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Twenty-first century crises reaffirm the need of faster mobilization of resources during crises. Without interorganizational collaboration and resource mobilization, organizing efficient response is not possible. Resource mobilization is an essential aspect of response. It ensures a faster and better response. Collaboration between teams of emergency responders may include commonly known boundary spanning activities such as resource sharing, information sharing and communication. The purpose of this paper is to contribute our knowledge of how to organize a better crisis response through collaboration. More precisely, what strategies work as drivers for emergency responder teams during collaboration in crisis scenarios.

Through design of experiments, using tabletop exercises and online surveys, this study investigates the drivers of collaboration during a crisis scenario. Participants of this study are decision makers and emergency responders from various public actors in crisis management from Sweden.

Collaboration is essential to manage cross-functional services in normal times, as well as meet the growing needs during crises. In absence of collaboration, boundary spanning activities such as sharing resources or information to provide any kind of service will not be possible. For teams to survive in fast-changing environment, they must be able to adapt to the changing demands accordingly. This paper demonstrates which factors are drivers for emergency responders to mobilize resources, especially during crises. It captures the tension between individual and collective goals in crisis response and highlights the drivers that affect decision-making during crises.

The novelty of the paper lies in its methodology using tabletop exercises, design of experiments as part of Six Sigma toolbox and online surveys in combination with weightage of agreements and disagreements and free text answers. Although scientific research so far has demonstrated the need for collaboration during crises, however, which factors act as drivers for emergency responders to collaborate, is lacking scientific evidence. Incentives for collaboration have not been studied enough. These can tell us which strategies can improve collaboration during crises. This research paper is a scientific contribution in that direction.

This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational film approximately a hundred years go – together with a new institutional framework, industry media, rulebooks, etc. It then discusses the ways public service media have addressed educational programming over the decades, including developing complex cross-media strategies and educational content databases more recently. The second half of the chapter is dedicated to the emergence of educational digital games, with their own institutional setups, production cultures, and training programmes. The chapter points, however, to a relative lack of cooperation between commercial game producers and educational institutions to date.

This cross-sectional study aimed to evaluate the compliance of hygienic and technical standards of street food vendors in Slovenia with the requirements of the general hygienic food principals set in the Codex Alimentarius and Regulation (EC) No. 852/2004 on the hygiene of foodstuffs.

Food vendors were observed directly and discretely using a semi-structured observation sheet that allowed fast evaluation. The employee's behaviour was not affected during the observations because they were not aware of being observed. Each observation lasted approximately 30 min. Food vendors were divided into groups according to their location, type of facility, number of employees and type of food sold.

Depending on the type of street vendor, more inconsistencies were found amongst food stands compared to food trucks and kiosks. Most food trucks and kiosks scored very high in both personal and hygienic-technical standards. Some of the major inconsistencies were lack of suitably located washbasins, improper hand-washing technique, improper waste management, working surfaces that were inadequately separated from consumers, and inconsistent maintenance of the cold chain. Food handlers have been confirmed as a critical risk factor.

Despite methodology validation, the data was collected by a single observer, limiting the ability to obtain a more reliable estimate of the observations. The sample was disproportionate according to the type of street food facilities.

The results provide a basis for (1) national professional guidelines of good hygiene practices for food business operators, which should cover street food vendors more extensively in future updates, and (2) the development of food safety training programmes tailored for street vendors.

The study provides valuable insights into current hygienic-technical conditions of the street food vending sector.

This article explores the scientific construction of library olfactory space, based on the case of the olfactory space in the Jiangsu University library. It specifically focuses on understanding the interaction between the physical architectural space of the library and users’ olfactory perception and behavioral activities, with the ultimate goal of creating a deeply integrated olfactory experience in the Jiangsu University Library.

In this article, an empirical research method was used to gather perceptions from 30 university student users regarding the library olfactory space and to understand their olfactory preferences and requirements for its construction. Through qualitative analysis of the interview texts, the study identified correlations between user perceptions and elements of the library olfactory space.

The qualitative analysis of user interview texts and results from the library olfactory space design experiment contributed to the design proposal for the Jiangsu University Library olfactory space. The design proposal for the Jiangsu University Library olfactory space is provided and includes library architecture, activity context, functional services, olfactory experience design and technological applications.

This case study takes the environment, development strategy and user needs of the Jiangsu University Library as its unique research background and as such is not universal or generalizable to other libraries.

This article differs from others by advocating for the innovative architectural spatial design of libraries through olfactory experience, breaking the traditional perception of libraries as solely through visual and auditory senses.

This study aims to identify the gaps in current policy and propose a viable framework for policy improvement regarding people-centered tsunami early warning chain in Padang City. The objectives are: to describe the gaps and flaws in the current policy regarding local tsunami early warning chain, to identify potential actors to be involved in the tsunami early warning chain and to assess the roles and capacity of actors, and their potential for involvement in early warning.

