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In January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief historical account of school-developed board-endorsed courses (SDBECs) in NSW and a close analysis of the policy to phase them out.

I give an historical account of the meaning and place of SDBECs within the NSW school system, before situating the policy decision to phase them out within the broader historical and political context of curriculum reform in NSW. Finally, I offer an analysis of the discourses and framing of the policy both across curriculum review reports and in the government and public rhetoric, by examining policy documents, government media releases, news and blog articles at the time of the policy change.

This policy change and surrounding discourses are contextualised and analysed to show how the curriculum came to be blamed for a host of educational problems, and how the government arrived at their irrational yet politically expedient policy response by distorting the meaning of one metaphor: the crowded curriculum. I conclude with a reading of the policy as indicative of centralisation and de-legitimisation of teachers’ curriculum development work.

The convergence of state and federal discourse about curriculum as a site of cleaning up, reforming or re-organising should concern educators in Australia especially as authority over education is increasingly centralised and made vulnerable to political whim. Close studies of such minor policy decisions provide a window into how larger processes of centralisation are justified and enacted at the local level.

Enterprising individuals are frequently portrayed as rational agents who maximize their own interests. At the same time, an increasing number of small and medium-sized enterprises (SMEs) use social responsibility strategies, incorporating collective interests into their business agenda. This study aims to analyze the interplay between the rational and emotional aspects of the entrepreneurial personal identity and address its implications for the socially responsible behavior of businesses by drawing on the literature on entrepreneurial identity, the objectivism (rational egoism) philosophical perspective and the concept of entrepreneurial passion.

A sample of 333 Russian SMEs is used to test the research hypotheses. The study follows the quantitative research strategy, wherein the main assumptions are examined based on mediation testing techniques.

The results suggest that entrepreneurs whose personal identities are rooted in objectivism values are less likely to foster culture of social responsibility within their firms. At the same time, their entrepreneurial passion mitigates the negative effect of objectivism on social responsiveness of the venture.

This research enhances the understanding of entrepreneurial personality and can help policymakers promote social responsibility in small and medium businesses, showing that they need to communicate effectively with SMEs’ leaders and align their policies with entrepreneurial values and beliefs.

Amidst the COVID-19 pandemic, education has shifted to online teaching and learning. Interactivity is a crucial tool used to make online education effective. This study empirically examines the role of interactivity in higher education and its influence on students' behavioral outcomes, specifically focusing on soft skills and personality upgradation.

A quasi-experimental research design was carried out for post-graduate students undergoing a business communication course from four major institutions. For analysis, t-test, confirmatory factor analysis (CFA) and partial least squares structural equation modeling (PLS-SEM) have been employed. Experimental research has established the causal relationship between interactivity, personality and soft skill upgradation (SSU).

It was found that the theoretical structural model has a rational model-fit validity. Resultantly, practitioners may use prior knowledge of virtual community (VC) members to enhance web interactivity, thereby increasing social identity and social bonds in a group for more meaningful and effective delivery of online courses.

The major limitations lie in its context-dependent nature, predominantly influenced by the pandemic-induced mandatory online learning. The study's cross-sectional design also inhibits its ability to assess goal-directed behaviors over time, necessitating further longitudinal research.

The study is one of the pioneering pieces of research that examines the role of pre-defined grouping and enhanced web interactivity in VCs in the context of online learning, especially during the COVID-19 pandemic. Integrating theories of web interactivity, social bond theory (SBT) and social identity theory (SIT) provides a novel understanding of cognitive and social influences that drive meaningful online discussions and their impacts on knowledge enhancement and personality development. Its findings have implications for the design of effective online learning environments and e-learning pedagogy, contributing to the growing domain of information and communication technology (ICT)-enabled education.

The digital transformation of family-owned small businesses (F-OSBs) has become a critical area of research to maintain their economic contribution in today’s rapidly evolving digital landscape. This study examines the effect of internet entrepreneurial self-efficacy on the digital transformation of F-OSBs by mediating strategic agility and moderating artificial intelligence usage.

This study employed a cross-sectional survey design to collect primary data from 378 descendent entrepreneurs of F-OSBs in Pakistan’s five major cities.

The study revealed that leadership ability, internet marketing, technology utilization, and artificial intelligence used by the F-OSBs can contribute to their digital transformation, but e-commerce ability does not. The strategic agility of the descendant entrepreneur enhances the abilities of e-commerce, leadership, and technology utilization, leading to the digital transformation of F-OSB. However, strategic agility reduces the role of Internet marketing in digital transformation. Artificial intelligence usage moderates leadership’s ability to improve strategic agility but increases technology utilization for strategic agility and digital transformation of F-OSB.

The digital transformation through a combination of strategic agility and artificial intelligence can increase the F-OSBs' proactive approach to respond to changing market conditions even during economic recessions like COVID-19.

