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Infrastructure forms a basis for the operations and sustainability of the modern society. This paper aims to recognize value creation from the infrastructure procurement ecosystem perspective to achieve those goals. The pursuit of enhancing value creation involves an examination of infrastructure procurement challenges, boundaries as well as boundary spanners that facilitate effective knowledge transfer and interaction.

The qualitative study is based on content analysis of 25 thematic interviews. Data was transcribed and coded via Atlas.ti software.

Infrastructure procurement value creation challenges appear complex and related to boundaries that hamper collaboration, coordination and knowledge sharing. Our results show that these boundaries locate within and between different levels of procurement ecosystem. Therefore, value creation in infrastructure procurement requires boundary spanners for leveraging knowledge sharing and interaction. Artifacts, discussion, processes and brokers as identified boundary spanners are strongly nested and interrelated in the industry. Special attention should be given to supporting individuals to act as brokers, since they play the key roles in trust building, culture steering and usage of other boundary spanners.

Promoting value creation in infrastructure procurement helps to achieve socio-economic development goals.

This study offers a unique perspective on value creation in the context of infrastructure by adopting an ecosystem lens and examining boundary crossing mechanisms. The results support future development of collaboration and knowledge sharing practices fostering procurement productivity.

This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations.

This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models.

The study shows how work processes are based on team members’ experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational.

Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

This chapter explores the development of middle leaders in the specific context of Catholic schools. It considers the interplay between contemporary thinking on educational leadership and the insights of Catholic theology and ministry. Two key themes foundational to this interplay are examined: the connection between leading and following, and the central importance of relationships for leadership. For each of these themes, the reader is provided with related questions for middle leaders in a Catholic school context, an activity for engaging with leaders, and an exercise inviting middle school leaders to reflect on their own experience and the context within which they lead.

This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.

Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.

Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.

The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

COVID-19 forced employees to work remotely. Since this shift from physical to remote working was sudden and unprecedented, the authors aimed to examine the impact of employee well-being on performance in the context of remote work. Further, the authors explored how feelings of professional isolation and employees' control over their personal and professional boundaries (i.e. boundary control) moderated the well-being and performance link. The authors invoke the equity theory and boundary theory to augment their hypotheses.

With 218 full-time employees representing large information technology organisations in India, the authors tested the hypothesised relationships using regression and double moderation in the PROCESS macro.

Results indicate that well-being has a significant positive impact on employee performance as they worked remotely. Further, the authors found that professional isolation and boundary control moderated the link between well-being and performance such that when boundary control is high and professional isolation is low, the aforementioned relationship strengthened and vice versa.

The authors extend the boundary theory as the crisis-induced remote work highlighted the employees' need for deploying alternating boundary management styles to balance their personal and professional lives.

Organisations must develop flexible work policies to facilitate remote work and managers must efficiently craft the overall management of professional isolation and employees' boundaries to boost their well-being and performance.

The authors not only examine the impact of employee well-being on performance in the context of remote work but also, in a first, examine the role of boundary control and professional isolation in this relationship.

The purpose of the article is to shed light on how COVID-19 affects employee involvement in environmental responsibility and innovative performance in the banking industry, and whether employee engagement mediates the relationship between the variables. Thus, this study tries to understand bank employees’ perspectives in relation to the variables.

The study was collected during Time lag (1) and Time lag (2) from 156 to 216 bank employees, respectively. The study applied two types of analysis, to comprehend the impact of COVID-19 on employees, descriptive analysis and the partial least squares (PLS) are used.

The study's findings focused mainly on the influence of COVID-19 in Jordanian banks on employee innovative performance (EIP) due to pandemic, in addition to its effect on environmental responsibility engagement (ERE). The findings indicated a positive significant relationship between the variables. Meanwhile, employee engagement (EE) mediated the effect between the exogenous and endogenous variables.

The current research provide light on the value of employees' innovative performance and banks' commitment to environmental responsibility for those working in the banking industry, particularly during a pandemic. The findings have significant ramifications for the banking industry and in raising employee engagement.