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This paper is part of the ERASMUS+-funded Strengthening University Enterprise Collaboration for Resilient Communities in Asia (SECRA) project. This study aims to map collaborative architecture between partner universities and the public/private sectors to provide a contextualised collaboration framework for disaster resilience (DR) in South-East Asia.

Documentary reviews were conducted in partner countries to establish the current context of university enterprise collaborations (UEC) in South-East Asia. A concept-centric approach permitted the synthesis of concepts from each country review, allowing for comparisons between collaborative practices that impact the success of DR collaborations.

The review identified that funding, continuity, long-term strategic plans and practical implementation are lacking in partner countries. However, each country demonstrated good practices and identified enablers and barriers that impact DR collaborations.

The synthesis revealed a lack of a practical understanding of real-world barriers. Further research is needed to understand real-world experiences in DR collaborations and to provide insights into barriers, enablers and good practices in DR collaborations. Gaining an “on-the-ground” perspective will provide detailed insights and the feasibility of implementation.

The findings provide the foundations for developing a heuristic UEC framework that can inform policies and practices for DR in partner countries.

The findings can inform various stakeholder policies and practices and promote the exchange of ideas between stakeholders to enhance DR in South-East Asia.

The results are relevant within the South-East Asian, as governments have intensified the adoption of measures to encourage UEC for DR.

Family small and medium-sized enterprises (SMEs) represent a substantial part of many economies. In these organizations, close and informal relationships between employers and employees often foster a mutual understanding of each other’s needs, facilitating the negotiation of idiosyncratic deals (i-deals), special employment conditions tailored for individual employees. However, research on how i-deals are negotiated in family SMEs, especially regarding power dynamics and influence, remains limited. This study aims to identify the types of i-deals negotiated in family SMEs and explore the role of power and influence in these negotiations.

Semi-structured interviews were conducted with 45 employees and 15 employers from Spanish family SMEs. Data were analyzed using ATLAS.ti 8, and thematic analysis was performed.

The study concludes that task, flexibility, financial and development i-deals are particularly negotiated in family SMEs. It identifies that referent and expert power play an important role in initiating these negotiations. Furthermore, rational tactics are generally employed for negotiating work performance, soft tactics for employment-related aspects and hard tactics for work flexibility. Additionally, the study identified gender differences in the negotiation of i-deals.

This study enhances i-deal literature by highlighting the distinct characteristics of family SMEs and their impact on i-deal negotiations. The findings suggest that power dynamics and influence tactics in family SMEs differ from those in larger firms. Moreover, certain i-deals may encounter resistance due to concerns about organizational performance and economic implications. Understanding these factors is essential for developing effective negotiation strategies in family SMEs.

This study offers a dual perspective, analyzing the power and influence tactics used by both employees and employers in family SME i-deal negotiations and highlighting gendered dynamics in these processes.

This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.

This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.

This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.

This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.

A research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.

RCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.

Practical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.

RCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.

This article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.

This paper aims to explore the impact of FinTech adoption on small business sustainability and to understand how financial well-being acts as a mediator in this relationship. which is essential in fostering business sustainability in today’s dynamic business landscape.

A survey was conducted with an initial sample of 500 respondents, and subsequently, a final analysis was performed using a sample size of 321 respondents. Data was collected through a self-administered survey, and the hypothesized model was assessed using the Smart PLS analysis technique.

The findings revealed significant positive associations between Fintech adoption and small business sustainability, and financial well-being acts as a significant mediator in establishing this relationship. Financial well-being has a positive and significant impact on sustainability, with substantial and positive correlations with their respective elements.

Small businesses will realize the significance of financial well-being in their operations. This realization can motivate them to invest in digital tools such as payment systems and accounting software to streamline their operations and increase their resilience.

The results of this research can serve as a foundational framework for enhancing business sustainability in the Fintech sector, thereby facilitating the financial industry’s efforts to achieve economies of scale globally. Future research can investigate specific aspects, industries or regions deeper to provide a more comprehensive understanding of the study.

This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.