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Despite the significant growth of project management as a field, it remains undervalued as a recognised career path within many organisations. This study aims to address this gap by investigating the factors that contribute to the sustainability of project managers’ careers. Specifically, this research assesses the role of career motivation, organisational support and supervisor support in enhancing career sustainability.

Using a sample of 224 project managers, a conceptual model is tested using partial least squares.

Career motivation, supervisor support and organisational support all play crucial roles in enhancing project managers’ perception of career sustainability. Supervisor support positively influences career motivation, and the latter mediates the relationship between supervisor support and one dimension of career sustainability – resourcefulness. Besides, organisational support is positively related to resourcefulness. The model demonstrates a good explanatory power of career sustainability, especially resourcefulness.

The use of a convenience sample limits generalisability. Future research should include diverse cultural contexts and longitudinal designs to better establish causal relationships.

Organisations should develop programmes to enhance project managers’ career motivation and provide tailored supervisor support. Investing in both tangible and intangible resources will help sustain their career paths.

This study advances the project management literature by integrating personal and contextual factors into a comprehensive model of career sustainability. It highlights the synergistic effects of career motivation, organisational support and supervisor support.

In response to challenges in traditional professional development, educators are increasingly utilizing social media platforms to customize their learning experiences and facilitate their professional growth. This systematic literature review seeks to examine articles published between January 2018 and July 2023 to synthesize evidence on the ways in which teachers are leveraging social media to improve their teaching practices.

The authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to guide the literature review process. First, the authors established synthesis questions, set up eligibility criteria and determined search engines and search terms to identify the relevant literature. Second, the authors sorted and selected from the preliminary article search and screened based on the established criteria. Finally, the authors analyzed each selected article’s content, which included coding, interpreting the themes and organizing the findings.

Teachers are increasingly using social media for professional development, engaging in collaboration, empowering connection, and relationship-building through teacherpreneurship. They take on various roles, from info-consumers and info-networkers to self-seeking contributors, vocationalists and lurkers. Despite these benefits, challenges remain, such as potential for unexpected misunderstandings, social comparison that can lead to low self-esteem, which can hinder effective engagement in social media-based professional development. Additionally, this paper observed a growing trend in scholarly articles on this topic, particularly from 2020, 2021 and 2022, highlighting its increasing relevance and impact on the educational community.

This systematic literature review focused exclusively on studies involving in-service K-12 teachers as participants, excluding perspectives from preservice teachers, higher education instructors, instructional coaches and school administrators. While these other educational professionals undoubtedly offer valuable insights into improving teaching practices and contribute significantly to social media-based professional development, this review aimed to center the experiences of K-12 in-service teachers to understand their unique professional development needs and practices. Consequently, it does not capture the potential synergies between K-12 teachers and other educator groups, such as the ways in which school administrators might support or enhance in-service teachers’ professional development through social media. Future studies could explore these interactions more deeply to provide a fuller picture of the collective expertise within these groups.

The COVID-19 pandemic underscored the value of social media for informal professional development, as shown by the increased number of publications on this topic during that period. However, some social media platforms prioritize consumerism over educational resources, emphasizing the need for educators to critically evaluate their sources. Teachers should be discerning in their resource selection, ensuring that educational references are credible and free of hidden costs.

This study uncovered several unique patterns in how teachers use social media, revealing both benefits and challenges. Notably, some teachers are leveraging social media not only to build professional connections but also to engage in commercial activities. While this practice can create a supportive network – where teachers promote one another’s visibility, share products and seek support – it can also detract from the intended purpose of professional learning. The focus on brand-building and profit-making may overshadow authentic community-building and collaborative growth. Additionally, the presence of paid content introduces financial barriers, as many teachers have limited resources for professional development.

This study provides a comprehensive review of recent literature (January 2018 to July 2023) on teachers' use of social media for professional development and learning, offering fresh insights into emerging trends. Notably, findings of this study highlight the role of teacherpreneurship in fostering beneficial social connections within digital spaces, a factor that has gained prominence as teachers seek collaborative and supportive networks. Additionally, this research sheds light on lurking as a common strategy among teachers to avoid conflict and misunderstandings when engaging in social media-based professional development. Furthermore, by addressing various challenges, this paper presents suggestions for thoughtfully integrating social media into school professional development programs, with the intention of supporting the diverse needs of teachers and fostering their professional growth.

This study aims to investigate the relationship between green human resource management (GHRM), corporate social responsibility (CSR) and organizational performance (OP) of small- and medium-sized enterprises (SMEs) by examining corporate reputation (CR) and employee engagement (EE) as mediators in Vietnam.

This study used the quantitative method with 458 valid responses from mid- to senior-level managers and chief executive officers (CEOs) were obtained and used for data analysis. To analyze and explore the relationships between constructs and mediators, SmartPLS version 4.0 structural equation modeling was used to analyze the data of the SMEs of Vietnam in 2023.