This study broadens the existing literature by examining the effect of descendent entrepreneur’s internet entrepreneurial self-efficacy, strategic agility, artificial intelligence usage, and their interplay on the digital transformation of F-OSB through the unified theory of acceptance and the use of technology.

This study aims to theoretically hypothesize and empirically examine the impact of economic policy uncertainty (EPU) on firms' innovation performance as well as the contingency conditions of this relationship.

This study collects and combines secondary longitudinal data from multiple sources to test for a direct impact of EPU on firms' innovation performance. It further examines the moderating effects of firms' operational and marketing capabilities. A series of robustness checks are performed to ensure the consistency of the findings.

In contrast to the common belief that EPU reduces the innovativeness of firms, the authors find an inverted-U relationship between EPU and innovation performance, indicating that a moderate level of EPU actually promotes innovation. Further analysis suggests that firms' operational and marketing capabilities make the inverted-U relationship steeper, further enhancing firms' innovation performance at a moderate level of EPU.

This study adds to the emerging literature that investigates the operational implications of EPU, which enhances our understanding of the potential bright side of EPU and broadens the scope of operational risk management.

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

The purpose of this study is to explore the diffusion of digital innovation for talent management in Italian learning organizations.

It has been implemented a qualitative methodology to collect data, interviewing 16 experts; a mix method analysis was applied to explore thematic categories and to analyze co-occurrences by a quantitative approach analysis using T-Lab software.

There are some relevant points to underline: digital technologies are meant as a support to human resource management (HRM), and there is often the reference to digital gamification or gamified processes implemented for talent management procedures. Learning is a central element both for employees’ point of view and for HR specialists who feel the need for a major and more specific training on digital technologies.

The limited size and composition of the sample put restrictions on the generalizability of results. The explorative nature of the study provides an in-depth consideration of digital innovation in learning organization, representing a first starting point for future quantitative investigations. From a practical point of view, this study emphasizes a learning organization culture as an essential attitude set to attract, select and retain top talents.

From a practical point of view, this study emphasizes a learning organization culture as an essential attitude set to attract, select and retain top talents.

Giving space and voice to HR and information and communication technologies experts has provided insights regarding the digitalization process in HRM in Italy, in particular, digital learning has been told as a necessary element for the competitiveness of the workforce.

The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method.

Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following:

• Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

• Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

• In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

• Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

• Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

• Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following:

• Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

• Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

• Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.

Mass customization is a production process that allows consumers to customize products from an array of options to suit their preferences and needs and benefit from large-scale production efficiencies. In recent years, several apparel retailers have integrated customization into their online presence. While the benefits of online apparel mass customization (OAMC) are apparent, factors that determine the usage of the process are many. Therefore, it is important to explore these factors and understand the relationships between them and the impact on the intention to use OAMC.

A review of studies published in the last decade was conducted through the Scopus, Web of Science and JSTOR databases in September 2023. Peer-reviewed research articles published in the English language were included. These studies were carried out in the United States of America, Canada, Korea and China and addressed motivations and antecedents of OAMC technology.

The data were extracted, and the findings were synthesized. The review process enabled us to examine several theories and determinants of OAMC. The latter were categorized into the following themes: “consumer personality and psychology”, “consumer perceptions”, “consumer behaviour determinants” and “process, experience and product”. The influence of consumer personality traits, psychogenic needs, characteristics and other facilitating conditions emerged through the review.

The purpose of this paper is to study the various determinants of OAMC and thereby provide valuable information to businesses in OAMC domains to improve customized processes, understand consumers' motivations and develop marketing strategies that improve overall satisfaction with OAMC.

Although growing Internet penetration in the hinterlands has attracted agribusinesses to promote digital platforms, farmers are sceptical about using them. The literature discusses agricultural platforms from the theoretical perspective of technological determinism, where the platforms are developed and promoted by firms in a top-down manner to be accepted by farmers. However, this approach results in poorly configured platforms with limited utility for farmers. It is evident from the existing literature that the mere creation of a platform business is not sufficient to guarantee adoption by users. Hence, this study explores how to make the agricultural platform more attractive for farmers.

The present study is based on a discrete choice experiment performed on 126 Indian farmers using agricultural platforms. The data were analysed using the conditional logistic regression method.

The study suggests that farmers expect government and cooperative entities to be also embedded with the platforms. Complementary features such as prompt service, competitive pricing and farm credit were identified as essential attributes. Further, the platforms should enable smallholders to trade farm produce by providing a mechanism for real-time online nudging and bargaining with buyers.

The study is based on the applications of random utility theory. The research has utility for Agtech managers, cooperative institutions and agricultural policymakers.

This is one of the first studies focussing on agricultural platform design from the farmers' perspective. The study implies that incorporating preferred attributes can help practitioners configure platforms to benefit farmers with prospects concerning farm management decisions.