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This study aims to develop a model for coordination and communication overhead in distributed software development through case study analysis in the Indian outsourcing software industry. The model is based on business knowledge, which can be classified as domain, regulatory, strategic, business process and operation process knowledge as per existing literature.

Double case study method was used to verify an existing knowledge–management framework of software development from the literature. The stakeholders of both the cases were interviewed, and project documents were verified to reach conclusions.

The findings supported the business knowledge classification from the literature. The concept can be used to analyze the software project in a distributed environment.

The research work findings are based only on two case studies. The study findings cannot be generalized and should be used as a learning tool. There can be large variations of project characteristics with differences in business knowledge requirements. The research shows the importance of business knowledge transfer in global software development.

Projects managers in the distributed software development environment can use the findings in project planning and work allocation for better control over cost and schedule, etc.

There is little research works attempted to study the business knowledge classification in the global software industry making the research novel.

This study aims at building a framework for the electronic word-of-mouth (eWOM) response under the social media environment. The elaboration likelihood model was adopted to explain how message source credibility and message appeal jointly influence the eWOM response process, while source credibility provides a central route and message appeal plays a peripheral route for information processing.

This study used a scenario design to test the decision behavior in the Facebook environment through message content manipulation. A convenience sampling method was adopted in this study. We collected 203 valid questionnaires and tested this research model with LISREL 8.8. This study used a two-stage structural equation modeling data analysis method with LISREL 8.8, by which the measurement model was assessed through confirmatory factor analysis for the reliability and validity of the research model, and the causal relationship among factors was assessed through exploratory factor analysis .

The results showed that 53% variance of eWOM responses could be explained by message source credibility and emotional message appeal from the elaboration likelihood model perspective. Message source credibility plays a central role in the social media environment. The model was further tested with a demographic profile analysis for both gender and age. It is found that a female user is influenced by both source credibility and emotional appeal, but a male user is only influenced by message source credibility. The mature age group is more responsive to eWOM messages.

The sample might not represent all social networking sites (SNS) users. The participants represent a small segment of the Facebook population around the globe. Secondly, this research design could be improved by using more recreational messages to test the effects of message appeal and message source credibility. Thirdly, the mobile phone is a type of physical product rather than an experiential product. Future studies could try to identify the same eWOM determinants with different SNS functions, for example, the inbox message function. Similarly, Facebook users are allowed to use both text and pictures to disseminate promotional messages.

This study provides an insight for SNS administrators regarding the determinants of driving more customer responses toward a message. Message source credibility and message appeal are identified as the antecedents for eWOM responses in SNS. Companies could make use of this finding to improve their marketing communication strategy in SNS. The finding can inform administrators of the importance of focusing on both customers’ psychological state and message attributes during the dissemination of promotional messages to improve the efficiency of the promotional effort. Companies aimed at receiving different types of eWOM responses in SNS may need to consider other factors for creating their promotional messages.

Previous studies have mainly identified factors influencing eWOM responses from the people-centered variables such as personal traits and social relationships. This study proposes that the eWOM response is a dual information processing process that can be explained by the ELM. When a user processes information in SNS, he follows both the central route and the peripheral route (i.e. source credibility and message appeal) which can influence the eWOM response. It is the first time that the source credibility is investigated as the central route in ELM model.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

This paper aims to examine the key domains and prevailing trends in the context of teacher effectiveness while proposing directions for future research in this area.

Utilising the Science Citation Index Expanded and Social Sciences Citation Index databases within Scopus, covering the period from 2014 to 2024, a bibliometric review of 555 studies related to teacher effectiveness is conducted. This paper employs Bibliomagika 2.2, OpenRefine, R Output, IIPMaps and VOSviewer to screen, clean, analyse and report relevant and ethical data.

Based on the bibliometric analysis, we identified and revealed the subsequent publication trends, Lotka’s law and Price’s law authorship distribution patterns, the most active countries and thematic analysis of highly cited documents. We further integrate thematic analysis that emerged in highly cited documents with co-occurrence analyses of author keywords in the literature on teachers’ effectiveness research. However, the findings contradict the traditional distribution of Lotka’s law and Price’s law.

This finding has a notable limitation as it only covers 10 years of Scopus database data and predominantly focuses on English-language documents. Furthermore, this study does not thoroughly examine contextual factors influencing these trends, such as educational policy, technological progress and COVID-19 endemic repercussions. Finally, it should be emphasised that the analysis of trends extracted in Scopus cannot be generalised as the study relies heavily on citation metrics, which vary significantly across disciplines, leading to potential biases in evaluating teacher effectiveness studies, particularly those with an interdisciplinary nature.

This study provides readers with an in-depth analysis and understanding of the development of teacher effectiveness research with Lotka’s law and Price’s law. It also highlights recommendations for future research directions to ensure its sustainability, survival and expansion in the coming decades align with the United Nations Educational, Scientific and Cultural Organisation's (UNESCO’s) Sustainable Development Goal 4 of quality education.

The teaching–research nexus (TRN) has assumed a prominent role in global higher education systems. However, the connection between the two domains has been subject to diverse interpretations within well-developed higher education systems. Little is known about translating TRN into policy and practice in diverse higher education spaces. In this regard, this article examines the recent trajectory and challenges associated with integrating research and teaching in Cambodia.

To analyse the current development of TRN and its associated challenges, this article consolidates two sets of data: recent research papers and government policy documents on TRN in the last 10 years or so.

The analysis shows that the connection between teaching and research appears to be patchy in practice, as evidenced in previous studies. The recent government policies and interventions, although potentially fostering progress in research activities, pose dilemmas regarding the orientation and feasibility of linking these two domains.

This article focuses on enhancing TRN in Cambodia, one of the developing higher education contexts, thereby offering insights into the strategies and concerns within such environments. Policymakers in similar higher education contexts might benefit from considering the concerns and solutions highlighted in this article.

Research on policies and strategies for strengthening TRN in developing higher education contexts remains limited in the literature. This article contributes to our collective knowledge of TRN by looking at Cambodia's contemporary reality and strategies.

This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.

An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.

Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.

Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.

This paper contends that data generated by research on supervision are often taken as authentic data. Through an examination of studies that use audio/visual recordings to investigate supervision, the paper both promotes and problematises the recording of supervision meetings as a useful technique for doctoral supervision research. This paper aims to encourage a critical evaluation of methodological choices in research on supervision, and both promotes and problematises the practice of recording supervision meetings to enhance nuance in research on supervision practices.

This paper reviews how prior studies have adopted different research methods to construct the space of supervision, and how the chosen methods have been justified. The paper draws on data from an empirical study which included interviews with supervisors in China, based on recordings of their supervision meetings.

Presenting a single case with one participant to explore the recording and interview process in detail, this study demonstrates how hearing the supervision meeting can present a multi-faceted picture of supervision practice. This multi-faceted picture underpins the alternative understanding of authentic data that this study unpacks.

Drawing on the tradition of poststructuralist critiques of traditional research methodology, this study is presented as a methodological paper, with a core aim of interrogating and problematising methodological decisions taken in studies of doctoral supervision. This study reviews research methods that were used in prior studies on supervision, investigating how the chosen methods were justified and how these methods affect the resultant construction of supervision.

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.