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This study is carried out to evaluate how well legal knowledge can be demonstrated by a built environment professional via the scenario-based approach to the learning of law modules.

A Delphi analysis of the advice provided by an MSC quantity surveying student, on a scenario-based legal problem arising due to a property contract, is carried out. The tendered legal advice was submitted as part of the assessment requirements for an MSc law module, following the university criteria, after the teaching of a law module. The student report, which attained an A-grade, and the assessment criteria used for marking/grading by the university were subsequently sent to 18 practicing lawyers, who were selected to constitute an expert panel, to independently judge the extent of legal knowledge demonstrated in the student report.

The Delphi analysis outcome showed that the expert panel holds a similar consensus view to the university on the level of legal knowledge demonstrated and by extension the effectiveness of the law module in imparting legal knowledge to a non-lawyer. The study outcome shows how well legal knowledge can be acquired and applied by a non-lawyer, within the context of the built environment, via scenario-based teaching of a law module.

This study serves as a preliminary step necessary to arouse further research toward empirically profiling the current outlook of a wider range of graduating students receiving scenario-based legal education in the built environment.

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

This study aims to investigate digital technology (DT) competencies, training and awareness amongst Black Asian Minority Ethnic (BAME) construction students in the UK.

This study uses a quantitative online survey to investigate both BAME Construction Undergraduates Graduate Students (CUGS) and staff studying on and teaching on Construction programmes. The investigation examined their opinions as to their own awareness of their competencies and training regarding DT.

Findings indicate that BAME CUGS were mostly “very proficient” in the use of basic DT, such as required to complete an authentic assessment that typifies a real-life scenario. For example, sending and receiving emails, Excel, Word, computer literacy/basic IT skills, browsing searching materials, PowerPoint, specialist IT skills, mobile devices, tablet and social media handles. However, findings revealed that training awareness and competencies in new DT is shallow, and BAME CUGS are probably not ready for the digitalised construction world. Respondents were mainly within the “probably aware” range, and very few were within the “definitely aware” range, on the Likert scale adopted. New DTs that fell within the “definitely aware” range are BIM, offsite construction and manufacturing, 3D printing, cloud computing and collaboration.

It is acknowledged that expanding the sample size to other universities and exploring BAME industry professionals’ narratives could further enrich the discussion. However, these limitations did not impact the robust practical and theoretical implications provided to CUGS, Higher Education (HE)sectors, University staff and industry emerging from the analysis and findings achieved in the study. Still, it is being recommended for future work to consider.

The study provides valuable recommendations helpful to HE institutions, industry and government. Recommendations provided include a need to review and update the current curriculum, robust partnership between academia and industry, increase government funding, upskilling and training staff in the new DT.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

In a competitive environment, eHealth small and medium-sized enterprises’ (SMEs’) barriers to survival differ from those of large enterprises. Empirical research on barriers to eHealth SMEs in less prosperous areas has been largely neglected. This study fills this gap by employing an integrated approach to analyze barriers to the development of eHealth SMEs. The purpose of this paper is to address this issue.

The authors collected data through semi-structured interviews and conducted thematic analysis to identify 16 barriers, which were used as inputs into total interpretive structural modeling (TISM) to build interrelationships among them and identify key barriers. Cross-impact matrix multiplication applied to classification (MICMAC) was then applied validate the TISM model and classify the 16 barriers into four categories.

This study makes significant contributions to theory by identifying new barriers and their interrelationships, distinguishing key barriers and classifying the barriers into four categories. The authors identify that transcultural problems are the key barrier and deserve particular attention. eHealth SMEs originating from regions with cultural value orientations, such as hierarchy and embeddedness, that differ from the UK’s affective autonomy orientation should strengthen their transcultural awareness when seeking to expand into UK markets.

By employing an integrated approach to analyze barriers that impede the development of eHealth SMEs in a less prosperous area of the UK, this study raises entrepreneurs’ awareness of running businesses in places with different cultural value orientations.

Operational excellence (OpEx) is a direction toward learning and developing an excellent culture in all aspects of an organization. To reach this culture, revolutionizing activities using industry 4.0 (i4.0) technologies might be a significant empowering tool. This study aims to identify the challenges and benefits of both concepts and investigate their interrelationship to be considered in applying industry 4.0 technologies toward operational excellence.

The challenges and benefits of OpEx and i4.0 are identified and finalized by reviewing the literature. The causal relations between the considered factors are extracted using the fuzzy DEMATEL (Decision Making Trial and Evaluation Laboratory) method. Then, the analytical network process (ANP) is applied to determine the importance and weight of the factors (challenges and benefits of OpEx and i4.0) according to the constructed network.

The findings illustrated a strong network structure between the factors. First, the causal factors included OpEx and i4.0 challenges, while the OpEx challenges also affected the i4.0 challenges. Both group challenges had a significant effect on OpEx and i4.0 benefits. This means that challenges are the causal factors to be considered in the alignment of i4.0 toward OpEx. Among the OpEx challenges, lack of strategic planning and proper infrastructure were the main influential factors. In contrast, lack of government support and undeveloped business models were identified as the main challenges of i4.0.

OpEx and i4.0 concepts are reviewed and their pros and cons are studied. Previous studies determined an interaction among these concepts. However, from a practical viewpoint, the relation between the challenges and benefits of i4.0 and OpEx was studied for the first time for their alignment.

Reverse logistics (RL) has become integral in modern supply chains, with many companies investing in circular economy (CE), a recuperative and effective industrial economy. The traditional linear model triggered many negative environmental consequences such as climate change, ocean pollution, loss of biodiversity and land degradation. The development of RL strategies that support the transition between RL to CE is crucial. The purpose of this paper is to connect RL with CE in the context of Industry 4.0 and develop a hierarchal structure to explore the relationship between RL and CE critical success factors in the context of Industry 4.0.

