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This study aims to demonstrate how integration is achieved in an explanatory sequential mixed-methods design by assessing the effect of collaborative cultural dimensions on supply chain collaboration amongst firms in Ghana's downstream petroleum sector. Specifically, the study examined how collectivism, long-term orientation, power symmetry, as well as uncertainty avoidance influence supply chain collaboration. Besides, it also demonstrates how integration is achieved in an explanatory sequential mixed-methods design.

Using an explanatory sequential mixed-methods design, the study employed a partial least squares structural equation modelling (PLS-SEM) analysis of quantitative data (N = 166), followed by a thematic analysis of eight semi-structured interviews to explain how and why the dimensions of collaborative culture impact supply chain collaboration.

The quantitative findings suggest that three out of the four dimensions of culture significantly predict supply chain collaboration. Integrating the quantitative and qualitative findings suggests convergence between the results of the quantitative and qualitative phases of the study as the qualitative results compliment the quantitative findings and offer more nuanced understanding of the cultural mechanisms responsible for successful supply chain collaborations.

The findings provide managers in the downstream petroleum sector with insights into how and why the dimensions of collaborative culture influence supply chain collaboration. These managers should, therefore, build corporate cultures characterized with high levels of long-term orientation, power symmetry and uncertainty avoidance.

Owing to the role of culture in successful supply chain collaborations, this study, through a mixed-methods design, links the dimensions of collaborative culture with supply chain collaboration in the downstream petroleum sector. Moreover, it demonstrates how integration and complementarity are achieved at the study design, methods, as well as the interpretation and reporting levels of an explanatory sequential mixed-methods design.

The purpose of this paper is to develop a theoretical model and investigate the relationship between talent management (TM) processes and knowledge creation (KC) in Australian public and private universities. This is because of the pragmatic advantages for organisations that focus on talents and knowledge.

This research adopted the mixed-methods design. The sample comprised 23 individuals for the qualitative study and 286 individuals for the quantitative survey questionnaire, all conducted in nine public and private universities in Australia.

The qualitative outcomes were utilised to develop the quantitative survey statement. These outcomes are based on a three-stage method of thematic analysis. The core conclusion of the quantitative study is that there is a significantly positive influence on TM processes (TMPs) on KC.

The principle limitation of this study was the scope. It only targeted one country (Australia), one state (Queensland) and a part of the higher education sector (the university).

This research designed a quantitative instrument of TMPs and KC for the Australian educational institutions. The instrument is severely designed and comprehensively conceptualised utilising social, excellent, performance, strategic, behavioural and developmental concepts within TMPs with innovative, informational and technological concepts underlining KC within the Australian public and private universities in Queensland.

The study adds value to both TM and knowledge management literature through designing a conceptual model that links both of these variables in one tool regarding the university sector.

The paper aims to raise awareness in the industry of design automation tools, especially in early design phases, by demonstrating along a case study the seamless integration of a prototypically implemented optimization, supporting design space exploration in the early design phase and an in operational use product configurator, supporting the drafting and detailing of the solution predominantly in the later design phase.

Based on the comparison of modeled as-is and to-be processes of ascent assembly designs with and without design automation tools, an automation roadmap is developed. Using qualitative and quantitative assessments, the potentials and benefits, as well as acceptance and usage aspects, are evaluated.

Engineers tend to consider design automation for routine tasks. Yet, prototypical implementations support the communication and identification of the potential for the early stages of the design process to explore solution spaces. In this context, choosing from and interactively working with automatically generated alternative solutions emerged as a particular focus. Translators, enabling automatic downstream propagation of changes and thus ensuring consistency as to change management were also evaluated to be of major value.

A systematic validation of design automation in design practice is presented. For generalization, more case studies are needed. Further, the derivation of appropriate metrics needs to be investigated to normalize validation of design automation in future research.

Integration of design automation in early design phases has great potential for reducing costs in the market launch. Prototypical implementations are an important ingredient for potential evaluation of actual usage and acceptance before implementing a live system.

There is a lack of systematic validation of design automation tools supporting early design phases. In this context, this work contributes a systematically validated industrial case study. Early design-phases-support technology transfer is important because of high leverage potential.

