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There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

This paper aims to address lack in destination leadership and to propose a new typology of approaches. Frequently, rural tourism is suggested as a remedy that should enhance the local economy, create new jobs, strengthen the regional identity and finance the infrastructure.

Case study analysis shows that regions, communities, tourism organizations and managers use different strategies to strengthen their tourism offers or to develop new ones. The paper analyzes different development approaches among destinations and discusses their respective leadership structure.

The typology of tourism development models makes the different development options transparent and easy to understand. This may aid a community to support tourism development with spatial planning and avoid conflicts with other forms of land uses. Overall, leadership for rural tourism development should lead to a strategic cooperation between tourism businesses and other organizations based on a commitment to destination coherence.

The chosen research approach is based on the analysis of Central European case studies. Therefore, researchers of other geographical backgrounds are encouraged to test the proposed propositions further.

The presented typology illustrated four distinct options of coherent development strategies, which can support communities/regions to find a long-term decision frame.

The presented typology facilitates collaborative planning, helps operationalize rural tourism development policies and provides the foundation for spatial planning, all of which furthers the linkages between tourism and other sectors in the rural economy.

Digital applications and thus new digital intervention possibilities such as gamification have made their way into our everyday lives. This paper aims to examine to what extent social norm information (SNI) in a game element feedback may increase eco-friendly food choices.

The effect of social norm-based feedback (SNBF), provided by a “GreenMeter”, was investigated experimentally. The SNI was integrated into the feedback by comparing the subject’s GreenMeter rating with either an injunctive, descriptive or combined SNI.

Injunctive SNBF was found to be effective in encouraging people to make an eco-friendly food purchasing decision. Combining injunctive with descriptive SNBF or simply providing descriptive SNBF was also found to be better than no intervention at all.

To take further advantage of social norms to make gamification more effective, additional studies are needed in which long-term effects on behavior are investigated, as well as other game elements and target groups are taken into account.

Many people want to choose food that is more eco-friendly but often struggle because of deeply ingrained habits or strong social influences. Consequently, their intentions do not translate into changes in their behavior. Alternative motivational, gamification approaches, like SNBF, may be considered when designing Web-based applications.

The study provides insights into the effectiveness of SNI going beyond text-based interventions. Considering SNI in a specific design of gamification (“GreenMeter”) provided insights into how they could be integrated into dynamic, digital, behavioral change techniques to increase eco-friendly food choices.

Virtual collaboration in teams becomes increasingly popular at work. With the advantages of working in virtual teams come leadership challenges for which the shared leadership theory is discussed as a potential solution. While previous empirical studies investigating shared leadership in virtual teams generally confirm positive effects on team outcomes, this study aims to investigate in detail the leadership behaviors that are typically shared in these settings and how these shared leadership behaviors affect individual level outcomes.

Individuals from different teams participated in a questionnaire study (n = 411). Structural equation modeling was used to assess the effects of shared task- and relations-oriented leadership behaviors on team member’s subjectively perceived productivity and satisfaction with leadership.

Results indicate that shared task-oriented leadership behaviors have a significant positive effect on subjectively perceived productivity and satisfaction with leadership, while relations-oriented leadership behaviors have a significant negative effect. A hypothesis stipulating a moderating effect of task interdependence was not confirmed.

Practical implications include that in virtual teams with hierarchical organizational structures, it may be recommended that task-oriented leadership behaviors are shared among team members, whereas relations-oriented leadership behaviors should remain the responsibility of the official leader.

The findings complement previous research with new insights on behavioral dimensions of shared leadership and their effects on outcomes on the level of the individual.

The paper investigates into the human capital–economic growth nexus by arguing that investment in early education and health helps in achieving higher economic growth. Early investment in human capital matters most for economic growth than the increase in human capital over the years.

A dynamic vector error correction model (VECM) together with the impulse response function and variance decomposition are used on data for Mauritius from 1983 to 2019. The paper distinguishes between the short-run and the long-run effects of human capital measured by the pupil–teacher ratio in pre-primary education and life expectancy at birth.

