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The numerous spoil grounds brought about by mega transportation infrastructure projects which can be influenced by the ecological environment. To achieve better management of spoil grounds, this paper aims to assess their comprehensive risk levels and categorize them into different categories based on ecological environmental risks.

Based on analysis of the environmental characteristics of spoil grounds, this paper first comprehensively identified the ecological environmental risk factors and developed a risk assessment index system to quantitatively describe the comprehensive risk levels. Second, this paper proposed a comprehensive model to determine the risk assessment and categorization of spoil ground group in mega projects integrating improved projection pursuit clustering (PPC) method and K-means clustering algorithm. Finally, a case study of a spoil ground group (includes 50 spoil grounds) in a mega infrastructure project in western China is presented to demonstrate and validate the proposed method.

The results show that our proposed comprehensive model can efficiently assess and categorize the spoil grounds in the group based on their comprehensive ecological environmental risk. In addition, during the process of risk assessment and categorization of spoil grounds, it is necessary to distinguish between sensitive factors and nonsensitive factors. The differences between different categories of spoil grounds can be recognized based on nonsensitive factors, and high-risk spoil grounds which need to be focused more on can be identified according to sensitive factors.

This paper develops a comprehensive model of risk assessment and categorization of a group of spoil grounds based on their ecological environmental risks, which can provide a reference for the management of spoil grounds in mega projects.

This paper undertakes a structured literature review to analyse the literature on performance management and measurement (PMM) in universities over the last four decades. Over that time, PMM has emerged as an influential force in universities that impacts their operations and redefines their identity.

A structured literature review approach was used to analyse a sample of articles on PMM research from a broad range of disciplines over four decades. This was undertaken to understand the impacts of PMM practices on universities, highlight changes over time and point to avenues for future research.

The analysis highlights the fact that research on PMM in universities has grown significantly over the 40 years studied. We provide an overview of published articles over four decades regarding content, themes, theories, methods and impacts. We provide an empirical basis for discussing past, present and future university PMM research. The future research avenues offer multiple provocations for scholars and policymakers, for instance, PMM implementation strategies and relationships with various government programs and external evaluation and the role of different actors, particularly academics, in shaping PMM systems.

Unlike a traditional literature review, the structured literature review method can develop insights into how the field has changed over time and highlight possible future research. The sample for this literature review differs from previous reviews in covering a broad range of disciplines, including accounting.

The study aims to promote the use of qualitative methods in service research by investigating how these methods are reported in service journals, how the level of reporting has evolved and whether methodological reporting influences the downloads or citations received by qualitative articles.

Methodological reporting practices were identified through content analysis of 318 qualitative articles published in three major service research journals and comparison with prior methodological literature. Regression analysis was used to test how the level of methodological reporting influences article downloads and citations.

The study identifies 29 reporting practices related to 9 key methodological reporting areas. The overall level of methodological reporting in published qualitative articles has increased over time. While differences in the level of reporting between service journals persist, they are narrowing. The level of methodological reporting did not influence downloads or citations of qualitative articles.

Service scholars using qualitative methods should pay attention to methodological reporting as it can improve the chances of being published. Factors such as theoretical contributions are likely to have a greater influence on article impact than methodological reporting.

No prior study has explored methodological reporting practices across different qualitative methodologies or how reporting influences article impact. For authors, reviewers and editors, the study provides an inventory of reporting practices relevant for evaluating qualitative articles, which should lower barriers for qualitative methods in service research by providing practical guidelines on what to focus on when reporting and assessing qualitative research.

Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.

The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).

CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.

The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.

This study aims to examine the effects of payment methods used in mergers and acquisitions (M&A) conducted by UK companies spanning the period from 2007 to 2019.

The study used the estimated expected returns method to identify abnormal returns during the deal announcement period, applying event study analysis with both univariate and multivariate regression models to detect cumulative abnormal returns around the announcement timeframe.

