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Toyota had mature lean capabilities when developing its supplier network. This paper aims to explore how companies can develop a Toyota-style supplier network (TSN) while their lean capabilities are still evolving.

Theoretically, this paper relies on the literature on lean maturity levels and lean supplier network development. Empirically, the paper portrays a Toyota-style initiative, detailing the buyer’s efforts to develop internal lean capabilities concurrently with developing lean in its supplier network. It compares the Network for supplier innovation (NSI) initiative with TSN development regarding activities, organizations and knowledge-sharing routines.

Unlike the sequential development in the case of Toyota, NSI improved performance and capabilities in the buyer’s supplier network by implementing lean in the firm and its supplier network concurrently. Third-party involvement was the key to the initiative’s success.

The findings are based on an in-depth single-case study which allows theoretical generalization but not statistical generalization. Furthermore, the case study concerns an initiative with Norwegian firms during a financial recession. Future studies should consider these limitations on how firms with evolving lean capabilities can develop a TSN-style supplier network and the importance of involving third parties operating in the role of lean master.

This study suggests what buying firms should consider when designing a TSN initiative, enrolling suppliers and engaging third parties that can take on the role of lean master.

Previous research has focused on how mature lean firms develop lean suppliers and networks. This paper extends this to firms whose lean capabilities are still evolving.

This study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.

The factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.

The results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.

The findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.

The novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

Emojis are quickly becoming a popular new language in social media and marketing. The capability to express emotions and make message understanding easier is one of the primary reasons for using emojis. The aim of this research was to determine the influence of perceived usefulness, perceived ease of use, trust, and involvement on customer engagement due to emojis used in digital marketing communications among Generation Z (Gen Z) in South Africa.

Following the descriptive research approach, quantitative research was used in this study. A questionnaire (self-administered) was utilized to test the effectiveness of using emojis among 1,000 young consumers. Structural equation modeling was used to test the hypotheses.

The findings of the study yielded positive relationships between the variables, namely between trust and involvement; involvement and the perceived ease of use; involvement and perceived usefulness; perceived ease of use and perceived usefulness; trust and customer engagement; perceived usefulness and customer engagement; involvement and customer engagement; customer engagement and intention to purchase; trust and intention to purchase; and perceived usefulness and intention to purchase.

This study can help organizations in emerging markets use emojis in their digital marketing communications to engage customers and stimulate intention to purchase among young people, especially the Gen Z cohort, who seek organizations and brands that understand and connect with them.

By investigating the effects of emojis in digital marketing communications, this study contributes to the customer-centric process and the literature on emoji usage while also involving a credible digital language when communicating with members of Gen Z. By extending TAM, the findings of this study contribute to the TAM literature by demonstrating that emoji usage in digital marketing communications positively influences various attitudinal associations among Gen Z consumers.

The phenomenon of social withdrawal, known as the hikikomori-like idiom of distress (HLID), has been reported in many countries. This study aimed to explore profiles of Omanis who have HLID.

A cross-sectional online survey of 673 out of 1,529 Omanis identified with HLID using the Hikikomori Questionnaire (HQ-25) score of 42+.

Two profile groups were determined through cluster analysis according to socio-demographic and HQ-25 outcomes. Subjects in cluster 1 (n = 168, 24.9%) are significantly younger (p < 0.001) and more educated (p = 0.019), spend more time online (p < 0.001) and are living alone (p < 0.001) than subjects in cluster 2 (n = 505, 75.1%). More subjects in cluster 1 had a past mental illness (p = 0.037) but less previous childhood physical/emotional abuse (p = 0.029) than subjects in cluster 2. In contrast, subjects in cluster 2 had a low lack of socialization (p < 0.001), less active isolation (p < 0.001) and total HQ-25 scores (p < 0.001) than cluster 1. Subjects in Cluster 1 have more serious social withdrawal issues than those in Cluster 2, especially on a lack of socialization and isolation.

One limitation that might influence the results of this online study was that information was collected via self-report, and a cross-sectional design limits its results because it cannot assess causal inference. This study has contributed valuably to exploring different profile groups of HDLD, especially in the Arabian Gulf. The authors’ findings facilitate the development by creating innovative interventions strategically tackling different hikikomori groups.

While social withdrawal characterized by HLID has been reported proliferating in different parts of the world, little research has been forthcoming from Arabian Gulf countries. These findings suggest that there are two orthogonal clusters of HLID among Omanis. This study provides a foundation for further research on HLID, which has recently been reported in different parts of the world.

The theoretical findings serve as a foundation for further research into understanding sulfide-based solid-state electrolytes, ultimately advancing the progress of all-solid-state batteries.

The electronic properties of Li₇P₃S₁₁ are thoroughly explored through first-principles calculations.

This investigation encompasses the intricate atom-dominated valence and conduction bands, spatial charge density distribution and the breakdown of atom and orbital contributions to van Hove singularities. Additionally, the compound’s wide and discrete energy spectra reflect the substantial variations in bond lengths and its highly anisotropic geometric structure. The complex and nonuniform chemical environment indicates the presence of intricate hopping integrals.

This study provides valuable insights into the critical multiorbital hybridizations occurring in the Li-S and P-S chemical bonds. To validate the theoretical predictions, experimental techniques can be employed. By combining theoretical predictions with experimental data, a comprehensive understanding of the geometric and electronic characteristics of Li₇P₃S₁₁ can be achieved.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.

A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.

Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.

Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

Micro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education.

Many questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, employers or employees. In addition, although there are studies on micro-credentials in the USA, Europe and Australia, there is very little research around countries such as Turkey (Yilik, 2021). This study discusses the use of micro-credentials in the world and their reflections on higher education.

As it is shown in this article, micro-credentials have the potential to challenge or complement traditional ways of how learning is taking place, understood, recognized and certified. Research on micro-credentials is still in its infancy and could benefit a lot from more research. Especially research on employers' recognition and appreciation of digital credentials needs to be studied. Also, empirically confirming propositions of literature on micro-credentials could be beneficial.

This study is original in terms of discussing the use of micro-credential in the world and their reflections on higher education and presenting suggestions on this subject.

Social initiatives must disclose their results to access support. However, there is no theoretical consensus about how to do it. It is still necessary to understand the value creation in social initiatives because they may or not have economic goals. However, these goals serve to make the social ones feasible. This study aims to cut this Gordian knot by providing measures aligned to the value theory but developed by the social lens. It offers a non-economic-focused approach to dealing with assessment complexity and with multiple stakeholders’ needs for information.

A consolidation research path is suggested by three composed measures built upon tested and reliable scales. These value measures are discussed through narratives from Portuguese investors and social entrepreneurs in a mixed-methods design. Content analysis and online survey provided data for descriptive statistics, exploratory factor analysis and Cronbach's alpha test.

The analyses supported the value measures. Thus, they allow an effective way to assess and report the social value created. It also highlighted a potential use in preventive and corrective approaches helpful for several organizations that pursue social goals.

The measures were tested based on social entrepreneurs' opinions. Future studies can include beneficiaries' opinions, allowing comparisons that can help to set more realistic goals and better investment criteria.

The relationship between investors and initiatives can improve, boosting their impact on society. The measures can highlight prioritization choices that influence the way value is created. Hence, they serve as a sensemaking from a holistic standpoint.

Since new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.

This commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.

Universities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.

This paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.

Understanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.

Provides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.

The commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.