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The purpose of this paper is to explore the dynamic relationship between formal and non-formal processes of accountability in a public services context.

The paper presents a case study of the impact of the Health and Social Care Act (2012) on the practices of Health and Wellbeing Board (HWB) members. It draws upon multiple data sources, including in-depth interviews with the members, comprehensive archival data published by the HWB (2011–2019), and observations of HWB public meetings. We utilise the concept of dynamic duality (Li, 2008) to further theorise the relationship between formal and non-formal processes of accountability and how they mutually transform one another.

The case illustrates the role of formal and non-formal processes of accountability at a HWB in England. Moreover, the case study reveals the relationship and interaction between the formal and non-formal accountability processes and how they change and transform each other over time. We find that whilst non-formal accountability processes were strengthened by a historical legacy of partnership working, over time the dynamics at play led to the development of formal accountability processes through more sophisticated performance systems, which in turn transformed non-formal accountability processes.

The paper presents a more holistic conceptualisation than articulated in prior accountability literature, dynamic duality, on the relationship between formal and non-formal accountability processes. Through application of this conceptualisation to a HWB in England, the paper spotlights the inter-relationship between formal and non-formal processes of accountability, and how they have the potential to transform each over an extended time-period.

This study aims to investigate patterns of information use among undergraduate engineers as they progress through their academic programs. The primary objective was to discern how second and fourth-year students differ in their use of different types of information while performing specific tasks, namely, conducting labs, composing reports and undertaking projects.

The research used an online questionnaire to collect data, focusing on the comparative analysis of second and fourth-year engineering students’ information use. The analytical framework comprised a chi-square test, residual analysis and exploratory data analysis, for evaluating statistical significance and identifying trends over time.

The results demonstrated a statistically significant difference in information use between second and fourth year undergraduates. Notably, fourth year students exhibited a preference for disciplinary genres, such as journal articles, patents and technical reports. This coincided with a decline in fourth year students’ use of educational genres, including textbooks and instructors’ handouts, notes and slides. These shifts in information use were observed consistently across all three tasks.

The uniqueness of the study resides in its innovative approach to exploring information use by investigating the relationship between genres and tasks over the course of students’ academic programs. The research introduces a novel approach for visualizing changes in information use. By describing the evolving preferences of undergraduate students from novice to emerging professional, this study contributes valuable insights into the nuanced ways in which information is used throughout the levels of engineering education.

This article presents findings on the relationship between social interactions in remote learning environments and the perceived effectiveness of remote learning. Specifically, it examines the impact of teacher-student interactions and student-student interactions on perceived effectiveness of remote learning, with a focus on how students’ attitudes towards remote education mediate this relationship. Additionally, it explores the moderating effects of cultural context and study form (full-time vs part-time) on these dynamics.

A quantitative research design was used, employing a structured survey questionnaire to collect data from a diverse group of students from Poland, India, Indonesia and the UK. The study involved 1,883 students and analysed the data using statistical methods to assess both mediation and moderation effects. The study employed data obtained from a survey of universities in four countries conducted between 2021 and 2022.

The results emphasise the significant influence of both teacher-student and student-student interactions on students’ perceptions of the effectiveness of remote learning. Positive attitudes towards remote learning were found to mediate this relationship, amplifying the beneficial effects of social interaction. Furthermore, the study reveals that cultural context and study form moderate these relationships, with varying impacts observed across different cultural backgrounds and study arrangements. The study has implications for theory, research, policy implementation and practice in improving education programs.

The comparative analysis included only four countries, which may have affected the overall representativeness of the results. Because the study is limited to students from Poland, India, Indonesia and the UK, the findings may not fully capture the diversity of remote learning experiences across other cultural and socioeconomic contexts. As a result, there may be challenges in generalising these findings to all higher education settings globally. Future research is recommended to include a more extensive sample from additional countries and regions to validate the current results and enhance their generalisability. Therefore, it is worth continuing research in this area, considering more countries and potential moderating factors.

This research contributes original insights into the dynamics of remote learning during a global crisis, offering an understanding of how social interactions, student attitudes and contextual factors shape perceived effectiveness. These findings provide critical guidance for educators, policymakers and institutions seeking to optimise remote education strategies in diverse cultural and educational settings.

Based on the perspective of knowledge management, this study aims to discuss how to build cross-city emergency management collaboration mechanism in major emergencies and explore the important role of knowledge management in emergency management collaboration.

Based on the theoretical analysis of knowledge management and the typical case study of cross-city emergency management collaborative rescue, this study provides an in-depth analysis of how these cities achieve high emergency management performance through multidimensional and multilevel knowledge collaboration, thus revealing the mechanism of knowledge transfer, integration and sharing in achieving high emergency management performance.

Through analyzing typical cases, this study finds that building a smooth mechanism for multichannel emergency rescue information can promote the diversification of knowledge transfer methods, building a platform-based integration mechanism for emergency rescue information can enhance knowledge integration capabilities and building a linkage mechanism for emergency rescue materials between cities can promote knowledge-sharing level, thereby improving emergency management performance level.

This study has great significance for how to build cross-city emergency management collaboration mechanism in the digital era. In the future, the authors need to further discuss the following two aspects in depth: research on the impact of cross-city emergency management collaboration mechanism on improving the knowledge management capabilities of government emergency management departments; and research on the impact mechanism of knowledge management capabilities on city resilience.

Through case analysis of cross-city emergency management collaborative rescue for major emergencies in China in recent years, this study proposes three specific strategies for cross-city emergency management (smooth, integration and linkage mechanisms) and reveals that these three strategies are essentially aimed at improving the government’s knowledge management level.

