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Based on relationship marketing theory, this study aims to test the effect of social customer relationship management (social CRM) on customer satisfaction (CS) and loyalty (CL).

To assess the proposed framework, structural equation modeling was performed on the data of 314 automotive customers surveyed online.

Social CRM dimensions [traditional CRM (TCRM) and social media (SM) technology use] have a direct and positive effect on CS. On the other hand, only TCRM has a direct and significant influence on CL, while the SM technology use effect seems to be indirect rather than direct. Indeed, the findings have provided empirical support for the contention that CS plays a mediating role between social CRM dimensions and CL.

In the automotive sector and developing countries in particular, companies’ managers could increase CS and CL and consequently enhance their competitiveness and market share by adopting an effective social CRM strategy. From this perspective, companies should focus their social CRM campaigns on the most SM used by customers, offer personalized choices and improve customer experience, interaction and value co-creation.

This paper enriches the understanding of how social CRM can affect CS and CL. The scales of social CRM, CS and CL were validated in the context of developing countries and the automotive sector. Furthermore, the direct and mediating effect of CS between social CRM (TCRM and SM) and CL was also confirmed.

Basándose en la teoría del marketing relacional, este estudio pretende comprobar el efecto de la gestión social de las relaciones con los clientes (CRM social) sobre la satisfacción y la fidelidad de los clientes.

Para evaluar el marco propuesto, se realizó un modelado de ecuaciones estructurales sobre los datos de 314 clientes de automoción encuestados online.

Las dimensiones del CRM social (CRM tradicional y uso de tecnología de medios sociales) tienen un efecto directo y positivo en la satisfacción del cliente. Por otro lado, solamente el CRM tradicional tiene una influencia directa y significativa en la fidelidad del cliente, mientras que el efecto del uso de la tecnología de medios sociales parece ser más indirecto que directo. De hecho, los resultados han proporcionado apoyo empírico a la afirmación de que la satisfacción del cliente desempeña un papel mediador entre las dimensiones del CRM social y la fidelidad del cliente.

Este artículo enriquece la comprensión de cómo el CRM social puede afectar a la satisfacción y la fidelidad de los clientes. Las escalas de CRM social, satisfacción del cliente y fidelidad del cliente se validaron en el contexto de países en vías de desarrollo y del sector automovilístico. Además, también se confirmó el efecto directo y mediador de la satisfacción del cliente entre el CRM social (CRM tradicional y medios sociales) y la fidelidad del cliente.

En el sector de la automoción y en los países en desarrollo en particular, los directivos de las empresas podrían aumentar la satisfacción y fidelidad de sus clientes y, en consecuencia, mejorar su competitividad y cuota de mercado adoptando una estrategia eficaz de CRM social. Desde esta perspectiva, las empresas deberían centrar sus campañas de CRM social en los medios más utilizados por los clientes, ofrecer opciones personalizadas y mejorar la experiencia del cliente, la interacción y la cocreación de valor.

基于关系营销理论, 本研究旨在检验社会化客户关系管理（social CRM）对客户满意度和忠诚度的影响。

为评估所提出的框架, 对 314 名汽车客户的在线调查数据进行了结构方程建模。

社交客户关系管理维度（传统客户关系管理和社交媒体技术使用）对客户满意度有直接的积极影响。另一方面, 只有传统客户关系管理对客户忠诚度有直接和显著的影响, 而社交媒体技术使用的影响似乎是间接而非直接的。事实上, 研究结果为客户满意度在社交客户关系管理维度和客户忠诚度之间发挥中介作用的论点提供了实证支持。

本文丰富了人们对社交客户关系管理如何影响客户满意度和忠诚度的认识。本文以发展中国家和汽车行业为背景, 对社会化客户关系管理、客户满意度和客户忠诚度的量表进行了验证。此外, 还证实了客户满意度在社会化客户关系管理（传统客户关系管理和社会化媒体）与客户忠诚度之间的直接和中介效应。

尤其是发展中国家, 企业管理者可以通过采取有效的社交客户关系管理战略, 提高客户满意度和忠诚度, 进而增强竞争力和市场份额。从这个角度来看, 企业应将社交客户关系管理活动的重点放在客户使用最多的社交媒体上, 提供个性化选择, 改善客户体验、互动和价值共创。

The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.

