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The purpose of this study is to explore and map Safeguarding Adults England data for 2022–2023 by local authority to enable identification and exploration of any differences between local authorities.

Colour symbology maps were produced to enable visual analysis of safeguarding concerns and Section 42 enquiries per 100,000 of the population, as well as the conversion of safeguarding concerns to Section 42 enquiries. Statistical hotspots were calculated using the Getis-Ord Gi* for Section 42 enquiries per 100,000 of the population across age classes.

Findings show regional differences across England in terms of the number of documented concerns, Section 42’s and conversion rates. Some regions had statistically higher or lower Section 42 enquiries per 100,000 of population across age classes compared to their bordering geographical neighbours. Reflections on these findings lead to a series of recommendations.

This paper addresses a need to explore further and analyse adult safeguarding data to inform practice, through choropleth mapping.

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.

The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.

The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.

The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.

This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.

As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Based on the Social Exchange Theory and Conservation of Resources Theory, this study aims to investigate the impact of transformational and transactional leadership on scientists’ innovative work behavior (IWB). It also examines the mediating effect of scientists’ psychological empowerment in the relationship between transformational leadership and IWB as well as between transactional leadership and IWB.

This study uses a quantitative design and uses data from a sample size of 357 scientists from all five different subject domains of India’s largest civilian Research and Development (R&D) organization, the Council of Scientific and Industrial Research. Hierarchal component modeling (HCM) was performed for transformational leadership transactional leadership and psychological empowerment, whereas IWB was modeled as a first-order reflective construct. PLS-SEM was used to assess the study’s model and hypotheses.

It was found that transformational leadership is positively related to IWB and psychological empowerment mediates the relationship between transformational leadership and IWB. Moreover, transactional leadership was found to be positively related to IWB while psychological empowerment did not mediate the relationship between transactional leadership and IWB.

This study adds to IWB literature by empirically testing the mediating role of psychological empowerment between transformational leadership-IWB and transactional leadership-IWB link in the R&D context of an emerging economy using HCM.

This study aims to identify how the use of digital technology for performance and commercial aspects of action sports can both create and destruct value.

Exploratory research based on 30 interviews with coaches, athletes, judges, federations, fans and sponsoring organizations from Europe, across five action sport disciplines that are included in the Olympic program.

Value creation of digital technology use related to the performance aspect of action sports fall into two categories: performance enhancement and performance evaluation. Value creation related to the commercialization aspect of action sports relate to specific technologies, in particular a video streaming and a centralized data and engagement platform, as well as to possibilities for betting and making sponsoring more measurable. Notably, such value creation opportunities are also accompanied by possible value destruction, as they interfere with the ethos of action sports (i.e. the unique nature and special culture).

Drawing from service-dominant logic and adopting the value creation/destruction lens, this paper is the first to study how digitalization in the areas of performance and commercialization may further intensify tensions related to the ethos of action sports. Our approach is inclusive in terms of the types of digital technologies, action sport disciplines and stakeholders considered.