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This study deals with the issue of how ethnic diversity on boards in a given firm may influence its performance in human resource management (HRM). Moreover, the study also tests the interaction between ethnic diversity and gender diversity and examines their joint effect on HRM.

Based on prior research, we predict that, with increasing demographic diversity in organizations today, ethnic diversity on boards should have a positive effect on HRM. Moreover, gender diversity, as a most visible dimension of demographic diversity, should have both a direct positive effect and an indirect moderating effect on the relationship between ethnic diversity and HRM. Hierarchical regression analysis was conducted to test the hypotheses.

Our data analyses show empirical evidence supporting our predictions. First, our study shows that employer–employee relationship can be influenced by ethnic diversity on boards. Second, the foregoing analyses highlight the importance of considering the interaction between different dimensions of demographic diversity, such as that between ethnic and gender diversity. With a higher level of gender diversity on boards, the positive effect of ethnic diversity on HRM can become more salient.

This research tests the benefits of ethnic diversity on boards for improving firms’ performance in HRM, thus making a contribution by helping to understand the effects of ethnic diversity in a more comprehensive way. We also document the beneficial moderating effects of gender diversity on boards for the first time.

This study aimed to explore senior managers’ mental models regarding perceptions of mental health and how these perceptions might inform intervention strategies.

The study is part of a broader European project aiming to design, develop, implement and validate assessment, intervention and evaluation toolkits to promote mental health in the workplace across Europe. Thirty-two semi-structured interviews were conducted among senior managers as part of a needs analysis in small-to medium-sized enterprises (SMEs) and public workplaces in four European countries (Italy, Spain, Czech Republic and Germany) in 2020 and 2021.

The results showed that the interviewed senior managers had two different mental models regarding their perception of mental health, which differed with respect to the conceptualization and thereby their perception of strategies for organizational interventions for improving mental health and well-being. The individual-centric mental model is focused on problem solving and treatment of mental illness at only the individual level. The holistic multilevel mental model is focused on mental illness as well as mental health and well-being at multiple levels of the organization through prevention and promotion strategies. The senior managers' mental models seem to inform their perceptions of suitable strategies for organizational interventions for improving mental health and well-being.

The study supports previous calls for more research on how senior managers’ perception of mental health inform their strategies when planning for organizational interventions.

The unprecedented exigencies of COVID-19 and the subsequent spotlight on systemic racial, social and economic disparities have brought workplace equity to the forefront of organizational dialogue. These discontinuities set the stage for discussions about possible limitations of traditional diversity, equity and inclusion (DEI) approaches that may have overlooked disparities in specific organizational systems. In response, we conducted an exploratory study to examine a new framework that focuses attention on the equity of employment systems that contextualize employees’ experiences of equity at the workplace.

This paper introduces a framework that focuses on the equity of ten key employment systems (job structures, compensation and benefits, recruitment and hiring, orientation and onboarding, supervision and mentoring, training and career development, employee performance assessment and feedback, employee resources and supports, promotion and separation). Combining the indices that measured the equity of these ten employment systems, we created an Overall Equity of Employment Systems Index and examined antecedent variables and outcomes related to the index. Data were gathered from HR leaders of 1,062 workplaces in the US.

Utilizing multivariate analyses, this research found that lower scores on the Organizational Pressures Index were consistently linked to higher levels of equity across all of the employment systems. Furthermore, higher percentages of women and employees of color were positively associated with increased equity in most of the employment systems and in the Overall Equity of Employment System Index. There was a significant positive relationship between the Overall Equity of Employment Systems Index and organizational resilience, while a negative relationship was observed with employee stress.

This study extends the existing DEI literature by offering a new framework that employers can use to: (1) assess the equity of specific employment systems and (2) strengthen the equity components of the employment systems.

The framework used for this exploratory study offers an alternative approach to the study of systemic equity in the workplace.