This study’s findings reveal that investment in early education and health has contributed positively to growth performance. There is evidence for long-run growth effects arising from a positive shock in the education and health indicators.

This paper contributes to both the theoretical and empirical literature on the human capital–growth nexus. Mauritius as a natural resource poor small economy is an important case study as it has started early in investing in its people to promote economic growth.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2021-0674.

Climate change and the COVID-19 pandemic are complex and have multifaceted effects on countries in an unpredictable and unprecedented manner. While both COVID-19 and the climate crisis share similarities, they also have some notable differences. Being both systemic in nature with knock-on and cascading effects that propagate due to high connectedness of countries, COVID-19, however, presents imminent and directly visible dangers, while the risks from climate change are gradual, cumulative and often distributed dangers. Climate change has more significant medium and long-term impacts which are likely to worsen over time. There is no vaccine for climate change compared to COVID-19. In addition, those most affected by extreme climatic conditions have usually contributed the least to the root causes of the crisis. This is in fact the case of island economies. The chapter thus investigates into the vulnerability and resilience of 38 Small Islands Developing States (SIDs) to both shocks. Adopting a comprehensive conceptual framework and data on various indices from the literature and global databases, we assess the COVID-19 and climate change vulnerabilities of SIDs on multiple fronts. The results first reveal a higher vulnerability across all dimensions for the Pacific islands compared to the other islands in the sample. There is also evidence of a weak correlation between climate change risk and the COVID-19 pandemic confirming our premise that there are marked differences between these two shocks and their impacts on island communities.

Educational institutions have a special social responsibility to initiate processes of sustainability transformation in society, nevertheless, activities that effectively address students as well as employees are rather moderate. To initiate change alongside strategic and political decisions, this paper aims to present findings of a gamification intervention (hereafter referred to as climate duel), which was implemented in a field study and tested to assess its potential as a supporting and transformative approach in a university context.

A three-month field study was conducted with two universities of applied sciences. The study included an environmental impact analysis of the two participating university departments, the conception and testing of the intervention and associated surveys to evaluate the effectiveness of the intervention in order to and to obtain feedback that would allow the duel to be scaled up at other universities or institutions.

Three hundred seventy-five people took part and saved 2.6 tons of greenhouse gas emissions through their participation in the climate duel and their corresponding behavioural changes. In addition, feedback from the participants yielded positive results in terms of behavioural changes and generated valuable evidence for future implementations. Nevertheless, there is still room for improvement, especially in terms of supporting communication activities that promote social relatedness to motivate each other, share experiences or deal with implementation difficulties in everyday life.

Building on the promising effects of gamification, the study is a showcase for applied science. With the possibility of testing a theory-based intervention in practice, an implementable, effective and scalable measure for universities that helps to accelerate the transformation process is available.

Although the number of women working in management accounting has increased, the percentage of female executives in this area remains low. Previous studies examining the underrepresentation of women in accounting leadership positions have analyzed factors that hinder women from reaching these positions. The purpose of this paper, by contrast, is to identify factors that support the advancement of those female executives who have reached a leadership position. Further, this paper highlights the self-reported obstacles and difficulties faced by respondents in reaching their current positions.

Semi-structured interviews were conducted face-to-face with ten female executives in the management accounting departments of Austrian firms. The interview transcripts were analyzed by using the general inductive approach.

The results of the study show that most women classified their social skills and professional expertise as the key factors leading to their successful advancement; however, they also highlighted that ambition and luck played important roles. The authors found that support from both life partners and superiors was essential for these women in reaching their current positions and in handling difficulties when in a leadership position. Further difficulties include working time, work-life balance and motherhood.

As the findings are based on interviews conducted with female Austrian executives in large (more than 250 employees) manufacturing- or service-sector firms, they are not readily generalizable.

This study identifies factors that may help prospective female management accounting executives reach leadership positions. Furthermore, less senior female management accountants may learn from this paper that women who have already reached leadership positions in management accounting may have had to cope with problems similar to those that younger and less senior female management accountants currently experience.

This paper is among the first to address gender in the field of management accounting.