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This paper aims to build on Part 1 which generated a theory representing the experiences of charity peer leaders facilitating well-being interventions (Burns, 2024). This study (Part 2) examines the process of peers [1] becoming peer leaders using the generated theory.

Following the Medical Research Council Process Evaluation Framework (Moore et al, 2015), the methods for this study were as follows: discussion and informal questions with all project staff (skilled group facilitators and peer leaders) at the start of the Refugee projectx; in-depth, self-report questionnaire with the skilled group facilitators; researcher observations of the peer leaders learning to lead and leading the groups; and group interview with peer leaders.

When analysed in line with the theory, the data showed the following: being empathic and validating someone’s story helps the person feel like their journey counts and is of worth; the “dance” of rapport and relationship is a vital ingredient for a successful group; the process of sharing stories and giving hope bring rewards; hope can be gained, given and given again without diminishing hope within the giver.

The theory that emerged in this study is unique to Part 1 and therefore Part 2 is also original, to the best of the author’s knowledge. The demonstration of the use of the theory in practise could support mental health peer work in offsetting statutory health-care costs.

Drawing on the time compression diseconomies perspective and business network theory, this study examines how the international expansion of a business group’s pace, scope and rhythm affects its performance.

Panel data (1999–2013) from the top 100 Taiwanese business groups investing in globalization were collected.

The results show that international pace and rhythm have an inverse U-shaped relationship with business group performance, while the relationship between international scope and business group performance is U-shaped. This study highlights that international expansion is multidimensional and nonlinear and that the factors that shape nonlinear relationships between international processes and performance are different. Furthermore, family group involvement positively moderates the link between international scope and performance and negatively affects the relationship between international pace and performance. However, no significant effect is observed between rhythm and performance. High family business group involvement mitigates the impact of outsiders’ liability and managerial costs; moreover, it enhances the positive effects of location-specific advantages and business network resources.

This study combined the time compression diseconomies perspective and business network theory to explain why and how internationalization may not always lead to good performance by examining the effects of different international expansion processes and the interactive effect of family group involvement.

The interest of scholars to study microfoundations of dynamic capability has increased. Literatures associated with them are rapidly and diversely developing. This study aims to investigate whether both boundary spanning activities and resource orchestration are the microfoundations of dynamic capability.

A systematic literature review using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline is applied to extract 263 studies from Scopus and 12 studies from other online sources. Some studies investigate some of the relationships but only one investigates all relationships examined.

Further discussion suggests that boundary spanning activities and resource orchestration are microfoundations of dynamic capability. The first and second groups of boundary spanning activities (scout and ambassador) and the first stage of resource orchestration (structuring/search/selection) are microfoundations of sensing/shaping. Third group, task coordinator, with some elements of the second stage, leveraging and all elements of third stage, bundling, are microfoundations of seizing. Meanwhile, some other elements of second stage, leveraging, are microfoundations of reconfiguring. Guard, the fourth group of boundary spanning activities, is excluded from microfoundations of dynamic capability because of its nature of internal activities to keep things from the environment.

This study is an original review of literatures about both boundary spanning activities and resource orchestration as microfoundations of dynamic capability. The paper starts with a systematic literature review on four relationships examined and ends up with deep further analysis on the elements of activities groups of boundary spanning, stages of resource orchestration and process groups of dynamic capability.

The purpose of this paper is to explore the integration of business intelligence (BI) systems in the digital transformation context and its impact on management control (MC) and organizational performance by delving into the implementation of a BI pilot project in a multinational Engineering and Construction (E&C) group.

This research adopts a qualitative insider action research approach. The initial stage of a BI system (BIS) is implemented by leveraging the critical success factors (CSFs) framework, based on the organizational, process and technological dimensions.

The results show that the BI solution leverages the capabilities of the reporting process with impacts on MC and overall organizational performance. The study uncovers the intricate dynamics of integrating BI and reports gains that span across streamlined and standardized processes, optimized use of resources, improved data flexibility and nurturing a data-driven culture.

This research adds to the current literature on MC and accounting information systems by providing an in-depth analysis of the early stages involved in implementing a BIS. The approach uses a well-established CSFs framework, which enhances the comprehension of how these factors impact the success of the implementation process. Focusing on the E&C sector, where the adoption of digital transformation is still gaining traction, this study provides practical knowledge and extends the theoretical understanding of BI technology applications with empirical evidence from the accounting field.

A successful process of design concept evaluation has positive influence on subsequent processes. This study aims to consider the evaluation information at multiple stages and the interaction among evaluators and improve the credibility of evaluation results.

This paper proposes a multi-stage approach for design concept evaluation based on complex network and bounded confidence. First, a network is constructed according to the evaluation data. Depending on the consensus degree of evaluation opinions, the number of evaluation rounds is determined. Then, bounded confidence rules are applied for the modification of preference information. Last, a planning function is constructed to calculate the weight of each stage and aggregate information at multiple evaluation stages.

The results indicate that the opinions of the evaluators tend to be consistent after multiple stages of interactive adjustment, and the ordering of design concept alternatives tends to be stable with the progress of the evaluation.

