Search results

The aim of this study is to analyze and evaluate the awareness of hotel businesses in the Cappadocia region within the scope of responsible tourism. In this direction, the case study method, one of the qualitative research designs, was taken as a basis, and the vignette (short stories) technique was utilized. In this context, the question “What are the awareness of hotel businesses within the scope of responsible tourism?” guided the research study. Then, vignettes taken from real-life stories were created to support the theoretical basis. These vignettes were directed to 14 managers working in managerial positions in hotel businesses operating in the Cappadocia region and who agreed to participate in the research study. The managers were asked to answer the questions at the end of the vignettes. The data obtained as a result of the research determined that the managers of tourism enterprises have knowledge about responsible tourism. In addition, with the answers given to the vignettes, it has been determined that the preferability of socially sensitive businesses in terms of responsible tourism has increased, and this situation is reflected in customer comments, which is important for the sector.

The advent of a dynamic and uncertain environment has shifted organizational focus from reactive to proactive approaches to develop resilience against disruptions. Organizations can strengthen their supply chain networks through strategic changes in structure and processes. In this connection, this study explores the extant literature on supply chain resilience (SCRE) concerning soft organizational factors (leadership, organizational culture and knowledge management) to analyse recent trends in this domain and propose future research directions.

It is a bibliometric analysis and systematic literature review of research articles from 2004 to 2024, collected from ISI Web of Science with keywords searches such as “knowledge management and supply chain resilience,” “leadership and supply chain resilience” and “organizational culture and supply chain resilience.” “VOS viewer” and “ATLAS.ti” were utilized for the co-occurrence and co-authorship analysis of the articles along with focusing on aspects such as theoretical and practical implications, the collaboration institutions and the countries involved in relation to the topic of interest.

The review shows that the development of studies on SCRE was slow from 2004 to 2015 but grew significantly from 2015 onwards and rose exponentially after 2020. Most studies were published in 2023. Results reveal the development of proactive strategies for SCRE in the recent literature by focusing on organizational factors. The study highlights exploring the contextual interplay between environmental, social and governance (ESG) and soft organizational factors for mitigation of supply chain risk and resilience in large-scale projects.

The COVID-19 pandemic became the precursor to highlighting the antecedents of SCRE, but the study of soft organizational drivers is still an ongoing area of research. There is a need to map the nascent literature on the link between organizational soft drivers and SCRE.

In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).

Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.

This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.

While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.

The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.

By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.

The objective of the research is to conduct a comprehensive analysis of the conceptual structure underlying global trends in the utilization of VR/AR for learning purposes among autistic children and adolescents.

With a sample of 57 documents obtained from different databases in the period 2010–2022, a scientific mapping was developed using the bibliometrix library designed in R.

It has been found that there are three main lines of work. The first with VR/AR with emotion recognition and theory of mind. Another line focused on “young children” that works on visual attention, simulation play and social communication. The third line is focused on adolescents with subthemes such as executive function, attention, social skills and learning environments.

The research allows the authors to design activities in those areas where the use of VR/AR has been successful. In this way, future implementation of these tools in the classroom is encouraged.

This research examines the complex relationship between usage of Chat Generative Pre-Trained Transformer (ChatGPT) amongst student and their creativity, learning and assessment using empirical data collected from postgraduate students. In addition, the study explores the student’s intrinsic motivation for usage to understand student categories. This research seeks to provide further insights into this artificial intelligence tool in enhancing the educational ecosystem for all stakeholders concerned.

The target population of this research – the students of post-graduation in diverse fields of science and management. A five-point Likert scale-structured questionnaire adapted from earlier literature relevant to the research questions was adopted for data collection. The data were collected for two months, resulted in 403 usable responses. Ethical considerations of assurance of confidentiality to the participants were strictly adhered to. Structured equation modelling (SEM) was employed to explore the relationships between the constructs of the study for the assessment of latent relationships. SmartPLS 4 was used to explore these relationships.

