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This investigation is based on the rich experiences of alumni from a reputable public higher education institution (HEI) in Pakistan. Its primary goal is to assess and investigate the relationship between the institution’s long-term sustainability strategies and alumni impressions. The inquiry aligns with the global changing landscape of HEIs, which demands more robust and marketing-driven strategies to achieve long-term sustainability through engaging various stakeholders.

The study employs a phenomenological research design to offer fresh insights into the effectiveness of alumni engagement practices. This research uses semi-structured interviews with nine alumni to contribute an interesting and important narrative regarding alumni’s experiences with engagement strategies.

The findings show that alumni strongly desire to maintain contact with their institution and support in various ways, thus signifying the importance of alumni engagement. In the broader context, alumni engagement can support HEIs to avoid the risks of losing education standards in financially strict times and achieve sustainable development.

By actively involving alumni, HEIs in Pakistan can support their sustainable development, strengthen their financial position, raise educational standards, access resources and more. This research provides a way for Public HEIs to attract external support to address the growing institution’s sustainability concerns and avoid the risk of deteriorating education.

The present research extends to the existing body of knowledge regarding Pakistan’s developing economy, while earlier studies have primarily concentrated on alumni studies from developed nations. The study has theoretically expanded the use of the stimulus-organism-response framework and introduced several new constructs not examined or utilized in earlier alumni studies.

The purpose of this study is to learn what kinds of obstacles Indian businesses face when trying to make biodiversity protection a top priority as part of their corporate social responsibility (CSR) efforts. Interventions are proposed to elevate biodiversity protection to the ranks of CSR priorities among Indian businesses.

This study applies an interpretive phenomenological analysis strategy to glean information from in-depth interviews with leaders and professionals in CSR.

The findings of the study revealed that the main factors influencing Indian companies’ CSR area choices are existing processes and stakeholder pressures. Companies prioritise engaging with local communities and employees when selecting CSR activities. The major challenge is integrating biodiversity into business plans, with CSR heads struggling to secure investment due to long gestation periods and limited media coverage. Implementing agencies face issues with project deliverables, mainly due to land ownership and lack of local government support. Companies can also encourage employee involvement in pro-environmental behaviours. The study also provides practical solutions for Indian companies to enhance their CSR engagement in biodiversity conservation.

The research only focuses on the opinions of CSR specialists and leaders, so it may only consider part of the situation’s complexity inside the organisation. The results may only apply to the business climate in India; hence, extra care is warranted when extrapolating them to other countries. Nonetheless, the study provides valuable insights into the interplay between CSR and biodiversity protection that might inform future studies and policy initiatives.

This research fills a gap in the literature by investigating an uncharted territory: the role of CSR in protecting biodiversity in India. Examining obstacles and variables affecting CSR objectives illuminates business involvement in biodiversity conservation. The recommended treatments have real-world consequences for improving CSR involvement in this critical area.

This study aims to demonstrate a rigorous approach to applying the Repertory Grid Technique (RGT) and Honey’s Content Analysis (HCA) to obtain and process qualitative data through structured interviews.

An illustrative case study using the OpenRepGrid package from the open-source software R facilitates a deeper understanding of these techniques. The study subjects were employees of a corporate charter company.

The RGT enables the identification of key attributes as perceived by interviewees regarding the phenomenon, whereas HCA clarifies how these attributes impact the desired analysis outcome. The presented case study identified constructs related to the client–supplier relationship and their impact on service performance from the provider’s perspective.

This study illustrates the use of qualitative methods based on an interpretative naturalistic approach to rigorously and systematically capture interviewees’ perspectives.

The combination of RGT and HCA can be a valuable tool for management studies by allowing controlled researcher interference in empirical investigations. In addition, the data-driven selection of constructs by interviewees can lead to the emergence of novel theories.

Using diverse methodologies enables researchers to address complex managerial challenges that often surpass the capabilities of conventional analysis methods.