This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.

Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.

This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

Quality management practitioners have yet to cease the potential of digitalisation. Furthermore, there is a lack of tools such as frameworks guiding practitioners in the digital transformation of their organisations. The purpose of this study is to provide a framework to guide quality practitioners with the implementation of digitalisation in their existing practices.

A review of literature assessed how quality management and digitalisation have been integrated. Findings from the literature review highlighted the success of the integration of Lean manufacturing with digitalisation. A comprehensive list of Lean Six Sigma tools were then reviewed in terms of their effectiveness and relevance for the hybrid digitisation approach to process improvement (HyDAPI) framework.

The implementation of the proposed HyDAPI framework in an industrial case study led to increased efficiency, reduction of waste, standardised work, mistake proofing and the ability to root cause non-conformance products.

The activities and tools in the HyDAPI framework are not inclusive of all techniques from Lean Six Sigma.

The HyDAPI framework is a flexible guide for quality practitioners to digitalise key information from manufacturing processes. The framework allows organisations to select the appropriate tools as needed. This is required because of the varying and complex nature of organisation processes and the challenge of adapting to the continually evolving Industry 4.0.

This research proposes the HyDAPI framework as a flexible and adaptable approach for quality management practitioners to implement digitalisation. This was developed because of the gap in research regarding the lack of procedures guiding organisations in their digital transition to Industry 4.0.

The objective of this work is to study the periodic solutions for a class of sixth-order autonomous ordinary differential equations x(6)+(1+p2+q2)x… .+(p2+q2+p2q2)x¨+p2q2x=εF(x,ẋ,x¨,x…,x… .,x(5)), where p and q are rational numbers different from 1, 0, −1 and p ≠ q, ε is a small enough parameter and F ∈ C² is a nonlinear autonomous function.

The authors shall use the averaging theory to study the periodic solutions for a class of perturbed sixth-order autonomous differential equations (DEs). The averaging theory is a classical tool for the study of the dynamics of nonlinear differential systems with periodic forcing. The averaging theory has a long history that begins with the classical work of Lagrange and Laplace. The averaging theory is used to the study of periodic solutions for second and higher order DEs.

All the main results for the periodic solutions for a class of perturbed sixth-order autonomous DEs are presenting in the Theorem 1. The authors present some applications to illustrate the main results.

The authors studied Equation 1 which depends explicitly on the independent variable t. Here, the authors studied the autonomous case using a different approach.

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy.

The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes).

The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”.

Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context.

This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues.

Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use.

The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

This paper explores the convergence of Education 4.0 and Industry 4.0 and presents a Twin Peaks model for their seamless integration.

A high-level literature review is conducted to identify and discuss the important challenges and opportunities offered by both Education 4.0 and Industry 4.0. A novel Twin Peaks model is devised for the convergence of these domains and to cope with the challenges effectively.

The proposed Twin Peak model for the convergence of Education 4.0 and Industry 4.0 suggests that the development of these two domains is interdependent. It emphasizes ethical considerations, inclusivity and understanding the concerns of stakeholders from both education and industry. We have also explained how continuous incremental adaptation within the proposed Twin Peaks model might assist in addressing concerns of one sector with the opportunities of the other.

First, Education 4.0 and Industry 4.0 are reviewed in terms of opportunities and challenges they present. Second, a novel Twin Peaks model for the convergence of Education 4.0 and Industry 4.0 is presented. The proposed discovers that the convergence is adaptive, iterative and must be ethically sound while considering the broader societal implications of the digital transformation. Third, this study also acts as a torch-bearer for the necessity for more research of this kind to guarantee that our educational ecosystem is adaptable and capable of producing the skills required for success in the era of IR4.0.

The framework of this paper is financial mathematics and, more specifically, the control of data fraud and manipulation with their subsequent economic effects, namely, in financial markets. The purpose of this paper is to calculate the global loss or gain, which supposes, for the borrower, a change of the interest rate while the contracted loan is in force or, in another case, the loan has finished.

