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This study explores the association between institutional investors’ stewardship activity, disclosed under Japan’s Stewardship Code, and the R&D investments of their investee companies.

Recognizing the pivotal role of R&D investment in long-term value creation, this study uses comprehensive data from institutional investor disclosures to assess the impact of stewardship activity on their investee companies.

The findings show that investor stewardship activity is a factor that influences strategic R&D investment. Specifically, a positive association is found between code-compliant institutional investor shareholding and R&D investment, contingent on high levels of stewardship activity.

By using stewardship disclosures to measure stewardship activity, this study sheds new light on institutional investors’ role in promoting R&D investment. The findings suggest that stewardship regulation is a valid governance policy mechanism to the extent that it promotes stewardship activity. Moreover, the findings show that stewardship disclosures provide valuable information about the potential value enhancement associated with institutional shareholding.

This paper aims to examine the role of technological Innovation in ensuring resource sustainability in the water, energy and food (WEF) nexus, as there exists a shortage of statistical research on the extent of the influence of technological Innovation on the WEF nexus.

The study used a quantitative research method, using a well-structured questionnaire to collect data from management staff in the WEF departments in South Africa. The collected data were analyzed by using mean score ranking, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for structural equation modelling (SEM).

The findings show that the technological process of technological innovation is significant for resource sustainability. The result also showed that technological innovations directly and statistically significantly affect WEF nexus. The EFA resulted in three components of WEF nexus product innovation, WEF nexus process innovation and WEF nexus novel innovations. Furthermore, the CFA and SEM analysis reveals that six technological innovation indicators influence the sustainability of the nexus: smart water metering technology, smart metering technology, food quality monitoring technology, agricultural technology solutions, new technological design and eco-friendly WEF products.

The sustainability of these three inevitable resources for man’s survival is dependent on technological innovations, and this study has shown the major categories of innovations needed, thus establishing a pathway for engineering design.

Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.

Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.

The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.

The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.

Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.

The purpose of the study is to demonstrate the influences of three dimensions of social capital (the structural, relational and cognitive dimensions) on five situated learning processes (institutionalization, socialization, knowledge articulation, experience accumulation and knowledge reuse) in projects.

Drawing on a cross sectional survey, data were drawn from 203 construction professionals in Ghana who have hands-on experience in managing projects. Partial least square structural equation modeling was used to conduct both confirmatory factor analysis and path analysis of the structural model of the relationship between these two constructs.

In relation to the research questions, all three dimensions of social capital have effects of the situating learning processes. However, the research’s key finding is that the relational dimension of social capital exerts much influence on the situated learning processes in projects, with the structural and cognitive dimensions of social capital exerting medium and small effects, respectively.

The study’s key finding implies that – addressing the “relational” conditioners that moderate project participants’ behaviour in social relationships is critical for increasing situated learning activity in projects. These must, however, be complemented by both structural and cognitive factors.

The research findings expand existing frontiers of knowledge by addressing the gap in the literature on the lack of practical demonstration of the influences exerted by the various dimensions of social capital on a situated learning activity in projects.

The personalities of the design team members constitute one of the factors that influence team effectiveness. In this study, 223 members of the “American Institute of Architects” who are employed by the largest architectural design firms in the United States of America were categorized according to their personality types by using “The Enneagram Personality Type Model.” Also, the respondents’ opinions about eight team effectiveness outcomes were recorded in order to explore the relationship between team members’ personality types and team effectiveness outcomes.

The information was collected by a questionnaire where the first part included 144 pairs of statements that were used to identify respondents’ personality types. The second part sought designers’ opinions about the importance of eight team effectiveness outcomes rated on a Likert scale ranging from 1 to 5. The results were assessed by performing the Kruskal–Wallis test first and Dunn’s post-hoc test with Bonferroni adjustment subsequently.

The findings highlight the significance of personality types in effective design teams. While Type 6 (loyalist and skeptic) and Type 3 (achiever and performer) architects prioritize team effectiveness the most, Type 7 architects (enthusiasts and epicureans) assign the lowest importance. However, the presence of Type 1 (reformist and perfectionist) and Type 8 (challenger and protector) architects within the same design team may involve challenges or conflicts.

The primary contribution of this study is that it is the first study in the construction management literature that utilizes The Enneagram of Personality Test to understand the relationship between team members’ personality types and team effectiveness outcomes. This study is of direct relevance to practitioners and could be utilized in design team-building activities.