The main purpose of this review was to synthesize pre-service teachers' digital self-efficacy in the context of education 5.0 and to identify the elements that affect pre-service teacher's digital self-efficacy and preparedness for future technologies. A systematic review approach was employed to analyze the 22 articles about the pre-service teachers' digital self-efficacy of in the paradigm of education 5.0. The review was conducted from 2012 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. In this study, PICO model was used in framing research questions. The findings of the review revealed that limited study has been carried out in the context of digital self-efficacy in the context of education 5.0. It was found that previous studies were only focusing general digital self-efficacy through traditional ways. Moreover, findings revealed there is lack of research on digital self-efficacy pre-service teachers in the realm of education 5.0 paradigm in the literature. More specifically, the results revealed that implementation of education 5.0 into teacher preparation programmes faces numerous challenges, including a lack of technological approach, poor digital infrastructure, the digital divide, a paucity of professional training opportunities for teachers and a lack of importance in policies. This synthesis of the literature review has practical implications for pre-service teachers along with policymakers. Pre-service teachers are required to increase their digital skills for the reason that they could teach the advanced generation. The policymakers can revisit and update the curriculum to incorporate education 5.0 principles in the teacher education programmes. This comprehensive review helps to better understand the pre-service teachers' digital self-efficacy towards education 5.0 and contributes to the body of existing knowledge on digital self-efficacy. Moreover, this study gives valuable insights on the incorporation of education 5.0.

Although the literature on the effectiveness of team interventions is constantly expanding, there has been a strong focus on the process mechanisms that could explain their success, often overlooking the contextual aspects in which these interventions are carried out. Based on the Context-Mechanism-Outcome framework, this study aims to investigate the influence of contextual factors on the effectiveness of digital team coaching interventions that use social network visualisation to enhance team coordination and reduce interpersonal conflicts.

Using a multi-wave, longitudinal design, this research analysed 38 work teams from three organisations over three-time points. Data collection focused on manager and peer support, the mechanisms of training transfer and action plan implementation and the outcomes of these interventions. Surveys were administered in three organisations, involving 317 respondents across different phases. The intervention spanned six to eight months, incorporating three to four structured online group sessions. Each session involved a multi-stage process, concluding with a result-oriented action plan about work-related goals. The intervention included social network visualisation, discussions, coaching and continuous refinement of action plans.

The analysis highlights how manager support significantly correlates with team coordination and performance, mainly when teams are less engaged in implementing action plans. Peer support did not show a mediating effect on training transfer or outcomes but had direct positive impacts on team coordination and performance.

Teams actively implementing action plans may require less immediate managerial support for effective coordination and high performance. The manager’s role becomes crucial, particularly in the early stages of the intervention or in those teams where online coordination alone may not be adequate for action plan implementation. Peer support for training transfer could enhance the effectiveness of the intervention in achieving desired team outcomes; therefore, cultivating a supportive peer environment is crucial for the success of such interventions. Monitoring and assessing team dynamics are vital to maximise the benefits of digital team coaching interventions.

This study stands out for its innovative exploration of the interplay between managerial and peer support in the context of digital team coaching, using social network visualisation as a novel approach to enhancing team dynamics.

The purpose of this study is to explore the relationship between Lean manufacturing and Industry 4.0 for small and medium size of enterprise in Japan and Brazil.

The authors conducted a quantitative survey (20 companies in Japan and 30 companies in Brazil) combined with a qualitative interview (2 companies in Japan and 15 companies in Brazil).

According to the quantitative study, 90% of them practice Lean manufacturing and 40% of them practice Industry 4.0. In the qualitative study in Brazil, four managers responded that the Lean manufacturing is a prerequisite for Industry 4.0 since any production process with waste cannot be productive, even with sophisticated digitalization technology.

