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This paper aims to investigate the extent of personal privacy concerns expressed by university students in Vietnam while using TikTok, the influence of peer interactions and social norms on privacy attitudes and behaviors and the strategies used by university students in Vietnam to mitigate privacy risks on TikTok.

A qualitative approach using semi-structured interviews was used to gather data on the following: the degree to which Vietnamese university students express concerns about their personal privacy while using TikTok; how peer interactions and social norms influence privacy attitudes and behaviors; and the strategies these students use to mitigate privacy risks on the platform.

Findings indicate that although university students exhibit a relatively low level of concern regarding their personal privacy on TikTok, peer influences and societal norms significantly shape their attitudes and behaviors on the platform. Moreover, students use several strategies to mitigate privacy risks, such as selective content sharing and refraining from engaging with unknown links.

These insights provide valuable implications for the development of targeted interventions and educational initiatives aimed at fostering a more privacy-conscious TikTok user community among university students in Vietnam.

This research fills a critical gap in the existing literature by focusing on the influence of social norms and peer influences on privacy attitudes and behaviors on social media platforms. While prior studies have explored various factors impacting privacy concerns on social media, the role of social dynamics has been understudied. Moreover, the research specifically addresses the lack of investigation into privacy concerns on TikTok, a platform rapidly gaining popularity among younger demographics.

This paper aims to explore the current stage of biodiversity preservation in higher education institutions (HEIs), using samples from German universities and investigating three different dimensions, namely, existing approaches, challenges and future developments.

Semistructured expert interviews were conducted with employees from 14 German Universities. To analyze the data, both deductive and inductive methods of content analysis were conducted to systematically code the results.

This research shows that efforts for biodiversity preservation are frequently made in the areas of student and staff initiatives, green space management, as well as in research and teaching. However, German HEIs face numerous hurdles such as interest conflict, lack of prioritization and financial restrictions, some of which are difficult to overcome. In the future, HEIs should seek a deeper integration of biodiversity into curricula to further raise biodiversity awareness.

This study provides practical implications by providing good practices, which can serve as a guide for implementing measures for biodiversity preservation. By understanding the struggles and future expectations, stakeholders and policymakers could promote targeted measures and relevant policies to advance biodiversity initiatives at and beyond universities. Moreover, the research shows the importance of involving students and staff actively in the planning and executing stage for biodiversity preservation through initiatives to achieve green campuses.

The paper presents an essential research field which is still in its earlier stage. To the best of the authors’ knowledge, it is the first study that focuses on German Universities in this context. This study adds value in providing in-depth insights into this topic to raise awareness of biodiversity preservation in both practice and research.

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

Customers’ proactive helping behaviours involving personal initiative taking may present an effective solution for assisting other customers in avoiding harmful brands. Accordingly, this study aims to propose a model explaining the role of positive psychological capital (self-efficacy and optimism) in influencing customers’ proactive helping behaviours involving personal initiative taking. The study additionally provides greater clarity regarding the moderating effect of emotional self-control within the suggested model.

Survey data were collected from 256 respondents in South Africa, who reported on their perceptions and the degree to which they engage in proactive helping behaviours to assist other customers in avoiding harmful brands. Hypotheses were tested using regression analysis.

General self-efficacy and social optimism influence customers’ proactive helping behaviours. Emotional self-control moderates the indirect effect of general self-efficacy on customers’ proactive helping behaviours through social optimism.

Greater insight is obtained into the interplay between factors representing a positive psychological state and self-control of negative emotions and these factors’ effect on customers’ proactive helping behaviours involving personal initiative taking.

The research extends knowledge of proactive helping behaviours involving personal initiative taking to assist other customers in avoiding harmful brands and subsequently provides a baseline for further research in this regards. Practically, the research is useful to social agents of society concerned with promoting responsible purchasing practices.

This study aims to present how an inter-organisational cooperation network can contribute to the competitive performance of higher education institutions (HEI) and also to students’ academic performance. The intention is also to examine how knowledge-sharing processes should develop to meet the needs of maintaining cooperation networks.

This study adopts a qualitative approach, using the case study (network) method. The data were collected through semi-structured interviews, group interviews and documentary analysis. The convenience sampling technique was used. Data analysis was carried out through a data triangulation process.

