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Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

The purpose of the study is to dive into various binge-watching habits of Netflix users amidst the COVID-19 pandemic. Consumers find themselves amidst the COVID-19 lockdown with more free time to indulge in these viewing habits. This study investigates motivational factors, amount of media consumption and negative attributes associated with binge-watching on Netflix during the COVID-19 outbreak.

This study has employed an exploratory research design and obtained primary data via an online survey using a semistructured questionnaire. Convenience sampling has been used to choose a sample (n = 105) of Netflix binge-watchers during the COVID-19 pandemic. Both sample selection and survey administration have been done through social media messaging services owing to the COVID-19 lockdown measures.

The results indicate that most of the respondents use smartphones for binge-watching on Netflix. Moreover, they have expressed that a wide range of shows available on Netflix incline them to engage in marathon viewing. However, the respondents spend just over 70 h per month binge-watching on Netflix. Finally, the majority of respondents have flagged “one more episode” syndrome as the most challenging aspect of being marathon viewers on Netflix during the COVID-19 pandemic.

This is one of the few papers to exclusively focus on the impacts of binge-watching on Netflix during the COVID-19 pandemic. The findings will originate the value with novelty and important implications to the Netflix consumers, telecom service providers and payment gateways.

The purpose of this paper is to shed light on different types of knowledge created and how this links to the project design, process, and content.

In this paper the authors investigate participants' experiences from a three-year interactive research project, designed to trigger reflection among the participants. They apply a knowledge creation perspective on experiences expressed by participants as a result of different research project activities.

The study resulted in five categories of insights with potential for sustainable influence on the participating organizations: an understanding of concepts and theories; an understanding of the impacts of collaborative, reflective work processes; an understanding of the meaning of one's own organizational context; an understanding of the importance of increased organizational self-awareness; and an understanding of the potential for human interaction and communication.

The author’s findings suggest that it is possible to design a project to promote more profound and sustainable effects on a business beyond the explicit purpose of the project. They advise practitioners to make room for iterative reflection; be mindful to create a trustful and open environment in the team; challenge results with opposing views and theories; and make room for sharing experiences and giving feedback.

This study contributes to unraveling key practices which can nurture conditions for knowledge creation in interactive research projects and business projects alike.

The study explores the perspectives of college students on the pedagogical shift as well as frequent transitions between online and offline learning modes during the COVID-19 pandemic in Kerala, the most literate state in India.

A descriptive cross-sectional study was conducted among 1,366 college students in Kerala during December 2021. A pre-tested questionnaire was sent using Google Forms to students of arts and science colleges. The authors analyzed quantitative data using descriptive statistics and qualitative data using thematic content analysis.

The reported advantages of online learning were increased technical skill, flexibility in study time, effectiveness in bridging the gap of the missed academic period and provision of attending more educational webinars. Students expressed concerns of increased workload, difficulty in concentration due to family circumstances, academic incompetency, uncleared doubts and addiction to mobile phones and social media during the online classes. The main advantages reported for switching to an offline learning mode were enhanced social interaction, effective learning, better concentration and reduced stress. The reported challenges of offline classes were fear of getting the disease, concern of maintaining social distancing and difficulty in wearing masks during the classes. The shift in offline to online learning and vice versa was perceived as a difficult process for the students as it took a considerable time for them to adjust to the switching process of learning.

Students' concerns regarding transition between different learning modes provide important information to educators to better understand and support the needs of students during the pandemic situations.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

This paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.

The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.

The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.

This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.

This study focuses to develop a common humanitarian supply chain process model (HSCPM) that enables effective enterprise resource planning (ERP) systems for NGOs, and the study also investigates the role of modularity as a dynamic capability that supports creating such model.

A multifocus group study was performed as part of a larger project, the Frontline Humanitarian Logistics Initiative, aiming to establish a common data model that would serve as the backbone of humanitarian ERP systems. Fourteen international humanitarian organizations (IHOs) participated in the process, reaching a consensus on the structure of the process model.

An HSCPM was proposed based on the consensus reached across IHOs. Four degrees of customization differentiating between “generic,” “tailored,” “specific,” and “unique” processes are presented and discussed.

The findings show modularity applied to process as a mean to create dynamic efficiencies and position the modular process model within the dynamic capabilities framework, supporting supply chain responsiveness and expanding the literature on supply chain management (SCM), dynamic capabilities, and humanitarian logistics.

This research proposes a consensus-based data model, facilitating the advancement of ERP systems in the humanitarian context and lays a foundation for interoperability among ERP systems across diverse IHOs.

First attempt to elucidate the specific characteristics and unique processes defining an HSCPM, this study reached an unprecedented consensus for the humanitarian sector, setting the base toward an industry standard.

This paper aims to explore the direction and extent of changes in the approach of organisations to employee development that have occurred as a result of the COVID-19 pandemic.

This research is of a qualitative nature. The thematic exploration uses the analysis of findings from 19 in-depth interviews with experienced HR managers and is preceded by desk research.

The findings advance our understanding of how the COVID-19 pandemic has affected developmental processes in organisations. The results indicate, apart from the change in the form and methodology of employee trainings due to the pandemic, that employees also desire new subjects to aid their development. One also noticed decreased employee engagement and increased fatigue with the use of multiple, online development initiatives.

For learning and development (L&D) practitioners, there are implications in relation to tailoring developmental offerings to fit the needs of employees to help them to progress more in the course of their work. In this new reality, an agile approach to employee development can work much better. The activities of the L&D departments should also take into greater account the changing and unpredictable reality as well as the evolving nature of information and communication technologies (ICT). The COVID-19 pandemic may contribute to the analysis and modernisation of existing offerings for development in organisations and foster a culture of lifelong learning.

This research makes an important contribution to the literature by examining the impact of situational context on modifications in development activities undertaken in organisations. The results indicate the need to change the existing role of L&D teams in organisations, taking into account the maximum use of e-learning potential, while understanding its limitations. It can be assumed that while the pandemic develops, designing hybrid learning will become even more important and L&D professionals will focus on combining the flexibility of self-training and available online resources with highly engaging real-world experiences.

Because of COVID-19, tourist behaviour has changed with a range of trends becoming more prominent. This paper sets out to explain the dominance of family tourism in New Zealand's domestic markets and the trends associated with it.

This paper is based upon secondary data from academic literature, industry reports, news media and webinars associated with New Zealand during COVID-19, starting in March 2020.

The paper explains the rise of family tourism in New Zealand during COVID-19 based upon the consumer behaviour trends of: (1) Simplicity: In search of slow; (2) Mercurial consumption; (3) Localism; (4) Staycation; (5) Healthy habits; and (6) Is it safe to come out?

The usefulness of this paper is derived from explaining why the rise of family tourism occurred based upon the identified trends.