The authors explored further the relationship between “defensive Digital Transformation (DX),” which is based mainly on Lean manufacturing, and “offensive DX,” which relates to customer value creation through Industry 4.0. This study clarifies the relationship and plays as a roadmap to develop better the manufacturing from current status to the vision of Industry 4.0.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

The manager is to innovation what innovation is to organizations. Driven by this axiom, researchers and practitioners have turned their attention to the drivers of innovative work behavior of managers. In this study, we investigate whether organizational-based job attitudes (workplace belongingness and management support) are related to the innovative work behavior of managers directly or through the underlying mechanism of intrapreneurial intention.

Data were gathered from 201 managers working in various industries in Kosovo. Using structural equation modeling, we tested how management support (MS) and workplace belongingness (WB) are related to innovative work behavior (IWB) as a direct relationship and mediated by intrapreneurial intentions (INI).

The study's findings reveal that the relationship between workplace belongingness and innovative work behavior is positive and significant. The relationship between management support and innovative work behavior is insignificant, but intrapreneurial intention fully mediates this relationship. The strongest relationship attested is between intrapreneurial intention and innovative work behavior, supporting the attitude-intention-behavior nexus.

Our study is limited to a single-country, cross-sectional study, which hinders generalization and is susceptible to reverse causation.

Our study sheds light on the attitude-intention-behavior chain and provides insights for fostering innovative work behavior among managers. This is the first study to test the influence of management support and workplace belongingness as attitudes on innovative work behavior of managers from the lens of place attachment theory and perceived organizational support theory.

This study aims to characterize the experiences of health professionals participating in an exploratory randomized controlled trial designed to improve hearing and vision among older adults without dementia receiving the in-home health services provided by Norwegian municipalities.

Semistructured individual and paired interviews were conducted by nine health professionals from five municipalities to explore health professionals’ experiences with the intervention. The data were analyzed using content analysis.

Three main categories of experiences were identified: (1) participating in the intervention, (2) emerging new knowledge and (3) developing in-home health services. The mutual collaboration between health professionals and service recipients during the screening process led to a more-thorough understanding of the service recipients’ needs and resources, enabling personalized advice and guidance.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments. Given the promising outcomes of such interventions, future research should (1) investigate their effects on changes in behaviors and attitudes, (2) integrate technological advancements and (3) explore environmental modifications to further enhance the quality of life of older adults in various settings.

The health professionals in this study enjoyed assisting the service recipients in receiving in-home health services by screening their hearing, vision and indoor lighting conditions. The trial enabled the health professionals to provide personalized advice, and to motivate and guide the service recipients toward actions to remedy their impairments.

The health professionals recommended hearing, vision and indoor lighting screening to be a routine municipal service because it would safeguard independence, prevent falling and maintain the quality of life of service recipients. However, additional resources are needed to implement these recommendations.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments.

The current study aimed to examine the population of girls in two secure children’s homes (SCHs) in the North East of England to consider the impact of menstruation on girls’ physical, mental and emotional wellbeing within secure settings. Gender-responsive approaches and understanding gender differences are central to trauma-informed provision within the Children and Young People Secure Estate (CYPSE). Whilst trauma-informed approaches are central, it could be argued that basic gender differences, such as the menstrual cycle, are currently being overlooked within research and practice.

A case file audit examined documentation of 24 girls who were admitted across both sites between January 2022 and January 2023.

Of the sample (n = 24), 50% had information recorded regarding their menstrual cycle during admission assessments. Six girls (25%) disclosed experiencing irregular menstruation. Painful cramping was noted by two girls (8%). One girl (4%) disclosed heavy bleeding, and menorrhagia (abnormal heavy bleeding) was reported for one further girl (4%). One girl (4%) disclosed early onset menarche. Case formulations tended to focus less on girls’ menstrual cycles or the potential impact of this on wellbeing. However, 100% of case formulations considered the potential impact of trauma and/or disrupted attachment on girls’ presentations.

The results indicate the impact of menstrual cycles on girls’ physical, mental and emotional wellbeing may benefit from much further consideration. Implications are presented alongside directions for future research.