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The purpose of this paper is to answer the following research question: how can intermediaries contribute to social impact creation through their interventions at different levels of distribution networks in the base of the pyramid (BoP) markets?

The paper adopts an embedded case study of an intermediary organization. The analysis focuses on the intervention of the intermediary on the distribution stages of supply chains in four different projects in the food sector in Ethiopia, Benin, Nigeria and Bangladesh.

The embedded case study reveals essential formal and informal roles undertaken by the intermediary organization to develop decentralized distribution networks based on local micro-entrepreneurs. The study proposes that efforts undertaken by the intermediaries toward knowledge sharing and capacity building among partners can enable the adoption of pro-poor strategies across the supply chain. Moreover, hybrid intermediaries can act as “guardians” of the mutual value creation approach since one of their key roles is to advocate the needs of the BoP.

Important implications for improving nutrition and food security in the BoP markets are developed based on the empirical findings. The findings open avenues for further research into the antecedents of retention rates in distribution networks based on local micro-entrepreneurs.

Findings have implications for different types of BoP initiatives by highlighting how intermediary organizations intervene to develop distribution models with a special focus on social impact.

This paper fills an important research gap by discussing social impact aspects in BoP supply chains by adopting the perspective of intermediary organizations.

This research study aimed to collect feedback from the learners on the usefulness and effectiveness of the online counselling sessions organised during COVID-19 lockdown through online platforms to provide academic support to the learners.

The link of a questionnaire designed in a Google Form sent to IGNOU learners of the January 2020 session enrolled under the jurisdiction of IGNOU Regional Centre (RC) Chandigarh through email as well as SMSs. Total responses received were 487, out of which 445 responses were complete, roughly 8% of the total registered learners during the January 2020 session. The questionnaire contained questions on a cross-section of online counselling issues, besides questions on the learners' profile.

Majority of the learners were satisfied with the input provided while organising online counselling sessions during COVID-19 lockdown in India. A significant proportion of learners (88%) used smartphones for attending counselling sessions. Facebook page of the RC rated as a relatively better option than other online platforms. However, more than 50% of learners faced Internet connection problems and found them a significant hurdle for smooth viewing of online counselling sessions. The proportion of learners who encountered difficulties in handling electronic devices was insignificant. The learner's feedback on many attributes such as usefulness and effectiveness of the online counselling sessions, interaction with the academic counsellors, e-content used in the counselling was significantly positive. A significant proportion of the learners have reported that face to face counselling could be replaced with online sessions in future, considering its flexibility in terms of place and schedule of learning and availability of recording of such sessions.

The research study was conducted under Chandigarh region of IGNOU which has a predominantly urban population. Thus the results of the study are limited to Chandigarh region and the region with similar socio-economic settings. This certainly limits the scope of the study.

The study certainly provides valuable feedback to the ODL policymakers to consider replacing face-to-face counselling with an online mode in a phased manner. Online counselling options will be highly cost-effective, easily manageable, and provide flexibility for learners and resource persons, resulting in addressing learners' non-attendance related issues in the face-to-face counselling sessions.

In the analysis of our finding it is clearly stated that the Internet connectivity and availability of electronic devices is an important issue to provide online counselling support to socially and economically disadvantaged groups. Therefore, the research study also identifies such social issues as a major challenge for providing online counselling support to the learners.

This is an original empirical research study and data collected is used in the analysis for the first time. This analysis is based on the feedback gathered from the learners registered at IGNOU RC Chandigarh during the January 2020 session. The data and derived results not used in any other study.

Impairments in social cognitions in schizophrenia are increasingly reported in the last decade but only a few studies have come from Asia. The objective of the study was to evaluated emotion perception, theory of mind and social knowledge in people with schizophrenia compared to healthy controls. Participants were 36 clinically stable outpatients with schizophrenia and 36 normal controls with comparable age and level of education. We administered general neurocognition test (the Addenbrooke's Cognitive Examination), emotion perception (the Faces Test), theory of mind (the Eyes Test) and social knowledge (the Situational Features Recognition Test; SFRT). Schizophrenia patients displayed obvious impairment in all three social cognition domains i.e. the Faces Test [13.7 (2.9) vs 15.7 (1.9), P=0.001], the Eyes Test [18.9 (4.4) vs 23.5 (4.4), P<0.001] and SFRT [0.85 (0.09) vs 0.9 (0.05), P=0.002]. The performances on three social cognition tests did not correlate with positive symptoms. Only the Faces Test seemed to be related to negative symptoms. The results demonstrated that there are deficits of social cognitions in schizophrenia even in a clinically stable population.

Previous literature on sustainable supply chain management has largely adopted an instrumental view of stakeholder management and has focused on understanding the effect of powerful stakeholders who have a more decisive influence on an organization's supply chain decisions. Social enterprises have emerged as organizations that often aim to create impact by integrating marginalized stakeholders into their operations and supply chains. This study examines the trade-offs that social enterprises experience due to their moral stance toward stakeholder engagement, evidenced in their commitment to serving marginalized stakeholders, as well as the responses adopted to these trade-offs.

The study follows a theory elaboration approach through a multiple case study design. The authors draw on insights from stakeholder theory and use the empirical insights to expand current constructs and relationships in a novel empirical context. Based on an in-depth analysis of primary and secondary qualitative data on ten social enterprises, the authors examine how these organizations integrate marginalized stakeholders into various roles in their operations.

