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This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment.

An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data.

The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress.

This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students.

This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

In the context of nursing in higher education, digital competencies are increasingly recognised as a necessary skillset, within a continuously evolving healthcare professional landscape. This study sought to explore nursing students’ digital competencies and to further understand the digital literacy gaps and barriers they encounter for both learning and future work.

The research involved a cross-sectional, discipline-based empirical study of nursing students’ self-assessed digital competencies via a questionnaire survey, which collected quantitative and qualitative data from a total of five hundred and fifty-three students. The study explored the role of demographics (age, urban/rural geographical location of growing up, study year, learning disabilities (neurodiversity)) and experiences of digital divides (e.g., access, contextual and behavioural barriers) play on students’ digital competencies and outcomes.

Students’ digital competencies were found at an intermediate level, with younger and first-year students self-assessing higher. Significant differences were identified between students who had encountered digital barriers/divides and those who had not, with the former, self-reporting lower digital competencies. Students with learning disabilities reported complex support needs for processing and organizing digital information and for productivity. Almost all the individual digital competencies items assessed had strong statistical correlations between them.

The research offers key recommendations for academic libraries for the ongoing, evolving exploration of students’ digital competencies and for the need to follow tailored, discipline-related, holistic, practice-based and curriculum-embedded approaches to students’ digital skills development and support. It provides novel insights into digital competencies development for nursing students, particularly those who experience digital divides.

The Swedish International Development Cooperation Agency (SIDA) (2019) explicated there are four dimensions of poverty, and they include (1) resources, (2) opportunities and choice, (3) power and voice and (4) human security (e.g. violence issues and concerns). Contrastingly, Ellis (1984) postulated dimensions of poverty are social, economic, legal and political poverty. The Organisation for Economic Co-operation and Development (OECD) (2015) stated poverty is not always about income, indicating ‘income poverty’. Deprivation factors can be broad, but reported poor health, inadequate living standards and lack of education are dimensions of poverty (OECD, 2015). Also, according to the World Bank, the world's extremely poor are people who live on less than $1.90 USD per day (Beck et al., 2020). The $1.90 amount is at 2011 purchasing power parity levels. Additionally, the $1.90USD amount has decreased significantly over the last decades (Beck et al., 2020). Nevertheless, entrepreneurship, UN SDGs and technology can be strategies for sustainable alleviation of poverty and pandemic global economic recovery, in the 21st century.

Nurturing the social identity approach, encompassing social identity theory and self-categorisation theory, this study aims to unravel the process of entrepreneurial identity construction among communitarians. It seeks to uncover the psychological mechanisms through which entrepreneurs categorise themselves as communitarians, highlighting the importance of community salience, trust and engagement.

This quantitative study comprises a sample consisting of 253 entrepreneurs. This research presents a sequential mediation model, drawing on salience, trust and engagement as antecedents of social entrepreneurial identity. By analysing the step-by-step mediation process, the research offers a nuanced understanding of how these community dynamics contribute to shaping entrepreneurial identity.

Entrepreneurs deeply connected to their communities do not naturally identify as communitarians; rather, it is the trust they build and the engagement they foster that shape their entrepreneurial identity. Communal bonds are not merely a backdrop for entrepreneurship but a driving force that moulds identity and action. This study evidenced that the salience of community positively influences community trust and engagement, which, in turn, enhances the development of entrepreneurial identity as communitarians. This underscores the role of social dynamics in shaping entrepreneurial attitudes, beliefs and behaviours.

This research confers a deeper understanding of how entrepreneurs construct and enact their identities, shedding light on the dynamic interplay between social context, shaping attitudes, cognition and behaviours. Exploring entrepreneurial identity among communitarians offers new insights into how social dynamics shape entrepreneurial actions. The study’s value extends to practical applications, offering guidance for policymakers and community leaders in fostering supportive environments that enhance entrepreneurship through greater community engagement and trust.

This paper aims to outline an ethical framework for the deployment of facial recognition technology (FRT) in policing practice and highlight the ethical significance of the facial image.