The proposed methodology offers a robust understanding of phenomena from the interviewees’ perspectives. Consequently, this study highlights the potential of these techniques for theoretical and empirical research in the field of administration.

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.

Prior research has extensively explored the dynamics of knowledge creation and transfer within entrepreneurial ecosystems (EEs). However, the research on knowledge integration within EEs, particularly by entrepreneurs, remains scant. Garnering and effectively using knowledge in such a dynamic and complex environment can provide entrepreneurs with a valuable asset for gaining a competitive advantage. To address this gap, this study aims to explore how entrepreneurs garner and capitalise on knowledge within the EE environment by using a transactive memory system lens.

This study is based on 26 semi-structured interviews with different actors and members of the same ecosystem – the northern Finnish health tech ecosystem. The data were analysed using the Gioia methodology.

This study results found that transactive memory processes (i.e. knowledge specialisation, credibility and coordination) and structures (i.e. differentiated-, shared- and meta-knowledge) influence knowledge organising in EEs.

This study provides a conceptual interplay between the EE and the transactive memory system’s processes and structures.

Drawing from the theory of reasoned action, this study investigated the moderators of the relationship between turnover intentions and performance at work.

This study employed hierarchical multiple regression to test three proposed hypotheses regarding the above relationship. It used 1,011 dyad data from employees and their supervisors from eight professional organizations in Vietnam from employees and their supervisors to reduce research bias.

Employee attitude toward change and the level of job engagement of the employee affected the nature of the relationship between turnover intentions and job performance. When the attitude toward change was less favorable, the relationship between turnover intentions and job performance was positive. However, when the attitude toward change was more favorable, the relationship between turnover intentions and job performance was non-significant. For the moderating role of job engagement, we found that for employees with a high level of job engagement, the relationship between turnover intentions and job performance was positive. However, for employees with a low level of job engagement, the relationship between turnover intentions and job performance was non-significant.

Unlike the implications from previous research, turnover intentions of employees might not adversely affect their performance. Under two conditions – a high level of job engagement and a less favorable attitude toward change - employees with turnover intentions might actually perform better.

Unlike the vast number of studies that have investigated the relationship between job performance and turnover intentions (as a proxy of turnover), this paper focuses on the relationship between turnover intentions and job performance to show evidence for two important boundary conditions.

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender equality and social mobility in Ireland. This study also offers valuable insights as to the gendered nature of these “new” apprenticeships and examine whether these programmes provide opportunities for social mobility.

Implementing a quantitative approach, underpinned by a positivist stance, this study analyses Irish national apprenticeship data relating to IFS programmes (n = 1118). Non-parametric tests were applied in the analysis of the gender dimension, while to analyse social mobility, the socio-economic status and spatial profile of candidates were compiled and analysed using the Pobal HP Deprivation Index (SA).

The findings revealed more women are undertaking non-traditional apprenticeship programmes as compared with traditional craft apprenticeships. Within the IFS context, while female participation was seen to be growing, gender divergence was observed in terms of programme level, with a greater number of men, as compared with women, engaging in higher-level degree apprenticeship programmes. The findings also show that IFS apprentices are primarily from socio-economic areas that are above average. This trend indicates a distinctive candidate who is more aligned with the sectoral profile of IFS than that of traditional apprenticeship programmes. Such findings reveal that the “widening participation” aim of IFS apprenticeships is not yet fully realised with issues of gender inequality and social mobility persistent within the wider IFS sector.

This study provides an important dimension to both academic and practitioner literature concerning apprenticeships. To date, there has been a proliferation of publications concerning the beneficial impact of skills and vocational-led apprenticeships. However, limited attention has been directed to non-traditional apprenticeships and even less still within the setting of IFS. This research initiates the process of addressing that gap within an Irish context. This study also adds to the existing apprenticeship discourse regarding issues of gender and social mobility by examining the gendered nature of IFS apprenticeships and well as assessing whether these apprenticeships aid social mobility.

The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.