The results showed strong and positive relationships between GHRM, CSR and OP in SMEs, with CR and EE serving as significant mediators.

This research provides new insights into how GHRM and CSR enhance OP by using an integrated model that examines how CR and EE mediate this relationship. It demonstrates that businesses implementing GHRM and CSR can promote sustainable development among stakeholders, leading to improved OP in Vietnam’s dynamic economic environment. The findings have practical implications for executives and managers, emphasizing the need to balance stakeholder, environmental and social interests to optimize GHRM and CSR initiatives and foster sustainable growth. This study’s insights could significantly influence SMEs in the Vietnamese economy.

This study investigates firms' innovation behaviour under environmental change. Therefore, it examines the effect of trade disputes on corporate technological innovation and how product market competition moderates this relationship.

This research tests the hypotheses using the fixed effects model based on panel data of publicly listed enterprises in China from 2007–2020.

The empirical results validate the positive association between trade disputes and corporate research and development (R&D) intensity as well as the U-shaped relationship between trade disputes and radical innovation. Additionally, the moderating effect of product market competition is verified: a concentrated market with less competition flattens the U-shaped curve of radical innovation induced by trade disputes; as the market becomes more concentrated and less competitive, the U-shaped relationship eventually turns into an inverted U.

First, this study contributes to the corporate innovation and trade dispute literature by expanding the environmental antecedents of technological innovation and the firm-level consequences of trade disputes. Second, this study enriches the theoretical framework of the environment–innovation link through an integrated perspective of contingency theory and dynamic capabilities view. Third, instead of the traditional linear mindset which had led to contradictory results, this study explores a curvilinear effect in the environment–innovation relationship.

This research aims to investigate the relationships between organizational learning (OL), corporate social responsibility (CSR), corporate financial performance (CFP) and sustainable corporate performance (SCP) within the context of food-manufacturing family enterprises in Vietnam. Specifically, the study strengthens the combination of these three factors that collectively contribute to enhancing SCP. Furthermore, the research explores the role of service quality (SQ) and green brand innovativeness (GBI) as strategic levers for achieving a competitive edge in SCP within family enterprises.

This study was used the quantitative method to evaluate the influence of CSR, OL, CFP, SQ and GBI on the SCP of family enterprises. The study sample comprised 456 responses from top and middle management of organizations and used the smart partial least squares SEM (version 3.3.2) to analyze the data in the year 2024.

The study provides significant positive relationships between OL, CSR and CFP in contributing to enhancing SCP within family enterprises. Results suggest that firms with strong OL, CSR and CFP collectively could improve SCP. Furthermore, SQ and GBI emerged as integral factors in differentiating family enterprises in terms of SCP. While SQ plays a significant role in building customer loyalty and trust, GBI is crucial for positioning family enterprises as a sustainable one in the market. Thus, this study contributes to the existing academic knowledge by providing insights into how family enterprises can effectively balance economic, social and environmental objectives for long-term sustainability.

While previous studies have explored these factors independently, this study offers a novel perspective by examining their performances correlatively. The outcomes of this study provide valuable guidance for family enterprises’ managers, CEOs and business leaders to make strategic sustainability plans and create competitive edge when it comes to SCP.

Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing several considerable challenges (e.g. long implementation time). Thus, this study aims to identify critical success factors (CSFs) in ODA education projects and investigate the influences of CSFs on ODA project performance measured by 11 nonprofit outcomes (NPOs).

A comprehensive literature review and expert interviews were conducted to compile a list of 35 potential success factors for ODA education projects. Using a survey questionnaire, 143 valid responses were collected from practitioners joining ODA projects in Vietnam. Various statistical methods (e.g. mean score method, Spearman rank correlation test, analysis of variance test, factor analysis and regression analysis) were used to analyze the collected data.

This research identified seven CSFs for ODA education projects in Vietnam: comprehensive project management competency (C1), clarity and compliance in project execution (C2), transparency and committed funding (C3), external context conditions (C4), well-controlled design and project management procedures (C5), preparations in equipment and complexity insight (C6) and punctual site delivery (C7). Furthermore, the results of regression analysis indicated that comprehensive project management competency (C1) and transparency and committed funding (C3) could significantly affect various NPOs.

This study offers significant insights for practitioners (e.g. project managers) to improve ODA projects’ performance and effectiveness in the education and training sector of a developing country context (like Vietnam).

Competition in the modern, knowledge-based economy is utterly pendant on innovation, rendering it indispensable in virtually every organisation. Knowledge workers, therefore, must remain vigilant, spanning novel ways to innovate. Given the relevance of innovation orientation (IO) in knowledge work, it is imperative to possess an extensive understanding of the concept. Therefore, this study aims to develop and validate a measurement scale to gauge employees’ IO.

Considering that the instruments now in existence exhibit insufficiency for measuring knowledge workers’ IO in its entirety, the mixed-method approach used in this study draws on both qualitative and quantitative findings across various studies, to address this problem. This study has been organised into five stages: item generation, scale purification, scale refinement, nomological validation and generalizability.