This paper aims to examine whether the pro-environmental engagement (PEE) of firms in response to the environmental expectations of stakeholders increases firm market power and whether the level of stakeholder PEE can counterbalance this effect.

This study draws on stakeholder theory and the co-production paradigm. The stakeholder perspective provides a theoretical basis for the increase in market power of organizations that improve their PEE, while co-production paradigm provides a theoretical foundation for the negative impact of stakeholder PEE on market power. The empirical evidence is derived from waste management services in Italy. The authors use a stochastic frontier approach to determine firm market power indices in relation to firm and stakeholder PEE.

The results confirm that market power increases when stakeholder expectations are met, while stakeholder commitment (mainly service recipients) challenges this effect. Furthermore, the findings suggest the existence of a self-reinforcing mechanism, as organizational efforts tend to keep pace with the empowerment of service recipients.

The originality of the study lies in the use of market power as a performance parameter, which has the advantage of being directly related to the acquisition of monopoly rents. In this context, the sustainability efforts of firms have strategic valence, as they allow them to approach a monopolistic condition, while the co-production efforts of service recipients can mitigate this socially undesirable outcome.

The existing literature highlights challenges in measuring social impact within social and solidarity economy organisations, particularly regarding the social return on investment (SROI) methodology. This paper aims to address the barriers to SROI implementation while exploring the potential of artificial intelligence (AI) in enhancing the measurement of social impact.

This review-based paper synthesises research on SROI methodology limitations and recent AI developments while focusing on ethical considerations. Drawing from these domains, the study constructs a conceptual framework to guide future research.

The study identifies necessary enhancements to existing AI systems for social impact measurement and explores how advances in generative AI could refine current tools and address SROI constraints. It advocates for open AI models to address ethical concerns.

This study pioneers the integration of social impact assessment and AI, an innovative intersection in the academic literature. The growing disparity between academia and the rapidly evolving AI industry is highlighted and scholarly discourse is enriched through theoretical deliberations and innovative technological solutions.

This study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.

Semistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.

The following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.

The study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.

The study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

In the current digital transformation era, guiding employees toward realizing self-leadership has become a critical strategy for enterprises to mitigate the risks of external uncertainty. This study explores the intrinsic relationship between enterprise social media (ESM) communication visibility and self-leadership on the basis of communication visibility theory (CVT) and conservation of resources theory (COR) to support the sustainable growth of employee self-leadership.

Data were collected from 332 Chinese employees across three stages. Hierarchical regression analysis and the bootstrap method were employed to test the hypotheses.

Network translucence and message transparency positively affect self-leadership. Relational energy and job control mediate the relationship between communication visibility and self-leadership. Moreover, response expectations weaken the positive relationship between relational energy and self-leadership as well as between job control and self-leadership.

Managers can use ESM to provide work and social support for employees’ job control and social network development to achieve long-term maintenance of employees’ self-leadership. At the same time, within the context of ESM use, moderately reducing response expectations can offer situational support for employees to achieve self-leadership.

This research sheds light on the internal mechanism by which ESM communication visibility affects self-leadership and explores the key boundary conditions that impact how self-leadership is formed. These findings expand the understanding of self-leadership development in the context of ESM use and offer new technical insights for guiding and fostering sustainable employee self-leadership.

Exoskeletons have the potential to alleviate musculoskeletal disorders (MSDs), increase productivity and ultimately reduce construction project costs, but the concerns about their ethical, social and psychological risks for the construction industry are unknown. This paper investigates these risks and their implications for exoskeleton acceptance.

Participants performed masonry tasks without an exoskeleton and with an active and passive exoskeleton. Using descriptive and inferential statistics, ethical, social and psychological risks associated with exoskeletons, as well as their trust levels, were assessed. Objective data were procured to determine stress and productivity levels with and without these exoskeletons, while subjective data included trust and the ethical and social risks of the exoskeletons.

The findings show that lack of informed consent and procuring sensitive health data is an important ethical consideration when using active and passive exoskeletons. Regarding social risks, unequal access to exoskeletons, exoskeleton sharing and exoskeleton costs as major concerns. Furthermore, the findings revealed statistical differences between active and passive exoskeletons in terms of certain social risks. The findings show that participants believed in passive exoskeletons more than active exoskeletons. The results also revealed a strong positive relationship between ethical and social risks, and trust levels. The results also indicated that both exoskeletons induce relatively moderate stress levels and enhance productivity, compared to the no exoskeleton condition.

This study is one of the few empirical investigations in the construction industry on the ethical and social risks associated with exoskeletons, which can facilitate the adoption of exoskeletons for mitigating MSDs in the construction industry.

This study aims to evaluate students’ intention and actual use (AU) of artificial intelligence (AI) tools’ to discover how the power of AI influences learning and academic success.

This paper used the unified theory of acceptance and use of technology (UTAUT) to develop a structural equation model (SEM) and used convenience sampling to measure 304 students’ five-point Likert scale responses. The model was tested with AMOS-24 and SPSS-25, and the study found that AI boosted students’ learning experiences and explain importance of AI skills and knowledge.

Performance expectancy (PE), effort expectancy (EE), social influence and facilitating condition directly and indirectly affect AU via intent to use (IU), while subjective norms determining the use of AI tools’ and have no substantial influence. Attitude (ATT) moderates PE and EE, although the data show that ATT has no substantial effect on EE.

These insights may help student to understand how AI tools’ benefit them and what factors affect their utilization. When correctly designed and executed, UTAUT provides an appropriate integrated theoretical framework for robust statistical analysis like SEM.