The general benefits arising from cooperation networks are encouraging. The HEIs improved not only through creating an environment that supports learning processes and knowledge-sharing efficiently, but also through cooperation between students and lecturers.

The cooperation network experience studied here can be used by other universities or HEIs as an approach/strategy to launch a cooperation initiative in order to increase levels of knowledge, learning, innovation and competitiveness. The results also help university or HEI leaders to understand the importance of academic cooperation networks, letting them form innovative teaching strategies that stimulate academic and competitive performance, as well as economic growth.

The central elements of originality lie in advancing a new vision of cooperation networks, creating a new, innovative framework that considers the dimensions presented from the theoretical and practical point of view. The framework helps to understand what is necessary for network cooperation to develop and create value for HEIs. Combining different perspectives of the cooperation network inevitably represents a significant innovation.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

This study aims to explore the knowledge, attitudes, and experiences of PhD students in India regarding research ethics and institutional review boards (IRBs), assess awareness levels, identify training gaps, examine ethical priorities and understand challenges in the IRB application process.

A quantitative approach was used, and a self-evaluator questionnaire was distributed electronically to PhD students. Data collection occurred between 1 March 1 and 30 March 2024, with analysis conducted using SPSS software.

The study reveals a significant gap in formal training on IRB procedures within PhD programs and challenges in completing IRB applications despite recognising ethical priorities such as informed consent and confidentiality.

This study provides insights into PhD students’ perspectives on research ethics and IRBs in India, highlighting the need for enhanced education and awareness initiatives to promote responsible conduct and safeguard research participants.

Recognizing the magnitude of disruption the pandemic caused for academic libraries, this study considers past collection development approaches considering a new post-pandemic landscape. It questions tried-and-true best practices held at our institution for decades with the purpose of seeking clarity and a way forward. Through this collection development self-study, our goal is to identify a new collecting model that meets our students “just-in-time” information needs while also maintaining fiscal responsibility. Our hope is that other institutions of similar size and purpose can apply these new models in their collections.

This study utilizes collection analysis data obtained through the Bowker Book Analysis System (BBAS) to compare our existing collection against Resources for College Libraries (RCL) in addition to EZProxy Analytics and existing circulation data. The qualitative data helped inform conversations among the librarians with collection development responsibilities and sparked conversations and decisions on how to best move forward to rightsize a print collection.

Informed by data from the Bowker Book Analysis System, this article discusses a new approach to collection development which includes a focus on leasing books, rethinking when to permanently add a print title to our physical collection, and the expanded use of demand-driven acquisitions (DDA) to offer students the largest possible access to research.

While the library and information science literature include discussions of collection analysis, the originality of this proposed article is the focus on a collection analysis post-pandemic in a community college environment with new approaches to building a collection with limited financial resources.

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Breakthrough technological innovation is of vital significance for firms to acquire and maintain sustainable competitive advantages. The construction of an innovation ecosystem and the interaction with heterogeneous participants have emerged as a new dominant model for driving sustained breakthrough technological innovation in firms. This study aims to explore the effects of collaborative modes within the innovation ecosystem on firms’ breakthrough technological innovation and the ecological legitimacy mechanisms involved.

The research employs data from 212 innovative firms and conducts empirical research using a two-stage structural equation modeling (SEM) and artificial neural network (ANN) analysis.

The results indicate that firm-firm collaboration (FF), firm-user collaboration (FU), firm-government collaboration (FG), firm-university-institute collaboration (FUI) and firm-intermediary collaboration (FI) all have significant positive effects on breakthrough technological innovation (BTI), with FU being particularly crucial. Furthermore, the results confirm the positive moderating effects of ecological legitimacy (EL) on the relationships between FF and BTI, as well as between FU and BTI. Conversely, EL has a negative moderating effect on the relationship between FUI and BTI, as well as between FI and breakthrough technological innovation. Additionally, EL does not have a significant influence on the relationship between FG and BTI.

Through resource dependence theory (RDT), this study unveils the black box of how collaboration modes within innovation ecosystems impact breakthrough technological innovation. By introducing ecological legitimacy as a contextual factor, a new research perspective is provided for collaboration innovation within innovation ecosystems. The study employs a combination of SEM and ANN for modeling, complementing nonlinear relationships and obtaining robust results in complex mechanisms.