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Several factors influence OSC adoption, but extant literature did not articulate the dominant barriers or drivers influencing adoption. Therefore, this research has not only ventured into analyzing the core influencing factors but has also employed one of the best-known predictive means, Machine Learning, to identify the most influencing OSC adoption factors.

The research approach is deductive in nature, focusing on finding out the most critical factors through literature review and reinforcing — the factors through a 5- point Likert scale survey questionnaire. The responses received were tested for reliability before being run through Machine Learning algorithms to determine the most influencing OSC factors within the Nigerian Construction Industry (NCI).

The research outcome identifies seven (7) best-performing algorithms for predicting OSC adoption: Decision Tree, Random Forest, K-Nearest Neighbour, Extra-Trees, AdaBoost, Support Vector Machine and Artificial Neural Network. It also reported finance, awareness, use of Building Information Modeling (BIM) and belief in OSC as the main influencing factors.

Data were primarily collected among the NCI professionals/workers and the whole exercise was Nigeria region-based. The research outcome, however, provides a foundation for OSC adoption potential within Nigeria, Africa and beyond.

The research concluded that with detailed attention paid to the identified factors, OSC usage could find its footing in Nigeria and, consequently, Africa. The models can also serve as a template for other regions where OSC adoption is being considered.

The research establishes the most effective algorithms for the prediction of OSC adoption possibilities as well as critical influencing factors to successfully adopting OSC within the NCI as a means to surmount its housing shortage.

Drawing on the relational view and contingency theories, this study explores supply chain relationship conditions' roles in interrelationships between environmental, social and supply chain performance (SCP), i.e. triple bottom line (TBL).

The data from industries and structural equation modeling (SEM) were used to validate the proposed model. Interviews with industry experts were conducted to further understand the findings.

The authors find that relationship conditions, such as inventory information sharing, dependency, opportunistic behavior and conflicts, moderate TBL linkages. Interestingly, power asymmetry does not moderate the linkages. Social performance mediates between environmental and SCP. This indirect effect is stronger than the effect of environmental performance on SCP.

This research is perhaps the first to bring a much-needed nuanced view on the importance of relationship conditions for TBL performance linkages. The research further underlines the importance of social performance in an emerging economy.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.