This paper sets out an ethical approach to the practice of facial recognition deployment derived from Emmanuel Levinas’ Ethics of the Face. Ideas concerning alterity and the role of the face as a source of ethical obligation are used to establish the significance of responsibility and accountability in FRT usage.

Reflecting on the ethics of the face suggests that facial recognition amplifies requirements for accountability and responsibility in comparison with other biometric techniques and requires stronger legal safeguards.

This paper offers practical improvements through: improved process in applying FRT and changes to information management practice which treat the facial image with heightened accountability and traceability. Training is suggested which creates an understanding of the face and an improved approach to the information management of FRT data. Recommendations are made on selection of officers deployed in the field.

Using Levinas’ concept of the face and ethical philosophy provides a unique and novel lens for characterizing the legal and ethical issues concerning FRT in police practice and results in new insights as to the productive use of FRT in public policing.

Consumers are increasingly shopping online, and they want reliable and trustworthy information about the quality of goods and all members of the distribution chain. Blockchain and gamification are two technologies that can drive digital transformation across various industries. The current study investigates the application of blockchain and gamification in emerging modern markets. Gamification is a viable method for familiarising individuals with blockchain technology. It is an example of an idea that might be utilised to build a setting as a bargaining strategy. The goal of this research is to investigate how gamification components might be used to engage individuals in blockchain technology and foster a positive attitude towards future use. In this review article, we did a thorough study of the research articles published between 2018 and 2023 on various web search engines for scholarly literature and academic resources. This comprehensive review investigates the incorporation of blockchain technology and gamification in emerging markets. Blockchain, known for its decentralised and secure nature, has the potential to transform a wide range of industries, including marketing. Similarly, gamification has grown in favour as a method of engaging and motivating customers. Marketers may use the benefits of both approaches to build unique and effective marketing campaigns by integrating blockchain and gamification. This review focuses on the digital transformation with focus on major concepts, benefits, problems and real-world applications of using blockchain and gamification into modern marketing techniques in emerging markets.

This study aims to identify potential relational antecedents, the initial stage of the three-stage model of OPRs, in the public diplomacy context by focusing on a government organization and foreign public relationships.

This study conducted in-depth interviews with Fulbright scholars and students from various countries to gain insights into the motivations underlying the initiation of relationships with the Bureau of Educational and Cultural Affairs (ECA) within the Fulbright program.

This study identified common expectations among foreign publics regarding their relationships with ECA within the Fulbright program. Moreover, this study reveals that the foreign publics are primarily motivated by their educational needs, laying the foundation for their emotional and financial requirements. These needs propel foreign publics to build relationships with government organizations. The fulfillment of these antecedents contributes to stronger government organizations and foreign public relationships, underscoring the importance of relational antecedents in theorizing about OPRs.

This study is one of the first empirical investigations to investigate the relational antecedents in the public diplomacy context.

Even though remote work has been around for years and COVID-19 has rapidly increased its prevalence among organizations, research on remote employee engagement is limited. Informed by social exchange theory and social support theory, the purpose of the current study is to examine how internal listening, including both organizational and supervisory listening, influences remote employee engagement and the mediating role of remote employees perceived organizational supportiveness and affective organizational commitment.

Using survey as the research method, the study recruited full-time employees who fully work remotely in the United States of America. The data were collected in early December 2021, and a total of 527 complete and valid responses were used for data analysis. Structural equation modeling (SEM) was used to test the study hypotheses.

The results showed that both organizational and supervisory listening had an indirect effect on remote employee engagement by strengthening their perceived organizational support and affective organizational commitment. Both organizational listening and supervisory listening could make remote employees feel they are supported by the organization. However, only supervisory listening had a significant direct impact on remote employees' affective commitment to the organization.

This study is among the first that examines the importance of listening in motivating employee engagement in the context of remote work. The findings showcase the communication functions, from the aspect of organizational and leadership listening, in inspiring the remote workforce. Moreover, this study contributes to the understanding of listening as a pivotal force in driving employees' positive emotional and relational outcomes when they work remotely.