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The Metaverse is rapidly reshaping the understanding of tourism, yet the public perception of this new domain remains largely uncharted empirically. This paper aims to build on the technology acceptance model (TAM) and diffusion of innovations theory (DIT) to fill this gap, offering crucial insights that could inform scholars and practitioners in both the tourism and technology sectors.

Using a big-data approach, the authors applied machine learning to scrape comments made by social media users on recent popular posts or videos related to tourism in the Metaverse from three prominent social media platforms. The cleaning process narrowed down 15,461 comments to 2,650, which were then analysed using thematic, emotion and sentiment analysis techniques.

The thematic analysis revealed that virtual tourism evokes a complex range of public beliefs. While many express awe and excitement toward its immersive capabilities, others remain sceptical about authenticity compared to physical travel. Additional themes show people draw comparisons to real-world tourism, discuss technology’s role and note educational value and novelty. However, some comments raise concerns about potential societal harms, exploitation and mental health impacts. Sentiment analysis found over half of the comments positive, though some were negative. Emotion analysis showed contentment, happiness and excitement as most frequent, though sadness, worry and loneliness also featured. Overall, perceptions of Metaverse tourism encompass enthusiasm yet substantial ambivalence.

To the best of the authors’ knowledge, this study is one of the first to comprehensively analyse public discussions on Metaverse tourism. It takes TAM and Rogers’s DIT a step further and provides fresh insights into how these theories can be employed in the emerging field of Metaverse tourism. The themes revealed new conceptual insights into multidimensional factors shaping public beliefs about Metaverse tourism and thus informing scholarly research on virtual interaction and technology acceptance regarding Metaverse tourism. In addition, the results can help tourism providers, platforms and marketers address salient public beliefs and sentiments/attitudes in developing marketing offerings, experiences and communications. Over time, this analysis methodology can be used to track the evolving public perceptions of Metaverse tourism.

The authors mobilise stewardship theory, which delves into trust and collaboration dynamics, advocating for long-term gains through actions beneficial to the broader community. Used as a fundamental framework to conceptualise the model, stewardship theory enhances the understanding of the effect of purchasing social responsibility (PSR) practices to foster innovativeness and performance through the supply chain (SC). This study aims to examine the relationship between PSR, SC innovativeness (SC-INNO) and SC operational performance (SCOP). In addition, the moderating effect of sustainability labels on these relationships will be studied.

Based on survey data from 177 organisations analysed through partial least square structural equation modelling, the results suggest that PSR has a positive and significant effect on SC-INNO and SCOP. In addition, SC-INNO plays a partial mediation role since the direct effect between PSR and SCOP is validated. Furthermore, the moderating effects of holding a sustainability label and industry type about PSR and SCOP are supported.

The results indicate a significant positive influence of PSR on both SC-INNO and operational performance. SC-INNO is found to partially mediate the PSR–SCOP relationship. Moreover, sustainability labels and industry type significantly moderate the effects of PSR on SCOP.

The findings extend stewardship theory into the sustainable purchasing and supply management field by providing empirical support for PSR as a reflection of stewardship behaviours by fostering innovation and performance throughout the SC.

The practical need for understanding and improving team resilience has increased, and more research is needed to provide an evidence-base for guiding organizational practices and policies. In this chapter, the authors highlight what we see as critical challenges and opportunities for advancing the science of team resilience. We focus on conceptual and methodological challenges involved in conducting field-based research on team resilience, as the authors believe field-based research is a particularly critical approach for advancing the science of team resilience. The authors first provide a brief review of recent theoretical work in defining team resilience. Then the authors describe key challenges that must be managed in field studies seeking to refine and capitalize on this critical area of research to provide solutions capable of supporting individual, team, and organizational outcomes. These challenges include defining trajectories of resilient team performance, understanding the consequences of repeated episodes of team resilience, formal specifications of events precipitating resilient team performance, measuring the event appraisal and communication process, and adopting measurement methods with high temporal resolution. Finally, the authors provide directions for future research to address these gaps.

The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.

It is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.

Learning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.

The paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.

This paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

Across many high-stakes contexts, teams influence their members’ physical and psychological Well-Being. For example, teams can provide social support and backup behaviors to reduce demands on team members. On the contrary, teams engaged in conflict or other deleterious processes can serve as a source of stress for their members. Despite these potential impacts, existing research primarily focuses on the impact of teamwork on team-level, rather than individual-level outcomes. This chapter argues that teams play an important role in members’ Well-Being, synthesizing existing research on the topic and focusing on synthesizing research that suggests teams play an important and overlooked role in members’ Well-Being, and providing recommendations for future research in this domain.

This paper aims to illustrate how service ecosystem governance may provide a suitable ground to pursue holistic resilience to “wicked” socio-economic and ecological problems, for enhancing “place-based” sustainable performance outcomes through an organizational, interorganizational and context setting.

This work suggests the use of “place-based” collaborative ecosystem platforms driven by a dynamic performance governance approach as a setting where facilitated performance dialogue is carried out among networked stakeholders. This fosters a holistic view of performance sustainability where intangibles, inertial, cultural and behavioral factors play a key role in policy analysis.

The paper illustrates how different research streams framing stakeholder relationships under a business, hybrid organization and public sector perspective converge toward the “service ecosystem” construct, as a common field for sustainable “place-based” value creation. This performance governance perspective frames accountability for achieving sustainable outcomes through interconnected viewpoints, i.e. (1) time (short vs long-term), (2) subject (single organization, “theme-focused” service ecosystem and “place-based” service ecosystem) and (3) field (socio-economic, cultural and ecological).

This work has an interdisciplinary track. It recommends feedback and “stock-and-flow” modeling to enhance framing counterintuitive patterns of behavior of dynamic complex socio-economic, cultural and ecological subsystems within “place-based” collaborative ecosystem platforms. Combining an inside-out with an outside-in view triggers sustainable outcome-based dynamic performance governance through an organizational, interorganizational and context setting.

This study aims to examine member attachment in hybrid identity organizations (HIOs), assessing the distinct effects of identification with respect to two elements (normative and utilitarian) of a hybrid’s identity. Specifically, the author explored how such dual identifications influence commitment and exit/voice/loyalty.

To distinguish the effects of the two identities, the author used the mechanism of identity congruence – the gap between identity perceptions and expectations – as an analog of identification. The models of identity gap, commitment and exit/voice/loyalty were examined via a survey of agricultural cooperative members.

Both the social and economic forms of identity gap were significantly related to commitment and exit/voice/loyalty. In addition, commitment mediated the relationship between identity gap and exit/voice/loyalty.

The results demonstrate the distinctive effects of the dual identities and reinforce the importance of delineating such differences when examining identification in hybrid organizations.

Managers should recognize the duality inherent in hybrid organizational identification and understand the potential for different outcomes stemming from the separate identities.

This study represents the first quantitative examination of an integrated model of dual identification and commitment in HIOs. It is also unique in exploring the exit/voice/loyalty framework as a consequent of identification.

Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.