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In this chapter, the authors outline what replication research is and explain why this could be a helpful tool to support the trustworthiness and credibility of (earlier) research findings. Replication research has received increased attention in the light of the so-called ‘replication crisis’: a series of studies in psychology failed to reproduce the findings from previous studies. In higher education, replication research is relatively rare, and researchers should be aware of various challenges. The authors take stock of studies on higher education – most of these in the area of teaching and learning – that have used a replication design. Somewhat surprisingly, many studies in our field are not sufficiently clear about what exactly has been replicated and in some cases the term replication was misused. We conclude that replication research can be useful, but researchers carefully need to consider whether their approach indeed contributes to increased trustworthiness and credibility of earlier findings.

To influence consumer pre-purchase decision-making processes, such as brand selection and perceived brand experience, brands are interested in adopting hyperconnected technological stimuli, such as artificial intelligence, augmented reality (AR), virtual reality, social media and tech devices. However, the understanding of different hyperconnected touchpoints remained shallow and results mixed in previous literature, despite the fact that these touchpoints span different technological interfaces/devices and may influence consumer brand selection. This paper aims to solidify the conceptual underpinnings of the role of online hyperconnected stimuli, which may influence consumer psychological reactions in terms of brand selection and experience.

This paper is conceptual and presents a discussion based on extant literature from various international publishers.

The authors revealed different technological stimuli in the online hyperconnected environment that may influence consumer online hyperconnected brand selection (OHBS), perceived online hyperconnected brand experience (OHBE), perceived well-being and behavioral intention.

The conceptual understanding of OHBS and perceived OHBE was mixed and inconsistent in previous studies. This paper brings together extant literature to establish the conceptual understanding of antecedents and outcomes of OHBS, i.e. perceived OHBE, perceived well-being and behavioral intention, and presents a cohesive conceptual framework.

Teachers’ explanations of scientific concepts to students are essential to science teaching. While there is potential for such explanations to perpetuate societal advantage, we argue that explanation in science education can be an emancipatory practice when considering the needs, aspirations, life experiences and background knowledge of teachers’ diverse groups of students. Considering that explaining science is usually implemented as a hierarchical discourse, the purpose is to inform science education in Latin America towards teaching practices that can promote a dialogical approach to distribute the power of knowledge in the classroom. This chapter discusses research on teacher education conducted in science classrooms, focusing on how explanations in science education can offer opportunities for enhancing educational equity and access to the languages of the sciences.

This study examines the sequential mediating role of employee organisational commitment (EOC) and innovation on the relationship between budgetary participation and competitive advantage. Data were collected from a mail survey questionnaire of 86 Australian organisations with PROCESS applied to analyse the data. The study's findings make a significant contribution to the budgetary participation and behavioural management literature and practice. Specifically, the study provides a theoretical insight into the role of an important employee behavioural factor, EOC and innovation in mediating the relationship between budgetary participation and competitive advantage. In particular, the findings inform practitioners that budgetary participation influences the EOC of employees and subsequently influence competitive advantage through exploratory innovation.

Community-generated digital content (CGDC) is one of the UK’s prime cultural assets. However, CGDC is currently “critically endangered” (Digital Preservation Coalition, 2021) due to technological and organisational barriers and has proven resistant to traditional methods of linking and integration. The challenge of integrating CGDC into larger archives has effectively silenced diverse community voices within our national collection. Our Heritage, Our Stories (OHOS), funded by the UK’s AHRC programme Towards a National Collection, responds to these urgent challenges by bringing together cutting-edge approaches from cultural heritage, humanities and computer science.

Existing solutions to CGDC integration, involving bespoke interventionist activities, are expensive, time-consuming and unsustainable at scale, while unsophisticated computational integration erases the meaning and purpose of both CGDC and its creators. Using innovative multidisciplinary methods, AI tools and a co-design process, previously unfindable and unlinkable CGDC will be made discoverable in our virtual national collection.

There currently exists a range of disconnected, fragile and under-represented community-generated heritage which is at increasing risk of loss. Therefore, OHOS will work to ensure the survival and preservation of these nationally important resources, for the future and for our shared national collection.

As we dissolve barriers to create meaningful new links across CGDC collections and develop new methods of engagement, OHOS will also make this content accessible to new and diverse audiences. This will facilitate a wealth of fresh research while also embedding new strategies for future management of CGDC into heritage practice and training and fostering newly enriching, robust connections between communities and archival institutions.

This study aims to explore the role of sustainable fashion knowledge in shaping individual sustainable responsibility within the dynamic landscape of the fashion industry from a novel perspective, by exploring the intricate interplay between sustainable fashion knowledge, emotional and spiritual sustainable capacities.

A quantitative study was used, and a causal model with partial least squares structural equation modeling was developed. A total of 211 valid responses were obtained, and data were analysed to confirm the proposed hypotheses.

The findings confirm the positive impact of sustainable fashion knowledge on individual sustainable responsibility, mediated by both spiritual and emotional sustainable capacities. This study underscores the significance of individuals in influencing societal norms, prompting fashion companies to adopt sustainable practices.

The proposed conceptual framework integrates insights from the emotional and spiritual knowledge dynamics. This study uncovers the pathways through which individuals contribute to a more sustainable society.

The study not only advances the understanding of sustainable fashion practices but also provides actionable insights for policymakers, businesses and individuals seeking to foster a culture of sustainability in the fashion ecosystem.

There are significantly fewer women than men in managerial positions, mainly project management. This problem is noticeable in the construction and engineering sectors, traditionally male-dominated industries with leadership much dependent on masculine qualities. This study examines the obstacles to the career progression of professional female project managers (PFPMs) in the Ghanaian construction industry.

Twenty potential obstacles to women's career progression in the construction industry were identified from a comprehensive review of the literature. A questionnaire was prepared and administered among eighty project managers who work in large construction firms in Ghana. Data obtained were analysed using one sample t-test, Kendall's concordance test, Chi-square test and exploratory factor analysis.

The findings suggest the significance of all the twenty factors as potential obstacles to the career progression of PFPMs. The exploratory factor analysis identified five underlying grouped obstacles: “leadership and human capital related issues”, “issues related to discrimination of all forms”, “career aspiration and planning issues”, “female related role conflicts”, and “recruitment and selection issues”.

The subjective nature of the views of the respondents could influence the evaluation of the obstacles. With this study only exploring the dimensions underlying the significant obstacles, future studies could examine the interrelationships between the various obstacles and move on to determine their impacts on the career progression of professional female PMs as well.

Having an in-depth understanding of these obstacles, stakeholders and other industry practitioners in Ghana could make informed decisions on measures to put in place to address some of these critical issues to raise the standard of professional female PMs in the construction industry. Policymakers and gender advocates in Ghana could also take up some of the critical obstacles identified and provide suitable strategies to educate and create the needed awareness of the industry on those obstacles. Practically, the findings from this study can be valuable for informing decision-making at different management levels in the construction industry.

With country-specific (Ghana) obstacles identified, the findings significantly contribute to the literature on the career advancement of females in the construction sector.