Updating preferences according to the bounded confidence rules, only the opinions within the trust threshold are considered. The attribute information of the node itself is inadequately considered.

This method addresses the need for considering the evaluation information at each stage and minimizes the impact of disagreements within the evaluation group on the evaluation results.

This paper primarily aims to identify the multilevel learning processes emerging from abrupt telework implementation in a public knowledge-intensive organization (KIO) amid the COVID-19 crisis.

This single-case process research was guided by interpretivist epistemology. Empirical data from documentary research and 41 interviewed managers were processed by inductive qualitative analysis using the multilevel learning theoretical model.

Eight types and three modes of learning processes during the COVID-19 pandemic were identified in a public KIO, iteratively emerging in multilevel learning dynamics during the compulsory adoption of telework and replacing the face-to-face work mode conducted since its foundation.

As insider researchers, while daily and privileged access to the field was obtained, it also demanded their continuous effort to maintain transparency and scientific distancing; conceptual results are restricted to process theorisation studies, specifically the 4Is theoretical model in the scope of crisis learning process studies concerning KIOs.

This study provides evidence for managers to adopt interactive dynamics among eight multilevel types and three learning modes of emergent learning, developed during the COVID-19 pandemic, and support learning practices’ implementation and routinisation across three organizational levels in crisis situations. In addition, evidencing emergent types of learning enables organizational learning (OL) researchers to examine how organizational structures and work practices either promote or inhibit different learning types and impact multilevel learning when adopting teleworking during a crisis.

This research has theoretical value in two ways: (i) Providing empirically supported knowledge: This involves understanding multilevel learning processes resulting from emergent learning in a public KIO that abruptly adopted teleworking during a crisis context; (ii) deepening process theorization studies on OL: To achieve this, we enhance the 4I model by incorporating eight types and two modes of learning processes. These processes iteratively emerge from the individual and group levels towards the institutional level in a public KIO.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

This study examines the motivational processes of charged behavior and collective efficacy driving interdependence and agency in new product development (NPD) teams and the moderating impact of team risk-taking propensity as affective, cognitive and behavioral social processes support team innovation.

Data were collected from 92 NPD teams engaged in B2C and B2B product and service development. Mediating and moderating effects are examined using partial least squares structural equation modeling, referencing social cognitive and collective agency theories as the research framework.

The analysis validates collective self-efficacy and charged behavior as interdependent motivational–affective processes that align cognitive resources and govern team effort toward innovativeness. Teams' risk-taking propensity regulates behavior, and collective efficacy facilitates self-regulated motivational engagement. Charged behavior cultivates the emotional contagion, team identification, cohesion and adaptation required for team functioning. Team potency fosters cohesiveness, while team learning improves adaptability along the innovation journey. The resulting theory asserts that motivational drivers enhance the interplay between cognitive and behavioral processes.

Managers should consider NPD teams as social systems with a capacity for collective agency nurtured through interdependence, which requires collective efficacy and shared competencies to generate motivational purpose and innovativeness. Managers must remain mindful of teams' risk tolerance as regulating the impact of motivational factors on innovativeness.

This study contributes to research on the motivational–affective drivers of NPD charged behavior and collective efficacy as complementary to cognitive and behavioral processes sustaining team innovativeness.

Study on knowledge-based systems for scientific publications is growing very broadly. However, most of these studies do not explicitly discuss the knowledge management (KM) component as knowledge management system (KMS) implementation. This background causes academic institutions to face challenges in developing KMS to support scholarly publication cycle (SPC). Therefore, this study aims to develop a new KMS conceptual model, Identify critical components and provide research gap opportunities for future KM studies on SPC.

This study used a systematic literature review (SLR) method with the procedure from Kitchenham et al. Then, the SLR results are compiled into a conceptual model design based on a framework on KM foundations and KM solutions. Finally, the model design was validated through interviews with related field experts.

The KMS for SPC focuses on the discovery, sharing and application of knowledge. The majority of KMS use recommendation systems technology with content-based filtering and collaborative filtering personalization approaches. The characteristics data used in KMS for SPC are structured and unstructured. Metadata and article abstracts are considered sufficiently representative of the entire article content to be used as a search tool and can provide recommendations. The KMS model for SPC has layers of KM infrastructure, processes, systems, strategies, outputs and outcomes.

This study has limitations in discussing tacit knowledge. In contrast, tacit knowledge for SPC is essential for scientific publication performance. The tacit knowledge includes experience in searching, writing, submitting, publishing and disseminating scientific publications. Tacit knowledge plays a vital role in the development of knowledge sharing system (KSS) and KCS. Therefore, KSS and KCS for SPC are still very challenging to be researched in the future. KMS opportunities that might be developed further are lessons learned databases and interactive forums that capture tacit knowledge about SPC. Future work potential could identify other types of KMS in academia and focus more on SPC.

This study proposes a novel comprehensive KMS model to support scientific publication performance. This model has a critical path as a KMS implementation solution for SPC. This model proposes and recommends appropriate components for SPC requirements (KM processes, technology, methods/techniques and data). This study also proposes novel research gaps as KMS research opportunities for SPC in the future.