and “why” relevant to theory building in OR.

The paper aims to examine the influence of closed and open innovation practices on economic performance. This papert also examines the mediating roles of innovation performance and firm performance. The study uses innovation theory based on knowledge management for theoretical support.

The methodology involves two steps. First, all the variables relevant to the adoption of innovative approaches and performance parameters are identified. Subsequently, primary data are gathered from decision-makers of 200 biotechnological firms and a structural equation modeling analysis is performed.

The study's results showed that the open innovation practice, such as interaction with large research and development (R&D) firms and customers, influences the performance parameters. The findings indicate that closed and open innovation practices positively impact performance measures like innovation, firm and economic performance. The results also indicate the mediating role of firm performance. However, the innovation performance was not found to mediate the relationship.

This examination gives experimental bits of knowledge from any confining influence innovation approaches in India. Analysts and specialists of firms can use the results of the current study to comprehend the effect of various innovation practices on different performance measures.

The purpose of this study is a comparative analysis of psychological distress between online and on-campus learning among university students. The study was performed to investigate the comparative analysis of psychological distress between online and on-campus learning among university students.

This study is a quantitative, comparative study. Data were collected through convenient sampling technique from different university students. The sample size of the study was (n = 200) and the sample was taken from universities. Three scales, students’ readiness learning scale, DASS-21 Scale and on-campus learning scale, were used for data collection and the data were analyzed statistically. The analysis was carried out by the statistical tests correlation test, t-test and linear regression.

It was revealed through this study that on-campus learning is more preferred by the students than online learning. The findings were that online learning has more psychological distress among students than on-campus learning. Additionally, it was found that as compared to males, females have more tendency toward depression, anxiety and stress. Findings also revealed that married students have a larger tendency toward depression, anxiety and stress as compared to unmarried students. No socioeconomic significance difference was found. Moreover, it was revealed that working students prefer online learning to on-campus learning.

Learning has a significant impact on students’ future settlement, independence and well-being. The findings of this research study can contribute to understanding the educational system and determining which learning system is better for students and for the students’ mental well-being.

Learning has a significant impact on students’ future settlement, independence and well-being. This paper contributes by offering practical insights for educators and policymakers.