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This article presents findings on the relationship between social interactions in remote learning environments and the perceived effectiveness of remote learning. Specifically, it examines the impact of teacher-student interactions and student-student interactions on perceived effectiveness of remote learning, with a focus on how students’ attitudes towards remote education mediate this relationship. Additionally, it explores the moderating effects of cultural context and study form (full-time vs part-time) on these dynamics.

A quantitative research design was used, employing a structured survey questionnaire to collect data from a diverse group of students from Poland, India, Indonesia and the UK. The study involved 1,883 students and analysed the data using statistical methods to assess both mediation and moderation effects. The study employed data obtained from a survey of universities in four countries conducted between 2021 and 2022.

The results emphasise the significant influence of both teacher-student and student-student interactions on students’ perceptions of the effectiveness of remote learning. Positive attitudes towards remote learning were found to mediate this relationship, amplifying the beneficial effects of social interaction. Furthermore, the study reveals that cultural context and study form moderate these relationships, with varying impacts observed across different cultural backgrounds and study arrangements. The study has implications for theory, research, policy implementation and practice in improving education programs.

The comparative analysis included only four countries, which may have affected the overall representativeness of the results. Because the study is limited to students from Poland, India, Indonesia and the UK, the findings may not fully capture the diversity of remote learning experiences across other cultural and socioeconomic contexts. As a result, there may be challenges in generalising these findings to all higher education settings globally. Future research is recommended to include a more extensive sample from additional countries and regions to validate the current results and enhance their generalisability. Therefore, it is worth continuing research in this area, considering more countries and potential moderating factors.

This research contributes original insights into the dynamics of remote learning during a global crisis, offering an understanding of how social interactions, student attitudes and contextual factors shape perceived effectiveness. These findings provide critical guidance for educators, policymakers and institutions seeking to optimise remote education strategies in diverse cultural and educational settings.

The link between sleep disturbance and aggression among forensic psychiatric patients is well established. However, the relationship between subjective experience of sleep quality and sleep hygiene, reported head injury, age, neuropsychological functioning and risk within these populations remains poorly understood. A study is described examining the relationships between these factors in a sample of individuals deemed a “grave and immediate” risk toothers. The aim of this study is to explore these relationships in more detail.

A service evaluation project examining the prevalence of self-reported sleep dysfunction, age and the relationship with neuropsychological functioning, reported head injury and dynamic risk appraisals of a UK high secure psychiatric patient sample is described (n = 84).

Self-reported poor sleep quality and poor sleep hygiene is present among 65% of patients, especially those in admission and high dependency wards. Whilst there are no differences between those with a self-reported head injury history in sleep quality, there is in sleep hygiene. Older patients also report more sleep hygiene problems. The combination of poor sleep quality, poor sleep hygiene and performance within selective aspects of executive functioning tasks has some relationship with dynamic risk.

The importance of sleep management and cognitive remediation is discussed, as is the need for more robust research and inclusion of an assessment of sleep within forensic neuropsychological and psychiatric evaluations.

To the best of the authors’ knowledge, this is the first study to examine the relationship of sleep disturbance, neuropsychological functioning and head injuries and risk within a high secure psychiatric patient sample.

This study aims to examine the extent to which information asymmetry affects investment efficiency and whether the presence of blockholders moderate this relationship.

We employ the data of firms listed on the Malaysian stock exchange for the period 2010–2018, to compose our sample. Our final sample includes the 100 largest non-financial firms based on market capitalization. Collectively, these 100 companies contribute 84.2% to the total market capitalization (MYR 1,730bn) which is representative of the whole market. The ordinary least squares regressions were used as the main estimation technique. The system generalized method of moments, two-stage least squares and propensity score matching were also used, to address potential endogeneity concerns.

We document a positively significant association of information asymmetry with investment inefficiency. These results imply that information asymmetry reduces investment efficiency and enhances sub-optimal investments. We also document that blockholders negatively moderate the relationship of information asymmetry with investment inefficiency. Further analyses show that investment inefficiency is higher in low-growth firms than in high-growth firms because of higher information asymmetry.

We focus on Malaysia, which is a predominantly common-law Anglo-Saxon country. Graff (2008) documented that the investors are treated differently across legal systems and there are differences between the continental European and Anglo-Saxon countries. La Porta et al. (1999) documented that investors tend to have more legal protection in Anglo-Saxon countries. Therefore, our results may not be generalized to countries with different legal systems.

An important implication of our findings is that stakeholders may encourage the presence of blockholders and give them a voice to weaken the positive relationship between information asymmetry and investment inefficiency.

This study contributes to the contingency literature by investigating the moderating effect of an important governance mechanism, i.e. the presence of blockholders on information asymmetry-investment efficiency nexus. Despite being important, this moderating effect has been largely overlooked in the literature. Our study contributes by providing an understanding of how blockholders can influence investment decisions, offering insights for academics, investors and policymakers focused on improving the efficacy of investment decisions and governance structure.

