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The purpose of this paper is to investigate the factors that influence business students’ adoption of e-learning systems by merging innovation diffusion theory (IDT) and the teaching for professional competence model (TPCM).

Snowball sampling was used to conduct the survey. In addition, 217 responses were obtained from students at private educational institutions. Similarly, literature on the determinants of e-learning adoption, TPCM, and IDT were reviewed to contribute to the factors that are instrumental in determining e-learning systems adoption.

The findings of the study show that e-learning systems adoption is influenced by factors such as online collaborative learning (OCL) and technology self-efficacy. Above all, the OCL variable was found to be influential in determining students’ adoption of e-learning systems platforms. On the contrary, perceived attributes such as perceived compatibility and perceived relative advantage were found not to be significant determinants of e-learning systems adoption.

This study contributed not only to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in terms of e-learning system adoption in the country.

IDT and TPCM models are evaluated alongside additional variables, namely, OCL and technology self-efficacy. As a result, this paper will serve as a useful reference guide for academicians, higher education administrators, and future researchers.

Since buying slow fashion can be both a rational choice and socially reactive behavior, this study adopts the prototype willingness model to predict Flemish young adults’ slow fashion consumption.

An online survey was administered to consumers aged 18–25 years old (N = 264). Confirmatory factor analysis and structural equation modeling were used to analyze the data.

Attitude and descriptive norm predicted intention to buy slow fashion, which in turn predicted current self-reported slow fashion consumption. Injunctive norm, prototype favorability and prototype similarity predicted socially reactive willingness to buy slow fashion.

The sample is predominantly female and higher educated. The results were partially in line with the PWM, indicating that the model is suitable for predicting young adults’ self-reported slow fashion consumption.

Slow fashion brands might benefit from increasing the visibility of slow fashion consumption and the occurrence of socially reactive shopping situations as well as improving the prototypical image of slow fashion consumers and the perception of what others approve.

Prior research generally uses rational behavioral models to predict slow fashion consumption. This study is the first to apply the PWM to slow fashion consumption, accounting for rational (i.e. reasoned) and non-rational (i.e. socially reactive) decision-making. Furthermore, this study argues the relevance of “prototypes” in sustainable decision-making.

The unfolding story of Boeing enables increased understanding of what transpired, of how what happened. That understanding enables fuller, more nuanced, specific, and useful recommendations for organizational leaders everywhere.

Compiling key events in Boeing’s migration from symbol of acclaimed quality products to a troubled maker of a repeatedly (and fatally so) flawed product ground interpretation and extraction of lessons for organizational leaders.

Restoring Boeing’s legacy of trust and industry leadership would demand more than words. It will demand rethinking strategic direction and implementation, such as restructuring its work systems, particularly the decision-making processes, and aligning them with long-term goals of quality, safety, and innovation. Boeing needs a coordinated effort to rebuild its culture, an effort necessarily comparable to the effort it employed to disassemble it.

This paper assists readers in understanding what underlies the Boeing story, indeed the Boeing tragedy. The facts testify to the decay and rot at Boeing. The facts alone, even when combined with first pass “sense making” under headings such as “culture” and “short term focus”, do not adequately explain what produced the facts. This paper attempts to provide that explanation in the service of furthering learning and improving future actions by organizational leaders, especially concerning their development and implementation of strategy.

Boeing offers a cautionary tale-fatality, destruction of value, and erosion of employee well-being. Organizing this tale, as the article does, through both application of theory and extraction of lessons, moves the tale beyond frightening to understanding of underlying leadership and of how to avoid replicating Boeing's tragedy.

This paper assists readers in understanding what underlies the Boeing story, indeed the Boeing tragedy. The facts testify to the decay and rot at Boeing. The facts alone, even when combined with first pass “sense making” under headings such as “culture” and “short term focus”, do not sufficiently explain what produced the facts. This paper attempts to provide that explanation in the service of furthering learning and improving future actions by organizational leaders, especially concerning their development and implementation of strategy.

The purpose of this study was to explore the competencies required for digital leaders and understand how public tertiary and higher education institutions are conceiving the concept through their curriculum and instruction.

Five in-depth qualitative interviews that used grounded theory were employed, and a constant comparison approach to data analysis was used.

There was consensus among the majority of interviewees for the competencies required for digital leaders but differing opinions on the methods to provide instruction.

This study suggests that technical skills are less relevant than an open mindset, willingness to try and ability to employ new ways of thinking into a workforce culture. Data also revealed that the particular leadership style used should be based on the context of the organization and the boundaries that exist within the culture.

This study adds valuable insights into the concept of digital leadership and how public tertiary and higher education institutions are providing instruction on the topic.

The study investigated which variables and family dynamics influence the entrepreneurship and succession process in the Italian ice cream sector. In light of the consequences of Covid-19, the research has identified the elements on which female leadership is based.

Data were collected using the qualitative approach by conducting semi-structured interviews at a homemade ice cream production organization.

Findings highlight that to pursue business longevity, one must maintain one’s family identity and values and, therefore, offer quality products. However, the company must know how to innovate to remain competitive and optimize its processes. All this is possible by creating a dialogue and transferring knowledge within the family business to strengthen and prepare future successors. The analysis of the family structure highlights how cultural family identity has privileged gender identity as a factor that has guided the development process since the first generation, in this case, allowing for expansion in terms of size and family. In addition, the results of the analysis highlighted two distinct scenarios within the same case study: the first emphasises the limits of the lack of management of a succession process; the second shows the openness of the organization to the introduction of innovations, expansion strategies and the entry of new partners outside the family.

