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This study aims to assess the awareness and knowledge level of procurement officers (POs) in Ghanaian tertiary educational institutions regarding sustainability in general and specifically on environmental sustainability in the Public Procurement Act 2003 (Act 663) as amended.

Through purposive sampling technique and face-to-face interviews using semi-structured open-ended questions, qualitative data was collected from 19 POs who are well vested in the procurement profession and willingly agreed to partake in the research. The qualitative data were analyzed using content analysis technique to help organize and elicit meaning from the data collected and to draw realistic conclusions from it.

The results showed that most POs were aware of the Public Procurement Act 2003 (Act 663) as amended, primarily through seminars and workshops organized by the Public Procurement Authority. The interviewees demonstrated a good understanding of sustainable procurement, considering its social, environmental and economic aspects. However, one respondent primarily associated sustainability with only environmental issues. The POs were, however, of the view that the Amended Act 914 (2016) does not give detailed highlights on environmental sustainability, making implementation very difficult, especially regarding the procurement of goods. Overall, the findings indicate a positive level of environmental sustainability awareness and knowledge among the interviewed POs regarding the Public Procurement Act 2003 (Act 663) as amended.

The findings from the study could be used by policymakers to strategize educational campaigns by using the POs’ knowledge and awareness to the implementers of Act 663 (2003) as amended to effectively ensure environmental sustainability in procurement practices. The findings from the study have also contributed to the literature on procurement policy by drawing the attention of policy formulators to give equal attention to all the sustainability pillars, i.e. social, economic and environmental. This would consequently help the implementers to contribute to achieving sustainable development.

This study is one of the few empirical qualitative types of research seeking the views of POs in tertiary educational institutions in Ghana on sustainability and environmental sustainability as enshrined in the Public Procurement Act 2003 (Act 663) as amended. The findings give positive feedback to policymakers on the knowledge and awareness level of the POs on environmental sustainability and highlight the importance of awareness programmes and educational initiatives by the Public Procurement Authority and other stakeholders to ensure compliance with the Act.

This paper aims to explore how open innovation communities contribute to the adoption of building information modelling (BIM) in the construction industry.

The paper presents a cross-case analysis of two construction communities, buildingSMART Norway and the BIM Vietnam Community. Data were collected based on 21 semi-structured interviews conducted with industry experts actively engaged in these two communities. The theoretical basis for the study was open innovation and the institutional intervention model, which delineates institutional actions related to the adoption of new information technology.

The findings show both similarities and differences in the way in which the communities contribute to industrial practice. Both communities use similar knowledge channels and repositories but apply different approaches to innovation creation and diffusion. In addition, trust can support BIM innovation in the community context.

The comparison of buildingSMART Norway and the BIM Vietnam Community in accelerating BIM innovation allows for exploring how open innovation communities support BIM adoption in the construction industry. The findings provide insights for construction communities into creating and diffusing BIM innovation. In addition, the examples of gaining benefits from community innovation activities are useful for construction firms and practitioners.

The emergence of distributed ledger technology (DLT) has transformed the way construction industries approach data management, ushering in an era of increased transparency, security and efficiency. The purpose of this study is to investigate the strategies to promote the adoption of DLT in the Nigerian construction sector. This was done to address the challenges that hinder the widespread adoption of DLT within the Nigerian construction sector.

A comprehensive literature review informed the design of a structured questionnaire for data collection. The questionnaire was distributed among diverse construction professionals to explore their perceptions of potential strategies. The collected data were analyzed using the Shapiro–Wilk test for data distribution, while mean values and standard deviations were used to facilitate the ranking of strategies. The Kruskal–Wallis H-test was used to assess opinion differences, and exploratory factor analysis was applied to uncover underlying dimensions.

The findings revealed the top five strategies for DLT adoption as conducting workshops and seminars to educate professionals, collaborating with universities for DLT courses, encouraging joint projects for shared insights, forming consortia for DLT standards and allocating funding for DLT research in construction. Through factor analysis, the strategies identified were categorized into four principal clusters: awareness and education advancements, government support and incentives, industry collaboration and standards and pilot projects and demonstrations.

While prior studies have identified barriers to DLT adoption and offering recommendations, this research advances the field by empirically investigating and assessing several of these strategies proposed in various studies. This approach provides valuable insights that go beyond existing research, offering a deeper understanding of the practical and contextual dynamics influencing DLT adoption in the construction sector.

Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.

The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.

The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.

The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.

This study aims to identify and analyze research that promotes sustainable consumption among university students, understand what areas of consumption were addressed, how consumption was intended to become more sustainable and what results were reported.

A systematic literature review was conducted using the Scopus and Web of Science databases and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology. Main criteria for inclusion were focus on changing the consumption behavior of university students, not just diagnosing them, and that students were directly involved in the efforts.

A total of 1,619 articles were extracted, and 34 were included in the study. These selected investigations conducted between 2012 and 2022 focused on areas of consumption such as food, plastic waste, fashion, energy and water. Sustainable consumption was promoted through training programs ranging from one-hour seminars to full-semester courses, marketing and communication campaigns and direct experimentation and interventions. Most articles reported positive results.

This study is limited to research carried out to reduce current consumption by university students; it does not include research aimed at improving students’ professional skills for promoting sustainable consumption.

This study compiles previous research on reducing consumption by university students in a structured manner according to the consumption area, applied strategy and the results obtained.

This research is unique and will serve as a source of inspiration and consultation for academics and university managers concerned about human consumption. It presents successful projects and strategies that can be implemented in their own universities to make their students’ consumption more sustainable.

The use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR within higher education settings. Drawing from the uses and gratifications theory (U&GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.

This study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.

The authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.

This study developed and validated a U&GT framework incorporating different learning styles rooted in Kolb’s learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings.

The study aims to identify critical factors that influence football fans’ support of their favorite team by examining the impact of social responsibility, brand credibility and team brand equity on patronage intentions of professional football teams.

An online survey collected data from 331 football fans of the Persian Gulf Premier League (PGPL) in Iran. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).

The findings revealed that corporate social responsibility (CSR) is able to influence brand equity, brand credibility and patronage intentions. Also, brand equity and brand credibility were found to be positively related to patronage intentions. In addition to that, the findings show that brand equity and team credibility partially mediate the relationship between CSR and patronage intentions.

The findings provide valuable insights to sports teams/club managers aiming to attract new fans and retain current ones by investing in CSR and enhancing brand credibility and equity. Strategies to integrate CSR into relationship marketing and brand management are outlined.

This study empirically highlights the critical role of adhering to CSR and the effects of brand credibility and equity in enhancing patronage intentions among football team fans.

This study comparatively examines the collaborative policy mechanisms for interlocal cooperation (ILC) utilized by municipal managers in Nebraska, USA, and Norway. The research addresses differences in ILC, factors of national setting and implications for ILC management in public service delivery.

Over a seven-year period, the researchers collected data from 16 communities in the two countries to observe perceptions and usages of ILC. Using a policy tools theoretical framework, the authors apply a typology of collaborative mechanisms for comparative analysis.

The findings suggest that institutional orientations in the USA and Norwegian systems of government affect managerial approaches to collaborative service delivery, namely the operationalization of local governments within federal and unitary structures may influence perceptions toward the formality and specificity of ILC policy mechanisms.

This study offers further understanding of ILC mechanisms for public sector management. Theoretical and practical implications of ILC in a comparative international context of governmental systems for collaboration are explored.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.