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The fire sector within the United Kingdom has identified a need to further develop their systematic use of academic literature and develop mechanisms to include academic knowledge to inform evidence-based policy and practice. By increasing knowledge exchange between the fire sector and academia, the ability to horizon scan and identify future relevant phenomena of interest to the fire sector will be achieved. Consequently, the evidence base and horizon scanning will increase the specificity of techniques, approaches and practices needed to continually improve the safety of the activities completed within the firefighting occupation, and it will also provide priority areas for investment and increase firefighter safety.

This technical paper primarily features an initial scoping review of academic and grey literature and an operational incident data review. This was completed to provide an initial and updated review of disciplines and areas of academia that are actively engaged in research relevant to the fire and rescue service. Consequently, this method sought to identify and examine the various disciplines of academia involved in fire research. This paper then uses that outcome to suggest a model of multidisciplinarity to inform the fire sector.

As a result of the scoping review, each academic discipline was identified and an initial review developed a predetermined set of key search terms. This was established through identifying the most frequently used fire-related terms within each discipline. This allowed for a comprehensive understanding of the breadth of activity and depth of complexity of fire related research within each discipline and an indicative set of key search terms to be developed. Recommendations are formulated to suggest next steps to routinely incorporate the academic knowledge base in the learning process of the fire and rescue services in the United Kingdom.

This paper provides an initial scoping map of academic literature and disciplines relevant to activities completed in the UK fire sector, which can be used to further develop the evidence base to inform the fire and rescue service of the United Kingdom. It also outlines possible mechanisms and a model to systematically facilitate knowledge exchange between academia and the fire sector by which knowledge exchange could further support the development of evidence-based policy and practice. The broad range of benefits of collaboration between the fire and rescue service and academia are explored.

This paper provides clear evidence as to why fire related research should have an increased priority status to inform the national fire and rescue services learning process and evidence for national policy and guidance development within the UK fire and rescue service. Additionally, recommendations are made to support the consideration of academic evidence in the systematic sector wide learning process.

Previously, the UK fire and rescue service had limited coordinated strategic engagement with academic disciplines to further develop their learning processes in order to produce an evidence base, which is cognisant of academic research to inform practice and guidance. This paper begins the narrowing of that gap by categorising academic literature relevant to fire research into clear disciplines, mapping these to an updated breadth of current activities undertaken by the fire and rescue service across the United Kingdom. The process also details a pilot of the proposed model to support knowledge exchange by producing an academically evidence-based submission to the National Fire Chiefs Council organisational learning process.

Drawing on organizational learning and dynamic capabilities literature, this study aims to explore how suppliers from traditional emerging economies (STEE) can acquire, assimilate and use new knowledge essential for the development of production and marketing capabilities. These capabilities then facilitate suppliers in climbing the value chain from B-to-B to B-to-C.

The study adopted a longitudinal and multiple case study design to examine the practices of suppliers operating in a traditional emerging economy setting. This study selected Pakistan textile industry as an empirical setting, which is a predominantly supplier market for global buyers. Data sources entail semi-structured interviews with top executives and senior-level managers in four case firms and secondary data obtained from diverse sources.

The study identified transitionary phases of capabilities development that are facilitated by boundary-spanning knowledge acquisition and transformation in a dynamic manner. These capabilities are essential for a supplier’s entry into downstream international markets (i.e. launching its own products/brands in the end consumers’ market).

The findings could help managers in STEEs to understand the strategic importance of supply chain ties in their learning and capabilities development. It also provides strategic insights on what, how and why involved parties do engage over an extended period of time. Moreover, the findings of this study could help other firms to know and adopt the right type of technology(s) and systems that can help them reduce the technological gap in producing and marketing market-winning products.

This study advances the recent academic discussion that focusses on learning by supplying and the value-chain movement of suppliers (i.e. B-to-C) from their B-to-B engagements. The findings identified the vital and beneficial role of long-term relationships with global value chain partners in learning and capabilities development that led to value creation in the traditional emerging economy.

The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills.

This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life.

The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers.

Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

This study aimed to examine the relationship between spiritual capital and small business innovation in a developing market economy and the highly religious society of Minangkabau.

A quantitative method was used by analyzing the data with partial least squares (PLS), comprising 278 entrepreneurial and high-growth aspiration small and medium-sized enterprises (SMEs) owners in a developing economy such as Indonesia.

The results showed that spiritual capital was a source of acquiring knowledge from innovation failure situations, serving as a catalyst for the occurrence of novelty and differentiation-related innovation.

The perspective of spiritual capital was provided within a religious community, showing that future reports should produce comparative analyses from varying contexts. Since understanding entrepreneurs' perspectives and spiritual capital situation remained ambiguous, the performance of qualitative analysis was crucial.

Entrepreneurs were expected to obtain considerable benefits from spiritual capital as a source of inspiration for differentiation and higher levels of novelty-related innovation. Similarly, policymakers should implement the capital and learn from failure to evaluate entrepreneurial SMEs concerning their capabilities.

Previous studies were unable to acknowledge an alternative source of innovation in a specific context, such as entrepreneurial SMEs with high-growth aspirations and spiritual capital. This is because capital contributes to innovation, helps in the assimilation of innovative knowledge and causes novelty-related innovation.

This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.

The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.

This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations.

The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants.

The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content.

The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

This paper aims to provide a comprehensive understanding of the supply chain learning (SCL)–performance relationship based on the existing empirical evidence.

We sampled 54 empirical studies on the SCL–performance relationship. We proposed a conceptual research framework and adopted a meta-analytical approach to analyse the SCL–performance relationship.

The results of the meta-analysis confirm the positive effects of SCL on the performance of both firms and supply chains. In addition, building on the knowledge-based view, we found that learning from customers has a stronger positive effect on performance than does learning from suppliers, while joint learning has a stronger positive effect on performance than does absorptive learning. Business knowledge had a greater effect on performance than did general knowledge, process knowledge or technical knowledge, while explicit knowledge had a stronger effect than tacit knowledge. Moreover, the SCL–performance relationship is moderated by performance measure and industry type but not by regional economic development, highlighting the broad applicability of SCL.

This study is the first meta-analysis on the SCL–performance relationship. It differentiates between learning from customers and learning from suppliers, examines a more comprehensive list of performance measures and tests five moderators to the main effect, significantly contributing to the SCL literature.