This study establishes and verifies a second-order, reflective–reflective IO measure founded on multiple samples, encompassing the dimensions of creative orientation, learning orientation, first-mover orientation, trust orientation and agility orientation. The resultant IO scale serves as a robust and reliable tool that is capable of being leveraged to explain, assess and enhance IO for knowledge workers.

The rigorous methodology used in this scale development procedure serves as a benchmark for prospective scale development methodologists. From a managerial stance, this study serves managers/leaders concerning how to foster an innovation-oriented work environment to uncover employees’ hidden innovators. Organisations can leverage this study to discover, cultivate and capitalise on knowledge workers’ IO.

Although there exists an abundance of research on IO viewed from an institutional standpoint, research centred on the IO of knowledge workers is scarce. To bridge this gap, this study has developed and validated a scale for measuring knowledge workers’ IO.

Currently, innovation performance (IP) and innovation quality (IQ) are essential intertwined constructs that help small- and medium-sized enterprises (SMEs) thrive in a competitive business environment and achieve long-term success and sustainability. This paper aims to examine the effect of top management knowledge values (TMKVs), knowledge-oriented culture (KOC) and rewards on IP and IQ through knowledge sharing.

The authors used a deductive cross-sectional data approach and a standardized questionnaire adopted from the literature to obtain responses from the employees of Egyptian manufacturing SMEs. The authors based this study’s findings on 316 usable samples by applying the purposive sampling technique.

Using structural equation modeling (SEM) with path analysis using SmartPLS4, the findings of this study demonstrate that TMKV positively affects IP but not IQ. On the one hand, the KOC and knowledge-sharing process (KSP) are positive enablers of IP and IQ. On the other hand, knowledge-based reward (KBR) has an insignificant effect on IP and IQ. Moreover, while KSP mediates TMKV’s and KOC’s connections with IP and IQ, it does not mediate KBR’s relationship with IP and IQ.

This study’s findings will help policymakers and planners create strategies through knowledge management to improve employees’ vision, commitment and dedication, culminating in a favourable impact on IP and IQ. These findings highlight the need to foster a knowledge-based culture that promotes communication networks, establishes trust and enables individuals to make decisions to enhance organizational success, IP and IQ.

In the case of a developing country, this study helps to fill the gaps by offering an integrated framework that simultaneously explores knowledge management enablers, IP and IQ.

Driven by the need to deepen understanding of the mechanisms driving teacher collaboration for enhancing teacher learning and practices, this study aims to investigate the influence of collaborative organizational conditions, network intentionality and efficacy for leading curriculum learning on teachers’ professional growth within the context of New Zealand’s Communities of Learning-Kahui Ako (CoL) policy.

The study employs survey design collecting perceptual data from teachers within two CoLs comprising 12 schools in New Zealand. Structural equation modeling is used to analyze the relationships between collaborative organizational conditions, teachers’ network intentionality, leadership efficacy and teacher professional growth.

The findings reveal that collaborative organizational conditions significantly impact teachers’ professional growth such as their new learning and enhanced practices. Furthermore, teachers’ network intentionality and efficacy for leading curriculum learning serve as mediators, amplifying the effects of collaborative organizational conditions on teacher professional growth. Specifically, teachers who are more confident in their leadership abilities and intentionally build professional relationships are better at using collaborative opportunities to address teaching challenges and bring innovation to their schools.

This study contributes to the existing literature by examining the interplay between organizational conditions, internal motivational drive for collaboration, and teacher professional growth within the context of CoL policy in New Zealand. It sheds light on the mechanisms driving teacher professional growth and offers insights for enhancing teacher collaboration and professional learning experiences within CoL networks.

This study aims to investigate how over-the-top (OTT) media services affect consumers’ demands for value, convenience, visual experience and their ability to advance media communications. This study also examines the constructs that impact viewers’ satisfaction and subsequently lead to continuance usage intention of OTT platforms. Using the stimulus-organism-response (SOR) model as the theoretical basis, the present study constructs include content quality, accessibility, entertainment, hedonic value, attitude, satisfaction and continuance usage intention of OTT platforms.

The responses were collected from 1,280 OTT platform users in Malaysia through online questionnaires. This study aimed to examine the perceptions of OTT viewers towards their satisfaction and continuance usage intention of the respective platforms. The study used a quantitative approach, and the relationships among the study constructs were assessed using partial least squares – structural equation modelling.

The present study found that the content quality and accessibility were significant in determining OTT viewers’ perceived hedonic value and attitude, which subsequently led to their satisfaction and continuance usage intention of OTT platforms. Additionally, it was identified that satisfaction had a substantial influence on viewers’ continuance usage intention of OTT platforms.

This study uses the SOR model to determine the relationships among OTT platform characteristics, hedonic value, attitude, satisfaction and continuance intention.