We explore the design risk factors and associated managerial practices driving collaborative risk management for design efficacy in green building projects. By illuminating project design risk as an important project risk category in its own right, the study contributes to our understanding of optimising design efficacies for collaborative project risk management.

The study comprises exploratory interviews conducted with 27 industry project practitioners involved in the design and delivery/implementation of Green Star-certified building projects in South Africa.

The findings discursively highlight seven sources of design risk. We also identify seven specific collaborative risk management practices for design efficacy emerging from a consideration of how risk environments vary in the Green Star-certified projects, each with its own project design risk implications.

The study advances our understanding of how collaborations emerging from particular relational yet context-specific practices can be optimised to strengthen project risk management.

Business schools are vital in promoting responsible management (RM) – a management grounded in ethics and values beneficial to a wide array of stakeholders and overall society. Nevertheless, due to deeply embedded institutional modernistic dynamics and paradigms, RM is, despite its importance, repeatedly marginalised in business school curricula. If students are to engage with RM thinking, then its occlusion represents a pressing issue. Drawing on the United Kingdom (UK) business school context, this paper aims to examine this issue through a framework of institutional theory and consider the role played by (modernistic) institutional accreditation and research assessment processes in marginalisation of RM.

This study used an exploratory qualitative research method. Data were collected from 17 RM expert participants from 15 UK business schools that were signatories to the United Nations Principles for Responsible Management Education through semi-structured in-depth interviews and analysed using the six phases of Braun and Clarke’s thematic analysis.

The study identifies a potent institutional isomorphic amalgam resulting in conservative impacts for RM. This dynamic is termed multiple institutional isomorphic marginalisation (MIIM) – whereby a given domain is occluded and displaced by hegemonic institutional pressures. In RM’s case, MIIM operates through accreditation-driven modernistic-style curricula. This leads business schools to a predilection towards “mainstream” representations of subject areas and a focus on mechanistic research exercises. Consequently, this privileges certain activities over RM development with a range of potential negative effects, including social impacts.

This study fills an important gap concerning the need for a critical, in-depth exploration of the role that international accreditation frameworks and national institutional academic research assessment processes such as the Research Excellence Framework in the UK play in affecting the possible growth and influence of RM. In addition, it uses heterotopia as a conceptual lens to reveal the institutional “mask” of responsibility predominantly at play in the UK business school context, and offers alternative pathways for RM careers.

We explore the intersection of Catholic social teaching (CST) and entrepreneurship studies which has seemingly evaded scholars’ attention.

We integrate and expand upon prior work to explicate an integrative framework for examining CST and entrepreneurship studies.

We articulate the mechanisms through which CST and entrepreneurship studies may extend our understanding of the economic paradigm of entrepreneurship studies.

We explicate the economic paradigm of entrepreneurship studies and present the key reasons for Catholicism’s and CST’s exclusion to demonstrate why this is unjustified. Beyond expounding what we mean by CST, we extend the economic paradigm by an application to show why the economic paradigm is flawed and call for more CST-focussed entrepreneurship studies.

This study examines the impact of inter-organisational justice (i.e. distributive, procedural and interactional) in the buyer–supplier relationship on supply risk and, in turn, on a firm’s marketing and financial performance.

A structured survey was administered both online and in-person to Jordan-based manufacturing companies. The 137 responses received were analysed using partial least structural equation modelling.

The study found that while establishing both procedural and interactional justice in the relationship has a negative impact on supply risk, promoting distributive justice, surprisingly, has no impact. Moreover, supply risk was found to be detrimental to the firm’s marketing and financial performance.

This study considers only the direct role of inter-organisational justice in reducing supply risk. Future research could enhance our understanding of this role by exploring the underlying mechanisms and conditions that could govern it.

Managers can alleviate supply risk by ensuring procedural and interactional justice in the relationship through involving suppliers in the decision-making processes, consistently adhering to established procedures and communicating transparent and ample information.

Addressing supply risk can help in maintaining community resilience and economic stability.

The study highlights inter-organisational justice as a new approach to mitigating supply risk. Moreover, by examining how supply risk can affect a firm’s marketing performance, it also highlights a new implication of supply risk. Furthermore, by exclusively examining the impact of supply risk on a firm’s financial performance, the study provides a more nuanced interpretation of the effect of supply risk and how it can be reduced.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.