The results show a short-term positive return increase for acquiring firms, controlling for deal-specific characteristics like target firm location and payment methods. The authors observed a preference for cash financing across domestic and cross-border transactions. Multivariate analysis revealed insignificance between payment methods and deal characteristics like cross-border acquisitions and diversification.

The study’s focus on publicly traded firms in the UK and the absence of a comparative analysis across different regions and markets limits the sample size and may impact the generalizability of findings.

The study proposes three practical implications. Firstly, firms should tailor payment methods to each transaction, aligning with strategic goals to optimize value and mitigate risks. Secondly, decision-makers must prioritize comprehensive due diligence and strategic alignment throughout M&A processes to enhance success and maximize synergies. Finally, analysing broader strategic contexts and regulatory landscapes when structuring transactions enables goal attainment, such as market expansion or value creation.

The study’s findings can promote transparency and accountability among corporate decision-makers in M&A transactions. Stakeholders can advocate for transparent decision-making processes, enhancing trust in corporate governance.

This study provides valuable insights into the impact of payment methods on shareholder value in M&A transactions involving UK companies, informing strategic decision-making and contributing to the understanding of corporate finance dynamics.

The aim of this study is to assess the mediating effect of source appearance (SA) and self-influencer congruence (SIC) on the relationship between visual content (VC) and customer engagement (CE) towards mobile advertisement.

This study uses a quantitative approach to test the proposed model based on the stimulus–organism–response (SOR) theory. The non-probability purposive sampling technique was used to collect data from Pakistani mobile users through a self-administered questionnaire.

The study results prove that VC alone cannot generate mobile users’ engagement. SA is the key in this regard, which has a relatively higher importance compared to SIC. Furthermore, the serial mediation effect of SA and SIC on CE shows that attractive sources are likely to induce higher SIC and subsequent CE.

The results reveal that without a pleasing SA and positive SIC, mobile users skip the ads by perceiving them to be irritating or interruptive. Mobile ads might cost relatively less, but the advertisers should understand the significance of the SA toward minimizing the mobile advertising skepticism.

Advertisers can enhance the user’s engagement on mobile devices by addressing both the SA and SIC in their VC. The combined effect of both the SA and SIC on CE has not been assessed before. Furthermore, this study has used the SOR mechanism to examine CE.

El objetivo general de esta investigación es evaluar el efecto mediador de la apariencia de la fuente (SA) y la congruencia del auto-influencer (SIC) en la relación entre el contenido visual (CV) y el compromiso del cliente (CE) hacia la publicidad móvil.

Este estudio utiliza un enfoque cuantitativo para probar el modelo propuesto basado en la teoría estímulo-organismo-respuesta (SOR). Se utilizó la técnica de muestreo intencional no probabilístico para recoger datos de usuarios de móviles paquistaníes mediante un cuestionario autoadministrado.

Nuestros resultados demuestran que el contenido visual por sí solo no puede generar el compromiso de los usuarios de móviles. La apariencia de la fuente es la clave a este respecto, que tiene una importancia relativamente mayor en comparación con la congruencia del auto-influencer. Además, el efecto de mediación en serie de SA y SIC en CE muestra que es probable que las fuentes atractivas induzcan un mayor SIC y el consiguiente compromiso del cliente.

Los resultados revelan que sin una SA agradable y una SIC positiva, los usuarios de móviles omiten los anuncios al percibirlos como irritantes o interruptores. Los anuncios para móviles pueden costar relativamente menos, pero los anunciantes deben comprender la importancia de la apariencia de la fuente para minimizar el escepticismo de la publicidad móvil.

Los anunciantes pueden mejorar la participación del usuario en los dispositivos móviles abordando tanto la AS como el SIC en sus contenidos visuales. Hasta ahora no se había evaluado el efecto combinado de la AS y el SIC en el CE. Además, este estudio ha utilizado el mecanismo del SOR para examinar el engagement del cliente.