This study primarily investigated the tendency of management students to exhibit bias blind spots on three biases related to career decision-making. Second, it also explores how different decision styles, namely rational and intuitive, relate to bias blind spots, considering career exploration as a key factor that might influence this relationship.

To gather data from 277 second-year MBA students specializing in management and business administration from two southern states of India. SPSS software was used to measure the bias blind spot score, and partial least squares structural equation modeling (PLS-SEM) was used to test the hypotheses.

The research findings highlight that students exhibit a bias blind spot tendency during self and environment exploration, and the decision styles indirectly affect bias blind spots through the mediating effects of career exploration.

These findings have implications for future research in career psychology, career guidance, and social psychology and for developing interventions to enhance career exploration behavior and decision-making styles to mitigate cognitive biases in career decision-making.

This paper on the prevalence of attention deficit hyperactive disorder (ADHD) in schools holds immense significance due to its unique contribution to the existing body of knowledge. This study stands out as one of the few conducted in Uganda and the entire African continent. The purpose of this study is to establish the prevalence of ADHD symptoms in government primary schools in Wakiso District, Uganda. And also inform educational policies and interventions tailored to address the needs of children with ADHD in Uganda and globally.

The research paradigm adopted was pragmatism, an explanatory sequential mixed methods approach was used, with a quantitative sample of 1,067 participants (learners), 64 teachers who underwent a series of training to equip them with the necessary knowledge about ADHD filled questionnaires for the 1,067 learners, four teachers selected in each school, one teacher per class and a qualitative sample of 32 teachers and one key informant from 16 primary schools. Random and purposive sampling was used. The strengths and weaknesses of ADHD symptoms and normal behavior scale questionnaire was used for quantitative data collection, while qualitative data was gathered through interviews, observations and focus group discussion.

The results revealed an overall prevalence of ADHD symptoms of 11.60%, with inattention symptoms being more dominant than hyperactive/impulsivity symptoms (8.82%). There was no significant difference in prevalence between boys and girls, with primary one pupils having the highest prevalence of symptoms and primary four pupils having the lowest. Pupils aged 10–13 may be less susceptible to ADHD symptoms. The most prevalent symptoms were linked to interrupting or intruding behavior, failure to give attention to detail and inability to play quietly. Qualitative data from the key informant’s observations and teacher focus groups supported these findings.

Limited geographic scope: The study was conducted in only one district, Wakiso, in Uganda. However, this district is very densely populated with people from different cultural and economic background, making it representative of the entire country Uganda. While the response rates for both the quantitative and qualitative components were relatively high (95% and 84%, respectively), there is a possibility that those who chose to participate may have different experiences. But the response rate provided sufficient data for analysis according to the researcher.

The researcher recommends that further research is needed in other districts; also, there is a need to develop early intervention strategies for teachers and parents with ADHD children. More research is needed to better understand the primary causes and risk factors associated with ADHD in primary school children.

This study stands out as one of the few conducted in Uganda and the entire African continent on ADHD. By addressing this research gap, the paper adds valuable insights to the field of ADHD research, shedding light on the prevalence of ADHD symptoms, which can be used to investigate the impact of ADHD on academic performance within the Ugandan education system further. The findings of this study have the potential to inform educational policies and interventions tailored to address the needs of children with ADHD in Africa and beyond.

Interest in using popular movies in higher education has flourished, but determining their actual impact remains tricky. Some studies suggest these movies can positively affect student satisfaction, yet many criticize this method as ineffective or lazy. Our study compared two ways of using popular movies – watching them in class versus a flipped approach – for an advanced finance module. We aim to examine the best teaching delivery of watching popular movies in an advanced module.

This study compares two teaching methods during movie screenings: a didactic flipped classroom (Group 01) and in-class viewing (Group 02). The sampling frame was final-year finance students from a public university. It was conducted over two academic years and involved 190 students aged 20–23. These students were split into two groups: G01, with 93 students, and G02, with 97 students. The study focused on the movie “Big Short,” chosen for its relevance to the Fixed-Income Securities course (the advanced module).

Our findings indicate both methods led to high student satisfaction, with no significant difference between in-class viewing and the flipped approach. However, the understanding of the advanced module significantly increased overall. Importantly, using popular movies as flipped material resulted in better student grades compared to in-class viewing. This suggests that while using popular movies is a beneficial teaching method, employing a didactic flipped classroom approach yields superior outcomes for students.

This research offers practical insights for instructors, highlighting the value of utilizing popular movies in advanced education. It suggests incorporating movies as learning materials can enhance student satisfaction, particularly when employed within a flipped classroom framework. Importantly, the study reveals that adopting the flipped classroom approach yields superior academic outcomes compared to traditional in-class viewing. Thus, instructors teaching advanced modules should consider integrating popular movies within flipped classrooms to not only enhance student satisfaction but also improve academic performance.

Our research investigates popular movies' efficacy, particularly in advanced finance education. While previous studies have explored using movies to enhance student satisfaction, this study investigates it further by comparing two delivery methods: the didactic flipped classroom and traditional in-class viewing. While both methods effectively increase student satisfaction, the didactic flipped classroom significantly improves academic performance. This highlights the innovative potential of the flipped approach in promoting deeper learning and suggests practical implications for instructors seeking to enhance both satisfaction and academic outcomes in advanced courses.