Medicine shortages have a detrimental impact on stakeholders in the pharmaceutical supply chain (PSC). Existing studies suggest that building resilience strategies can mitigate the effects of these shortages. As such, this research aims to examine whether resilience strategies can reduce the impact of medicine shortages in the United Kingdom's (UK) PSC.

A sequential mixed-methods approach that involved qualitative and quantitative research enquiry was employed in this study. The data were collected using semi-structured interviews with 23 key UK PSC actors at the qualitative stage. During the quantitative phase, 106 respondents completed the survey questionnaires. The data were analysed using partial least square-structural equation modelling (PLS-SEM).

The results revealed that reactive and proactive elements of resilience strategies helped tackle medicine shortages. Reactive strategies increased relational issues such as behavioural uncertainty, whilst proactive strategies mitigated them.

The findings suggest that PSC managers and decision-makers can benefit from adopting structural flexibility and proactive strategies, which are cost-effective measures to tackle medicine shortages. Also engaging in strategic alliances as a proactive strategy mitigates relational issues that may arise in a complex supply chain (SC).

This study is the first to provide empirical evidence of the impact of resilience strategies in mitigating medicine shortages in the UK's PSC.

The purpose of this study is to investigate factors surrounding low Emirati student recruitment and retention within a nursing programme in the Abu Dhabi Emirate. A sequential explanatory mixed methods research design was used to collect data from 140 Emirati students at different levels of the nursing program. Questionnaires, semi-structured interviews and related document analyses were used to collect information for this study. Quantitative analysis revealed that overall participants perceived the Emirati society as holding a positive image of nursing, though a majority of them indicated that nursing as a profession, would be a third or last choice of career for them. Inferential analysis on the reasons to choose or not choose nursing, revealed an opportunity to work as part of the team; and as a stepping stone to other professions as significant reasons, versus perceived program difficulty level, and perceived unpleasant tasks. Thematic analysis of interviews highlighted: 1) personal interest; 2) parental support; 3) awareness of the profession; 4) perceived barriers; 5) potential benefits, and 6) policies at the local and national levels. The study has several implications for nursing education and policy in the United Arab Emirates and the region.

.يبظوبأ ةرامإ يف ضيرمتلا جمانرب نمض مهب ظافتحﻻاو نييتارامﻹا ةبلطلا ددع ةلقب ةطيحملا لماوعلا ةسارد وه ةساردلا هذه نم ضرغلا نم تانايبلا عيمجتل ةطلتخم قرط يف لسلستم يثحب ميمصت مادختسا مت دقو 140 .ضيرمتلا جمانرب تايوتسم فلتخم ىلع ايتارامإ ابلاط تسﻻا تلمعتسا ةيبلغأ نأ يمكلا ليلحتلا فشك و .ةساردلا هذهل تامولعملا عمجل ةلصلا تاذ قئاثولا تﻼيلحتو ةمظنملا هبش تﻼباقملاو تانايب ضيرمتلا نأ ىلإ تراشأ مهتيبلغأ نأ نم مغرلا ىلع ،ضيرمتلل ةيباجيإ ةروص لمحي هنأ ىلع يتارامﻹا عمتجملا ىلإ نورظني نيكراشملا مهرايخ نوكيس ،ةنهمك ضيرمتلا رايتخا مدع وأ رايتخا بابسﻷ يلﻻدتسﻻا ليلحتلا يف و .مهل ةبسنلاب ةيفيظولا ةايحلا نم ريخﻷا وأ ثلاثلا ةماه ةيباجيإ بابسأك ،ىرخأ نهمل قﻼطنا ةطقنك وأ ؛قيرفلا نم ءزجك لمعلل ةصرف نع جئاتنلا تفشك ،ةيبلسلاو ةيباجيﻹا بابسﻷا لباقم ا يف و،ضيرمتلا رايتخﻻ رايتخا مدعل ةريبك ةيبلس بابسأ اهنأ ىلع ، اهيف بوغرملا ريغ ماهملاو ،جمانربلا ةبوعص ىوتسم ىلإ رظنلا ،لباقمل :تﻼباقملل يعيضاوملا ليلحتلا زربأو .ةنهمك ضيرمتلا 1 ( ؛ةيصخشلا ةحلصملا 2 ( ؛نيدلاولا معد 3 ( ةنهملاب يعولا ؛ 4 ( ؛ةعقوتملا زجاوحلا 5 ( و ،ةلمتحملا دئاوفلا 6 ( ةلود يف هتاسايسو ضيرمتلا ميلعت ىلع تاروصت ةدع ةساردلا هذهلو .ينطولاو يلحملا نييوتسملا ىلع تاسايسلا ةقطنملاو ةدحتملا ةيبرعلا تارامﻹا .