When integrating marginalized customers, suppliers and employees, social enterprises face affordability, reliability and efficiency trade-offs. Each trade-off represents conflicts between the organization's needs and the needs of marginalized stakeholders. In response to these trade-offs, social enterprises choose to internalize the costs through slack creation or vertical integration or externalize the costs to stakeholders. The ability to externalize is contingent on the growth orientation of the organization and the presence of like-minded B2B (Business-to-Business) customers. These responses reflect whether organizations accept the trade-offs at the expense of one or more stakeholders or if they avoid the trade-offs and find mutually beneficial solutions.

Building on the empirical insights, the authors elaborate on stakeholder theory with a focus on the integration of marginalized stakeholders by emphasizing a moral justification for stakeholder engagement, identifying the nature of the underlying trade-offs which can arise when various stakeholder needs are in conflict and examining the contingencies affecting organizational responses to these trade-offs.

Extant research mainly focused on potentially negative customer responses to service robots. In contrast, this study is one of the first to explore a service context where service robots are likely to be the preferred service delivery mechanism over human frontline employees. Specifically, the authors examine how customers respond to service robots in the context of embarrassing service encounters.

This study employs a mixed-method approach, whereby an in-depth qualitative study (study 1) is followed by two lab experiments (studies 2 and 3).

Results show that interactions with service robots attenuated customers' anticipated embarrassment. Study 1 identifies a number of factors that can reduce embarrassment. These include the perception that service robots have reduced agency (e.g. are not able to make moral or social judgements) and emotions (e.g. are not able to have feelings). Study 2 tests the base model and shows that people feel less embarrassed during a potentially embarrassing encounter when interacting with service robots compared to frontline employees. Finally, Study 3 confirms that perceived agency, but not emotion, fully mediates frontline counterparty (employee vs robot) effects on anticipated embarrassment.

Service robots can add value by reducing potential customer embarrassment because they are perceived to have less agency than service employees. This makes service robots the preferred service delivery mechanism for at least some customers in potentially embarrassing service encounters (e.g. in certain medical contexts).

This study is one of the first to examine a context where service robots are the preferred service delivery mechanism over human employees.

The study aims to test the applicability of a variant of the model proposed by Hockerts (2017) for assessing the social entrepreneurial intention (SEI) of male and female students. It extends the model by incorporating the university's environment and support system (ESS) as an additional more distal construct. The university's ESS, coupled with the experience with social, cultural and environmental issues can affect SEI by influencing the more proximal precursors of empathy towards others, perceived self-efficacy, perceived community support and social, cultural and environmental responsibility.

A structured non-disguised questionnaire was administered to students at a Canadian university. A sample of 485 usable responses was analysed by means of second-order structural equation modelling.

The results provide confirmation that the proposed model is a multi-group invariant and appropriate for analysing the SEI of male and female students. They also show that the university's ESS helps predict SEI indirectly through the complete mediation of the more proximal antecedents.

The questionnaire is limited to universities with social innovation and entrepreneurship initiatives.

Outcomes of the study can help universities assess the efficacy of their social innovation and entrepreneurship initiatives for instilling a social entrepreneurial mind-set in students. Consequently, universities will be better equipped to raise the perceptions of venture feasibility and desirability, thus increasing students' perceptions of opportunity.

The study advances the social entrepreneurial knowledge of the university's effect on the precursors of SEI.

This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.

This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.

Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.

The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.

This paper provides background for the special issue, to orient readers to the field of open education.

This paper discusses the implementation of Web 2.0 technology for work experience (WE) in a tertiary context. The technology, specifically social networking software, was implemented in an attempt to help overcome challenges experienced by students out on WE at the Sharjah Higher Colleges of Technology. Typically faculty visited WE students in the field every few weeks but had little other direct interaction due to time and travel constraints, and many students reported feelings of isolation. A social network tool that we named Tawasul was implemented to help overcome this issue by building a virtual community of practice that included both students and faculty. Student feedback revealed strong support for the online application as well as significant differences between male and female students. It is clear from the study that emerging technologies such as social networking tools can help learning during WE, although there are academic and cultural issues that need to be taken into consideration.

This study aims to analyse the differences between professional interaction mediated by video conferencing and direct professional interaction. The research identifies diverging interests of office workers for the purpose of addressing work ethical and business ethical issues of professional collaboration, competition, and power in future hybrid work models.

Based on 28 qualitative interviews conducted between November 2020 and June 2021, and through the theoretical lens of phenomenology, the study develops explanatory hypotheses conceptualising four basic intentions of professional interaction and their corresponding preferences for video conferences and working on site.

The four intentions developed on the basis of the interviews are: the need for physical proximity; the challenge of collective creativity; the will to influence; and control of communication. This conceptual framework qualifies a moral ambivalence of professional interaction. The authors identify a connectivity paradox of professional interaction where the personal dimension remains unarticulated for the purpose of maintaining professionality. This tacit human connectivity is intertwined with latent power relations. This plasticity of both connectivity and power in direct interaction can be diminished by transferring the interaction to video conferencing.

The application of phenomenology to a collection of qualitative interviews has enabled the identification of underlying intention structures and the system in which they affect each other. This research identifies conflicts of interests between workers relative to their different self-perceived abilities to persevere in competitive professional interaction. It is therefore able to address consequences of future hybrid work models at an existential and societal level.