本研究的总体目标是评估源外观（SA）和自我影响者一致性（SIC）对移动广告视觉内容（VC）和客户参与（CE）之间关系的中介效应。

本研究采用定量方法来检验基于刺激-有机体-反应（SOR）理论提出的模型。研究采用了非概率目的性抽样技术, 通过自填问卷的方式向巴基斯坦移动用户收集数据。

我们的研究结果证明, 仅靠视觉内容并不能引起移动用户的参与。在这方面, 源外观是关键, 与自我影响者一致性相比, 源外观的重要性相对更高。此外, SA 和 SIC 对 CE 的串联中介效应表明, 有吸引力的信息源可能会诱发更高的 SIC 和随后的客户参与。

研究结果表明, 如果没有令人愉悦的SA和积极的SIC, 移动用户就会认为广告具有刺激性或干扰性, 从而跳过广告。移动广告的成本可能相对较低, 但广告商应了解广告源外观对减少移动广告怀疑的重要性。

广告商可以通过在视觉内容中同时考虑广告联盟和广告投放中心这两个因素, 提高用户在移动设备上的参与度。之前从未有人评估过 “SA “和 “SIC “对消费者参与度的综合影响。此外, 本研究还使用了 SOR 机制来考察客户参与度。

Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

The sustainability of the construction industry is associated with the productivity, profitability and competitiveness of the firms, which are significantly affected by inefficient site supervision and labour management approaches. This study aims to use a case study with mixed methods to evaluate the site supervisory characteristics in labour management, labour performance assessment and labour productivity measurement towards developing meaningful guidelines in polishing construction supervision attributes.

Well-developed modern apprenticeship elements were applied to 62 construction supervisors who were selected using the snowball sampling method, and their relevant competency characteristics were assessed using a comprehensively developed grading mechanism connected with useful training manuals/tools. Academic reviews, experts’ consultations and other meticulous mixed approaches were applied at different stages of the research plan’s sequential layout.

The mean performance scores of supervisors indicate proficient-level grades in the competency characteristics related to applying efficient labour management procedures and developing-level grades in designing productivity measurement tools, performing assessments on efficiency and productivity and proposing enhancement practices on efficiency and productivity for site operations. The findings point to a modern generalised guideline that establishes the ranges of supervisory attributes within the scope of the study. The validity, reliability, adaptability and generalisability of the findings were assured by using pertinent statistical tests and professional assessments.

Though the study’s conclusions/findings are primarily applicable to the construction environment of a developing country comparable to the Sri Lankan context, they will considerably impact current/future industrial practices in various other countries and emerging industries.

The research has produced a conceptualised modern tool that guides determining the capacity levels of supervisory attributes for carrying out labour management, labour performance assessment and labour productivity measurement aspects in construction. The research has opened a pump that inflows new values of highly workable supervision features for strengthening the site management structures and filling the industry’s knowledge vacuum in the methodical execution of apprenticeships.

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

Research serves to elucidate and tackle real-world issues (e.g. capitalizing opportunities and solving problems). Critical to research is the concept of validity, which gauges the extent to which research is adequate and appropriate in representing what it intends to measure and test. In this vein, this article aims to present a typology of validity to aid researchers in this endeavor.

Employing a synthesis approach informed by the 3Es of expertise, experience, and exposure, this article maintains a sharp focus on delineating the concept of validity and presenting its typology.

This article emphasizes the importance of validity and explains how and when different types of validity can be established. First and foremost, content validity and face validity are prerequisites assessed before data collection, whereas convergent validity and discriminant validity come into play during the evaluation of the measurement model post-data collection, while nomological validity and predictive validity are crucial in the evaluation of the structural model following the evaluation of the measurement model. Additionally, content, face, convergent and discriminant validity contribute to construct validity as they pertain to concept(s), while nomological and predictive validity contribute to criterion validity as they relate to relationship(s). Last but not least, content and face validity are established by humans, thereby contributing to the assessment of substantive significance, whereas convergent, discriminant, nomological and predictive validity are established by statistics, thereby contributing to the assessment of statistical significance.

This article contributes to a deeper understanding of validity’s multifaceted nature in research, providing a practical guide for its application across various research stages.