The purpose of this mixed-methods explanatory sequential study was to assess the effects of an external wine education and certification program on trainee reactions, learning, transfer and financial results.

The quantitative phase was a mixed experimental design in which the training intervention was between-subjects and time was within-subjects. The sample comprises 91 employees (N_Training = 43; N_Control = 48) from 12 units of a fine dining restaurant group. The qualitative phase, comprised of semi-structured interviews with training group participants (N = 12), was implemented after the experiment.

Training group participants reported high scores for attitude toward training content, instructional satisfaction and transfer motivation. Financial metrics, tracked up to 60 days post-training, demonstrated the wine education program was effective in increasing wine knowledge but not wine sales. Four themes emerged from the qualitative data: sense of accomplishment, enhanced guest interaction, tips and gratuities and defeat. Integrated findings revealed increased wine knowledge led to personal financial impact (increased tips) rather than organizational impact.

This research builds on existing training literature and human capital theory by examining external training programs. Further, the use of a mixed-methods design and integration of the quantitative and qualitative findings offers a previously unidentified explanation for why wine training, although effective in facilitating positive reactions and learning, fails to result in transfer behaviors which generate increased wine sales.

This paper provides a methodological map for guiding the choice and application of research paradigms and design frames that can be of value to a wide range of researchers in the fields of education, social sciences and interdisciplinary studies who are interested in teaching and learning in context. Following an interpretivist/constructivist paradigm, I used a mixed methods research approach to study the spatial experiences of Emirati female students in a gender--‐ segregated educational context. The main component was qualitative, using ethnography, while the quantitative part included a survey. In such a research approach, my reflexivity and unique positionality as both insider and outsider played a significant role. The paper is divided into three sections: the beginning, which justifies the choice and philosophies of the methodological route; the journey, which illustrates the data collection techniques; and the destination, containing reflexive lessons from the field.

Intraorganizational knowledge and information sharing are important steps toward more-accessible organizational knowledge. The aim of this study is to qualitatively explore factors that contribute to employees' motivations for sustaining intraorganizational knowledge-sharing behaviors and to examine the impact of these factors in a quantitative study with the Austrian Federal Ministry of Defense. This ministry faces a retirement wave in the next 5–10 years. Intraorganizational knowledge sharing before, during, and following this wave will play a decisive role for the organization in the near future.

An exploratory sequential mixed-methods study was conducted. The study design involved a qualitative study phase with expert interviews and stakeholder workshops (n = 9) and a quantitative study phase based on a cross-sectional online survey with an implicit association test on intraorganizational knowledge sharing (n = 59).

In the qualitative study phase, three main research topics regarding intraorganizational knowledge sharing were identified: employee attitude, organizational support, and specific relational aspects of knowledge transfer, such as reciprocal relationships among employees and opportunities for knowledge exchange. A hierarchical multiple regression analysis revealed that perceived organizational support was the only factor that was a significant predictor of motivation for engaging in knowledge sharing. We also analyzed the data for moderation effects and demonstrated that sociopsychological factors (e.g., the engagement or openness of colleagues to share their knowledge) further strengthened the positive relationship between employees' perceived support and personal willingness to share knowledge.

We conclude that an organizational culture that supports knowledge sharing within the organization is highly relevant for motivating employees to share their knowledge. Practitioners will also benefit from the insights of the various dimensions of employees' willingness to engage in knowledge-sharing behaviors to better design further interventions in organizations.

In accordance with an exploratory sequential mixed-methods approach, we followed a transdisciplinary process in which scientific and practical experiences and knowledge were integrated. For this purpose, interviews and workshops with experts and stakeholders in the organization were conducted. The qualitative findings were incorporated into a quantitative survey and an implicit association test for the employees of the organization. This approach demonstrates a different and more holistic approach to analyzing a real-world problem in the context of a governmental agency in order to investigate the multidimensional and complex topic of intraorganizational knowledge sharing.

The purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.

This study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.

Results show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.

This study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.