This study aims to shed light on the non-governmental organizations (NGOs) decision-making process and how members’ participation affects the decision-making.

This study applied a qualitative approach to capture experiences, thoughts and opinions on NGO internal democracy. The study was conducted on the Tanzanian mainland, covering two NGOs. Data were collected through interviews and document reviews. The analysis of the data was conducted using a thematic approach.

The results reveal that, while NGOs are making promising progress in consolidating internal democracy and the annual general meeting remains the highest decision-making body, some members have been reluctant to attend such meetings, hence failing to participate. This has implications for NGOs strategic decision-making.

The study focused on only two NGOs. This opens room for more studies to capture members’ opinions and experience on NGOs decision-making processes.

This study suggests considering the use of digital platforms as a way of improving members’ participation in NGOs decisions, reducing costs and increasing flexibility. Also, NGOs have to educate members, improve the level of internal accountability and strengthen leadership to attract members’ participation. This would help to realize the Tanzania National Strategy for NGOs Sustainability 2022/2023–2026/2027 for enhancing the capacity of NGOs to deliver their missions. This is relevant, especially in developing countries where there is a struggle to establish strong NGOs.

Most studies focused on the role of NGOs in promoting democracy; few have interrogated their internal democratic arrangements. This study interrogated the internal democracy of NGOs and the way it affects members’ participation in decision-making.

This paper aims to compare the effects of social procurement policies on companies in the Victorian and Scottish construction industries. Scotland and Victoria have led the way in the recent revival of social procurement.

Semi-structured interviews were undertaken with 27 organisations and 28 participants who have experience of implementing social procurement policies into the construction industries of both jurisdictions.

Findings contribute important new comparative insights from multiple stakeholder perspectives, into the effects of social procurement policies on firms operating in the construction industries of the two jurisdictions. Findings indicate an increasing awareness of social procurement in the construction industries of both Scotland and Victoria. However, differences in policy design determine the nature and extent of this awareness, the level of empowerment felt by actors and the social impact these new policies have in practice. It is concluded that to maximise the social impact of social procurement policies into major industries like construction, policymakers need to carefully consider supply-side limitations, the political context into which social procurement is being implemented and the way they prescribe what types of social value they want to create and for whom.

Successful social procurement policy implementation into the construction industry can have significant positive social implications for the communities in which the industry builds due to the large numbers of people it employs and its large multiplier effect into the wider economy.

By investigating the effects of social procurement policies on a cross-section of organisations from across the construction industry supply chain, this international study, contributes new comparative insights to the emerging bodies of research on the impact of public procurement on companies in major industries like construction.

In most Sub-Saharan African countries, a widely adopted policy to increase access to healthcare is the complete or partial removal of health user fees. This paper examines the effect of removing health user fees on the cognitive development of children in Ghana.

The study uses the Ghana Socioeconomic Panel Survey (GSPS) and a difference-in-differences method to analyze the impacts of free healthcare.

The findings show that improved access to healthcare enhances the cognitive ability of children. More importantly, children who received free healthcare in early life experienced significant improvement in their cognitive ability. The benefits are also huge for girls and children from low-income families. The findings further show that maternal health, the timely receipt of vaccinations and regular infant health visits are important operative channels through which improved access to healthcare affects children’s cognitive ability.

There are several studies on the effects of eliminating health user fees on various outcomes, but only a few focus on children’s outcomes. This study contributes to the literature by focusing on a vital child outcome, cognitive ability and exploring the timing and pathways through which abolishing health user fees affect cognitive development in children. Because cognitive ability is crucial for educational and labor market outcomes, the findings are useful for policymakers in determining the population to target and the timing of interventions that yield huge impacts when designing health intervention programs in developing countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2022-0739.

Governments in developing countries seeking to meet their infrastructure backlog are increasingly turning to public–private partnerships (PPP) due to a lack of public funds. However, while there are factors which drive the current uptake of projects, there are challenges with attracting private finance, and it is not clear what incentives can be used to attract more private participation, especially in sub-Saharan Africa (SSA). Therefore, this study aims to examine challenges, drivers and incentives that affect private participation in PPP projects in Zambia.

The study used a qualitative approach with semi-structured interviews with participants who had first-hand experience working on the administration of PPP projects. The participants were predominantly from the public sector, and so the results are largely a public sector perspective on the matter.

The findings show that bureaucracy and a poor business environment emanating from poor policies, long procedures and a poor economic environment are the main challenges affecting PPP projects. The current demand for the projects is being driven by a stable business and economic environment while incentives include enhancing the business environment by improving procedures and policies.

The study contributes to extant literature by proposing an overarching theory about the challenges affecting the implementation of PPP projects in Zambia, in particular, and in SSA, in general. The results show areas where governments and government agencies responsible for PPP projects can focus attention to promote private participation.