The methodology used in this work has been, in the first place, a review of the existing literature on the topic of manipulability and abusiveness of the loan interest rates applied by banks; in the second place, the introduction of a mathematical-financial analysis to calculate the interests paid in excess; and, finally, the compilation of several sentences issued on the application of the so-called mortgage loan reference index (MLRI) to mortgage loans in Spain.

There are three main contributions in this paper. First, the calculation of the interests paid in excess in the amortization of mortgage loans referenced to an overvalued interest rate. Second, an empirical application shows the amount to be refunded to a Spanish consumer when amortizing his/her mortgage loan referenced to the MLRI instead of the Euro InterBank Offered Rate (EURIBOR). Third, consideration has been made to the effects and the possible solutions to the legal problems arising from this type of contract.

This research is a useful tool capable of implementing the financial calculation needed to find out overpaid interests in mortgage loans and to execute the sentences dealing with this topic. However, a limitation of this study is the lack of enough sentences on mortgage loans referenced to the MLRI to get some additional information about the number of borrowers affected by these legal sentences and the amount refunded by the financial institutions.

To the best of the authors’ knowledge, this is the first time that deviations in the payment of interests have been calculated when amortizing a mortgage.

The study examined the personal information management (PIM) challenges encountered by faculty in six universities in Ghana, their information refinding experiences and the perceived role of memory. The study tested the hypothesis that faculty PIM performance will significantly differ when the differences in the influence of personal factors (age, gender and rank) on their memory are considered.

The study was guided by a sample survey design. A questionnaire designed based on themes extracted from earlier interviews was used to collect quantitative data from 235 faculty members from six universities in Ghana. Data analysis was undertaken with a discrete multivariate Generalized Linear Model to investigate how memory intermediates in the relationship between age, gender and rank, and, refinding of stored information.

The paper identified two subfunctions of refinding (Refinding 1 and Refinding 2) associated with self-confidence in information re-finding, and, memory (Memory 1 and Memory 2), associated with the use of complimentary frames to locate previously found and stored information. There were no significant multivariate effects for gender as a stand-alone variable. Males who were aged less than 39 could refind stored information irrespective of the memory class. Older faculty aged 40–49 who possess Memory 1 and senior lecturers who possess Memory 2 performed well in refinding information. There was a statistically significant effect of age and memory; and rank and memory.

This study was limited to faculty in Ghana, whereas the study itself has implications for demographic differences in PIM.

Identifying how memory mediates the role of personal factors in faculty refinding of stored information will be necessary for the efforts to understand and design systems and technologies for enhancing faculty capacity to find/refind stored information.

Understanding how human memory can be augmented by technology is a great PIM strategy, but understanding how human memory and personal factors interplay to affect PIM is more important.

PIM of faculty has been extensively examined in the literature, and limitations of memory has always been identified as a constraint. Human memory has been augmented with technology, although the outcome has been very minimal. This study shows that in addition to technology augmentation, personal factors interplay with human memory to affect PIM. Discrete multivariate Generalized Linear Model applied in this study is an innovative way of addressing the challenges of assimilating statistical methodologies in psychosocial disciplines.

The paper presents a mathematical problem involving quasistatic contact between a thermo-electro-viscoelastic body and a lubricated foundation, where the contact is described using a version of Coulomb’s law of friction that includes normal damped response conditions and heat exchange with a conductive foundation. The constitutive law for the material is thermo-electro-viscoelastic. The problem is formulated as a system that includes a parabolic equation of the first kind for the temperature, an evolutionary elliptic quasivariational inequality for the displacement and a variational elliptic equality for the electric stress. The author establishes the existence of a unique weak solution to the problem by utilizing classical results for evolutionary quasivariational elliptic inequalities, parabolic differential equations and fixed point arguments.

The author establishes a variational formulation for the model and proves the existence of a unique weak solution to the problem using classical results for evolutionary quasivariational elliptic inequalities, parabolic difierential equations and fixed point arguments.

The author proves the existence of a unique weak solution to the problem using classical results for evolutionary quasivariational elliptic inequalities, parabolic difierential equations and fixed point arguments.

The author studies a mathematical problem between a thermo-electro-viscoelastic body and a lubricated foundation using a version of Coulomb’s law of friction including the normal damped response conditions and the heat exchange with a conductive foundation, which is original and requires a good understanding of modeling and mathematical tools.