This study contributes to the knowledge and understanding of how, in light of the pandemic, the resilience of these family businesses contributes to redesigning their internal governance system in favour of the second generation and effectively accelerating the succession process.

This chapter introduces the Compassionate Positive Applied Strengths-based Solutions (COMPASS) model, a new framework designed to guide practitioners and people in criminal and forensic psychology. It begins by outlining the aims and objectives of the model and then details each of its components. This chapter also discusses the model's practical implications, providing examples and suggestions for working with individuals who have offended. The model emphasises a holistic approach, considering the past, present and future in relation to four key areas of capital: human, social, justice and community.

This study aims to assess the status of sustainable performance, given the significance of indoor air quality related to health and the environment. This research focus on the current status of indoor air quality management in these universities and simplifies its relevance and criticality in safeguarding the well-being of the academic community and the environment.

This study used the Unit-based Sustainability Assessment Tool (USAT) as a comprehensive instrument to assess sustainability performance across various modules: Operations Management, Research, Education and Social/Community. In-depth interviews were conducted across the 11 public universities in Thailand to gain a comprehensive understanding of the current practices, challenges and initiatives related to indoor air quality and sustainability management. The approach provides a foundation for future research to identify causal factors and potential solutions for the observed indoor air quality management gaps.

The research outcomes underscore the outstanding efforts in academic research, with many institutions showcasing advanced measures and a solid dedication to mitigating air pollution. However, there is a noticeable disparity in the practical management of indoor air quality, with many universities presenting unsatisfactory conditions for professors, academic staff and students.

Recognizing that proficient indoor air quality (IAQ) management strengthens the practical and scholarly intersection, this document highlights a crucial alignment with the Sustainable Development Goals (SDGs) and health implications. It advocates for carefully implementing pragmatic IAQ strategies within academic institutions, guiding the pathway towards sustainable, health-conscious environments.

This research addressed indoor air quality (IAQ) within universities. The document intertwines health implications and Sustainable Development Goals (SDGs), revealing a significant gap between academic research and practical IAQ management. While universities are committed to sustainability and community engagement, inconsistencies in IAQ management practices impact staff and student well-being and productivity. This exploration underscores the universal applicability of IAQ management strategies, driving educational institutions towards cultivating healthier, sustainable indoor environments globally.

This research introduces a new approach integrating air quality assessment and sustainability management in Thai universities. It aims to bridge the gap between environmental health and education. The Unit-based Sustainability Assessment Tool is developed as a part of this research, which provides new insights into improving indoor environments. This tool is fundamental for health and learning. The significance of this research lies in guiding policy and campus management towards sustainable, health-promoting practices, thereby adding value to the discourse on educational sustainability. This work can pave the way for enhanced well-being in academic settings, marking a significant step forward in sustainable educational practices.

In previous chapters, I presented findings from studies conducted with queer language teachers in Thailand, focusing on their experiences and perspectives regarding teacher agency in queer language pedagogy. These studies aimed to understand how queer language teachers in Thailand navigate and promote queer pedagogy within their unique cultural and educational contexts. This chapter explores how these teachers perceive their agency as closely connected to their identity and the cultural environment in which they teach. Unlike other contexts where queer teachers face challenges due to pervasive heteronormativity, the findings here indicate that queer language teachers in Thailand enjoy considerable freedom to express their identities. This freedom enhances their ability to effectively exercise their teacher agency, promoting queer language pedagogy both in the classroom and throughout the Thai academic community. Based on the interview findings, we argue that teacher agency is crucial for queer language teachers in including queer perspectives in language teaching. When queer language teachers question and undermine heteronormative and traditional gender norms in the language classroom, they can advocate for queer language pedagogy, promoting a more inclusive environment for all students. Thus, the empowerment derived from the ability to express one's identity freely may transform the teaching and learning environment. Additionally, this chapter provides implications for language pedagogy in contexts where queer identities are visible and celebrated, offering recommendations for educators and policymakers on supporting the agency of queer language teachers to have inclusive educational practices.

In Teaching English to Speakers of Other Languages (TESOL), the push for inclusive language teaching, especially regarding sexuality and gender, has grown in recent years. This movement is against heteronormativity, which is common in language classrooms where standard English Language Teaching (ELT) materials stick to two-sided ideas of gender, leaving out queer and nonbinary identities. Scholars like Nemi Neto (2018) have talked about how excluding people of different identities from language classes can have a big effect, creating places where people feel left out and unaccepted. As a result, more and more people are realizing that sexual orientation, gender identity, and expression need to be talked about in everyday classroom activities. This chapter explores the significance of creating a gender-inclusive ELT classroom, not only to promote a sense of belonging among queer students but also to enhance the overall teaching and learning process. In addition, it is also argued in this chapter that implementing queer inquiry in language education entails providing students of diverse gender identities with an equitable opportunity to enhance their language proficiency within the language classroom through active engagement in various learning discourses. In the end, this chapter calls for a more fair and open approach to language learning so that all students, no matter what gender they identify as, feel valued and respected.