Usage has a negative impact on a student’s creativity, but increased usage of ChatGPT encourages a student’s adoption due to its perceived usability. Pedagogical applications of ChatGPT aid students as a learning tool but require controlled usage under supervision.

This study is innovative in the context of postgraduate students, where very little evidence of creativity exists. Through this research, the authors illuminate how ChatGPT use affects academic performance, benefiting educators as a tool but for evaluation and assessment, policymakers and students. The findings of the study provide implications that help to create effective digital education strategies for stakeholders.

This paper explores current teaching and learning practices, benefits and challenges in the implementation of Internationalization at Home (IaH) in higher education.

The study follows a systematic review (SR) protocol in accordance with the PRISMA Statement, covering published research from 2018 to 2022. Through this process, we identified 58 peer-reviewed manuscripts meeting our inclusion criteria. We examined disciplines, locations of IaH, objectives pursued, modality of the IaH implementation, activities and resources used. Benefits and challenges were also analysed.

The SR reveals a growing adoption of IaH, employing various technologies and interdisciplinary methods to foster cross-cultural competence. It emphasizes diverse teaching activities and resources, aligning with digitalization trends. While IaH brings benefits like improved intercultural sensitivity, collaboration and skills development, it also faces challenges in language, technical, personal, pedagogical and organizational aspects, highlighting its complexity.

Our search focused on research from 2018 to 2022, potentially missing earlier trends, and excluded grey literature due to quality concerns. The SR emphasizes online collaborative efforts in IaH, signalling a shift to digital internationalization. Institutions should invest in supporting such practices aided by strategic university alliances. A critical approach to “Global-North” collaborations is urged, promoting geographically inclusive IaH initiatives.

This study responds to the call for critical analysis on concrete examples of IaH. Through a systematic review, it explores recent teaching and learning practices, with a particular focus on the latest technological advancements. The study specifies learning objectives and identifies relevant tools for implementing IaH initiatives.

The purpose of this systematic literature review is to identify which soft skills are developed during work-based learning (WBL) programmes in higher education contexts. Additionally, the study sought to identify strategies used to promote soft skills development within work-based learning programmes.

The authors used the PRISMA-P protocol to guide the methodology and ensure the transparency and reproducibility of the paper. In total, 36 papers were considered eligible from the search conducted in two databases between 2013 and 2024.

Findings indicate that while there is some overlap in the soft skills mentioned, great variety exists due to the complexity of soft skills frameworks. The soft skills most frequently referenced were communication and teamwork skills. Regarding strategies, a few articles mention reflection and personal connections for enhancing soft skills development; however, further research is needed in this area.

A clearer understanding of skill development could significantly benefit higher education institutions, students and related organisations. This understanding may enhance programme quality and better prepare students for their future.

Although research on the development of soft skills in the context of WBL programmes is still limited, there is increasing evidence suggesting they may be an effective means of fostering these skills. This paper presents an overview of the research conducted to date and outlines potential avenues for further investigation.

The purpose of this paper is to investigate the relative effects of individual environmental, social and governance pillars on the performance of international mergers. We examine whether performance complementarity exists among the environmental, social and governance pillars.

We draw on a global set of cross-border merger data covering 2002 to 2018 and employ pooled least squares (PLS) and instrumental variable (IV) approaches to gain novel and robust insights into the short- and long-term effects of the relationships among the three CSR pillars on acquisition returns. To study the examined interrelationships across three pillars, we rely on theories related to super-modular optimization and games.

We find positive and significant effects of the environmental pillar and the social pillar on changes in ROA and Tobin’s Q of acquirers during the three years following acquisitions. Furthermore, the governance pillar only impacts short-run ROA change. We found complementarities among the three pillars of CSR to attain performance synergy. The effects of CSR on post-merger performance are more profound in the long run.

We analyze the relative importance of CSR individual pillars (i.e. the environmental, social and governance pillars) and the nature of the relationship among them. This research question remained unexplored in the previous literature. Our analysis sheds light on prevailing concerns regarding the mutual relations among the different pillars of CSR; e.g. previous literature argued that the governance component is different from the social and environmental pillars.