This study is an exploratory study using social network analysis (SNA) on regulations and other legal documents, and primary data sources from a focus group discussion and semi-structured interviews.

The study found that the existed regulation lacks extension nodes to relay warnings to the populations at risk, often referred to as “the last mile.” Moreover, receiving warning information from both formal and informal sources is important to mobilize people evacuation more effectively during an emergency. The study found that mosque communities and disaster preparedness leaders are the potential actors who should be involved in the local early warning chain.

The research findings were presented as a recommendation to Padang City Government and have been legalized as the new tsunami early warning chain procedure in the Padang City Mayor Regulation 19/2018.

This research investigated local tsunami early warning dissemination in Padang City using SNA. The study demonstrates a close collaboration between researchers, practitioners and the community.

Process redesign refers to the intentional change of business processes. While process redesign methods provide structure to redesign projects, they provide limited support during the actual creation of to-be processes. More specifically, existing approaches hardly develop an ontological perspective on what can be changed from a process design point of view, and they provide limited procedural guidance on how to derive possible process design alternatives. This paper aims to provide structured guidance during the to-be process creation.

Using design space exploration as a theoretical lens, the authors develop a conceptual model of the design space for business processes, which facilitates the systematic exploration of design alternatives along different dimensions. The authors utilized an established method for taxonomy development for constructing the conceptual model. First, the authors derived design dimensions for business processes and underlying characteristics through a literature review. Second, the authors conducted semi-structured interviews with professional process experts. Third, the authors evaluated their artifact through three real-world applications.

The authors identified 19 business process design dimensions that are grouped into different layers and specified by underlying characteristics. Guiding questions and illustrative real-world examples help to deploy these design dimensions in practice. Taken together, the design dimensions form the “Business Process Design Space” (BPD-Space).

Practitioners can use the BPD-Space to explore, question and rethink business processes in various respects.

The BPD-Space complements existing approaches by explicating process design dimensions. It abstracts from specific process flows and representations of processes and supports an unconstrained exploration of various alternative process designs.

Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context.

After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills.

Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring.

NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others.

NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world.

NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.

This study aims to provide a comprehensive review and bibliometric analysis of the literature in the field of science, technology, engineering and mathematics (STEM) education over the past 15 years, with a specific focus on global distribution and research trends.

This study collected 1,718 documents from the Web of Science (WOS) database and analyzed their timeline distribution, geographical distribution, research topics, subject areas, learning stages and citation burst using a bibliometric approach with VOSviewer and Citespace.

Results indicated that: overall, STEM education has increasingly gained scholarly attention and is developing diversely by emphasizing interdisciplinary, cross-domain and regional collaboration. In terms of global collaboration, a collaborative network with the USA in the center is gradually expanding to a global scope. In terms of research themes, four key topics can be outlined including educational equity, pedagogy, empirical effects and career development. Social, cultural and economic factors influence the way STEM education is implemented across different countries. The developed Western countries highlighted educational equity and disciplinary integration, while the developing countries tend to focus more on pedagogical practices. As for research trends, eastern countries are emphasizing humanistic leadership and cultural integration in STEM education; in terms of teachers’ professional development, teachers’ abilities of interdisciplinary integration, technology adoption and pedagogy application are of the greatest importance. With regards to pedagogy, the main focus is for developing students’ higher-order abilities. In terms of education equity, issues of gender and ethnicity were still the hottest topics, while the unbalanced development of STEM education across regions needs further research.

This study provides a global landscape of STEM education along the timeline, which illustrates the yearly progressive development of STEM education and indicates the future trends.

The purpose of this paper is to evaluate four visualizations that represent affective states of students.

An empirical-experimental study approach was used to assess the usability of affective state visualizations in a learning context. The first study was conducted with students who had knowledge of visualization techniques (n=10). The insights from this pilot study were used to improve the interpretability and ease of use of the visualizations. The second study was conducted with the improved visualizations with students who had no or limited knowledge of visualization techniques (n=105).

The results indicate that usability, measured by perceived usefulness and insight, is overall acceptable. However, the findings also suggest that interpretability of some visualizations, in terms of the capability to support emotional awareness, still needs to be improved. The level of students’ awareness of their emotions during learning activities based on the visualization interpretation varied depending on previous knowledge of information visualization techniques. Awareness was found to be high for the most frequently experienced emotions and activities that were the most frustrating, but lower for more complex insights such as interpreting differences with peers. Furthermore, simpler visualizations resulted in better outcomes than more complex techniques.

Detection of affective states of students and visualizations of these states in computer-based learning environments have been proposed to support student awareness and improve learning. However, the evaluation of visualizations of these affective states with students to support awareness in real life settings is an open issue.