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This study examines how asking employees to self-assess their performance during the compensation setting process, when they are unaware of their marginal contribution to firm profit, affects employer welfare. Previous research suggests that giving employees a voice in the compensation setting process can positively affect employee performance and firm profit (Jenkins & Lawler, 1981; Roberts, 2003). However, the study proposes that asking employees to assess their own performance as part of the compensation setting process can have unintended consequences that ultimately lead to higher employee compensation demands. This is because asking employees to assess their performance increases their overconfidence in their own performance and their compensation demands. As a result, employers may face the dilemma of whether to meet these higher compensation demands or risk economic losses due to employee retaliation if their demands are not met. Through experimental evidence comparing a control condition without self-assessments and three self-assessment reporting conditions, the study provides evidence that supports the notion that eliciting employee self-assessments as part of the compensation process reduces employer welfare. Data on employee perceptions of performance further support the notion that asking employees to evaluate their performance leads to an inflated perception of their performance. These findings provide a theory-based explanation of why, in practice, many companies disentangle employee performance assessments from the compensation setting process and that companies are well advised in doing so.

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.

This paper aims to identify the success factors (SFs) for total quality management (TQM) implementation in automotive spare parts companies to improve their business performance. It also intends to rank these factors in a hierarchical structure in descending order of their criticality.

In this study, a significant number of automotive spare parts companies were extensively surveyed to ascertain the contributions made by various factors toward the successful deployment of TQM practices. The collective and individual evaluation and ranking of the SFs were determined using the analytical hierarchy process (AHP) approach to develop the framework based on the prioritisation of the identified SFs.

The findings of the study show that five success factors, namely, internal environment, top management involvement, process management, supplier management and external environment, were ranked as critical factors with a total weight of 49.2%. Nine success factors, namely, employee training, teamwork, customer satisfaction, continuous improvement, communications, using new technologies, zero-defect processes, employee empowerment and benchmarking, were ranked as important with a total weight of 39.1%. The last five success factors, namely, strategic planning, quality policy, employee satisfaction, self-assessment and cost of quality, were ranked as minor factors with a total weight of 11.7%.

The current study adds to the existing body of knowledge for scholars and practitioners of TQM by specifically focusing on identifying and categorising the critical SFs for TQM implementation. The 19 categorised critical SFs have been used to construct a framework for TQM implementation in the Palestinian automotive spare parts companies. Such a framework would offer a comprehensive overview of the SFs, their categories, significance and priorities within a TQM environment in the automotive spare parts companies.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

The purpose of this study is to investigate the factors facilitating and influencing the adoption of DevOps practices specifically tailored to mobile software development, with a focus on understanding the influence of mobile-specific requirements on DevOps integration.

The study employs a qualitative methodology, including a literature review, exploratory case research and partial quantitative assessments through DORA metrics and survey applications. This approach, guided by the Technology-Organization-Environment (TOE) framework, prioritizes in-depth insights into the adoption of DevOps practices and explores strategies for integrating DevOps in mobile software development.

The research identifies several key themes specific to Mobile DevOps adoption, including tool integration issues, testing complexities, deployment challenges and security concerns. These findings underscore the necessity for tailored DevOps solutions that can effectively address the unique demands of mobile software development. The study also proposes actionable strategies to overcome these challenges, thereby enhancing the efficiency, quality and security of mobile applications.

The insights gained from this study provide valuable guidance for practitioners in the mobile software development sector. By understanding and addressing the specific challenges of Mobile DevOps, organizations can improve their DevOps practices and achieve better outcomes in terms of project delivery speed, quality and security. For example, implementing robust testing strategies, investing in compatible tools and developing well-defined rollback procedures can significantly enhance Mobile DevOps effectiveness. Furthermore, incorporating continuous security measures and improving cross-functional collaboration can lead to more secure and efficient mobile application deployments.

This study offers valuable starting points for researching Mobile DevOps in real-world settings, based on insights from practical DevOps implementations in a single-case organization. Organizations can use this information to compare their own DevOps approaches with those of the studied organization, and can facilitate self-assessment and improvement.

This study contributes to the limited literature on Mobile DevOps adoption and proposing actionable strategies. By incorporating the TOE framework, it provides a comprehensive guide that enhances understanding and management of DevOps practices throughout the mobile application development lifecycle and offers significant value to practitioners and researchers alike.

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Commitment to business excellence (BE) offers the means for firms to sustain a competitive and profitable position. Assessment is a critical aspect of BE and the internal and/or external approach taken should ideally be reflective of the company's stage of BE maturity.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.

The present study aims to inform the requirements for developing a sustainable rating tool for small-scale infrastructure projects (SSIPs) through research findings.

A review-based comparative study of existing infrastructure sustainability (IS) rating tools for assessment of SSIPs is presented. Key stakeholder participants of the existing IS rating tools, are interviewed to identify existing barriers and requirements for sustainability rating. The study further presents possible rating tool options to optimise the sustainable performance evaluation of SSIPs.

Findings of this study indicated that prevalent IS rating tools are majorly applied to large-scale infrastructure projects and sustainability of SSIPs are seldom assessed. Based on a literature review and series of interviews, it was found that user friendliness, efficient structure, training and technical support, cost effectiveness and stakeholder recognition are the five key requirements of a sustainability rating tool for SSIPs. Additionally, six sustainability assessment options were proposed for SSIPs which range from pathways for existing tools through to new, customisable tools. Upon comparison, a new modified tool with verification process and revised tool with defined grouping of sustainable criteria was more effective for evaluation of SSIPs.

Use of case specific information for validation and framework development may lack generalisation. However, methodology can be used for future decision-making by making necessary adjustments to suit different local regional requirements.

Despite lack of generalisation, the findings can lead to future general studies on sustainability of SSIPs. Findings of the study provide foundation knowledge and awareness for sustainability evaluation of SSIPs.

This study aims to develop a maturity model designed for assessing the current state of digitization in accounting firms.

The authors have developed this index where the maturity levels are defined from the life cycle theory. For the items of a maturity measure, the authors have adopted a multimethodological approach. That approach allows to identify 27 measurement items to cover the three dimensions of audit, reporting and taxation.

This research proposes a diagnostic tool specific to accounting firms. The authors have tested this index in the Tunisian context. The results show that there are two types of accounting firms. This study found the first firm in the embryonic phase and the other in the growth phase. This points out the active role of Tunisian accounting firms in technology integration.

This study highlights the integration of technology in the accounting field. Specifically, it aims to address technology management in accounting firms by measuring the degree of digitization of accounting firms. This research projects the use of information technologies (artificial intelligence, cloud, big data, etc.) in auditing, reporting and taxation.

On a practical level, this research provides an organizational diagnostic tool to assess the status of their accounting firms in terms of digitization. This will motivate practitioners to make frequent assessments, thus contributing to continuous improvement toward digitization.

The theoretical foundation of this research is based on the theory of the life cycle of technologies. This study is using this theory to identify and describe the current phase of the organization. And that is by indicating the overall scores on the technological capabilities of the accounting firms.