This study used both qualitative and quantitative approach. Literature review in collaboration with the Delphi method is used to identify and validate critical success factors. Then, the ISM-based model and MICMAC method were used to determine the relationship between CE and RL success factors and its driving and dependence power.

This study result shows that waste reduction, skilled employees and expert's involvement and top management commitment and support will provide guidelines and paths for implementing CE and RL, leading to the competitiveness of a firm.

The findings provide managerial insight, particularly useful to third-party logistics companies' managers who are looking to implement RL and CE, to help prioritize where to invest company resources to generate prime difference. Furthermore, this study also identified Industry 4.0 technologies, which would tackle top identified critical success factors within the hierarchical model such as block chain and digital platforms.

This paper contributes to the literature by exploring the connection between RL and CE in the context of Industry 4.0 that determines the critical success factors enabling sustainable inter-firm collaboration.

This study investigates the integration of Industry 4.0 (I4.0) technologies with condition-based maintenance (CBM) in upstream oil and gas (O&G) operations, focussing on developing countries like Nigeria. The research identifies barriers to this integration and suggests solutions, intending to provide practical insights for improving operational efficiency in the O&G sector.

The study commenced with an exhaustive review of extant literature to identify existing barriers to I4.0 implementation and contextualise the study. Subsequent to this foundational step, primary data are gathered through the administration of carefully constructed questionnaires targeted at professionals specialised in maintenance within the upstream O&G sector. A semi-structured interview was also conducted to elicit more nuanced, contextual insights from these professionals. Analytically, the collected data were subjected to descriptive statistical methods for summarisation and interpretation with a measurement model to define the relationships between observed variables and latent construct. Moreover, the Relative Importance Index was utilised to systematically prioritise and rank the key barriers to I4.0 integration to CBM within the upstream O&G upstream sector.

The most ranked obstacles in integrating I4.0 technologies to the CBM strategy in the O&G industry are lack of budget and finance, limited engineering and technological resources, lack of support from executives and leaders of the organisations and lack of competence. Even though the journey of digitalisation has commenced in the O&G industry, there are limited studies in this area.

The study serves as both an academic cornerstone and a practical guide for the operational integration of I4.0 technologies within Nigeria's O&G upstream sector. Specifically, it provides an exhaustive analysis of the obstacles impeding effective incorporation into CBM practices. Additionally, the study contributes actionable insights for industry stakeholders to enhance overall performance and achieve key performance indices (KPIs).

Micro, Small, Medium Enterprises (MSMEs) are witnessing an accelerated transformation by the advent of Industry-4.0 (I4.0) in the post-pandemic period. It is offering promising customer responsiveness, competitiveness, business growth and sustainability and thereby, compelling its integration to MSMEs. Therefore, it is imperative for researchers to explore Industry 4.0 challenges and their specific implementation requirements and also provide useful insights to the stakeholders.

This research paper has identified, explained and analysed various determinants of the I4.0 implementation, in MSME context. Focus group approach has been applied for taking inputs from experts for developing the House of Quality (HOQ) tool of the Quality Function Deployment (QFD) methodology from the Total Quality Management (TQM) tool-box.

Based on the responses and after applying QFD, a conceptual model suggesting relevant strategies to execute I4.0 by Indian MSMEs has been developed. The model highlights three key challenges being faced by the Indian MSMEs –Top management support, Incompatible resources and Transition cost. The model also reveals vital few designer's descriptors – Cultural reorientation, IT enabled digitization, Process automation and knowledge and skill in I4.0 implementation (Knowhow) for a structured implementation of I4.0.

The evolved HOQ framework has provided some useful insights - priority areas in the MSME challenges and the designer's descriptors for I4.0 implementation in MSME. The research has also provided the understanding of the dynamics between the I4.0 components through the 10 × 10 interrelationship matrix of the HOQ. Farsighted MSME leaders, practising consultants, sourcing managers and policy makers can use the developed framework as a reference in formulating tactics to mitigate the I4.0 implementation barriers.

The non-conventional application of HOQ in the QFD approach from the TQM tool-box is a useful value addition to the TQM practitioners. The useful insights to the MSME leaders, policy makers, sourcing managers of OEM, consultants engaged in I4.0 transformation and academic researchers are the other contribution.

Drawing on the social cognitive model of career self-management (CSM model) and deep learning theory, the authors' study aims to investigate the effect of knowledge sharing on career adaptability and explore how and when this effect occurs. The authors proposed a moderated sequential-mediation model linking knowledge sharing, knowledge depth, self-efficacy and career adaptability, moderated by reflective thinking.

The authors used a field survey involving 611 employees working in different enterprises in China to test the authors' predictions. For supplementary validation, the authors conducted a scenario-based experiment with a distinct sample of 148 employees from Chinese enterprises. The authors used hierarchical regression analysis, ANOVA analysis and moderated sequential-mediation analysis to test the hypotheses.

The results indicated a positive effect of knowledge sharing on career adaptability, sequentially mediated through knowledge depth and self-efficacy. Additionally, reflective thinking strengthened the positive effect of knowledge sharing on knowledge depth and further moderated the sequential mediating effect.

Previous research has predominantly focused on the perspective that individuals act as “recipients” from the environment in developing career adaptability. Instead, the authors adopt a “giving” perspective by investigating the influence of knowledge sharing on career adaptability, which advances the existing knowledge on the predictors of career adaptability.