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This research examines the elements that influence consumer behavior regarding food waste reduction in buffet style restaurants. It specifically analyzes the factors that affect consumers' efforts to reduce food waste in these establishments by incorporating the theory of planned behavior (TPB), the norm activation model (NAM), and the social exchange theory (SET). Additionally, this study provides practical coping strategies for the restaurant industry.

Drawing upon an integrated framework, the study collected 547 valid responses through an online survey on Amazon’s Mechanical Turk (MTurk) for structural equation analysis. Participants who are 18 years or older and have prior experience dining in buffet style restaurants were eligible to participate in the study.

The findings underscore the profound impact of consumer awareness on their attitudes (ATT) toward minimizing food waste. Moreover, subjective norms (SN), perceived behavioral control (PBC), personal norms (PN) and establishment policies emerge as critical drivers of consumer behavior in buffet style dining settings. In light of these results, recommended strategies include enhancing consumer awareness initiatives and introducing house policies within restaurant operations.

This study employs an integrated framework that combines the NAM and TPB, taking into account the impact of house policies grounded in the SET. It provides a beneficial insight on reducing food waste in the buffet style foodservice operations from an interactive dynamic perspective between restaurants and consumers. Furthermore, this research offers valuable implications to the industry’s efforts to address food waste concerns and foster environmentally responsible behavior among consumers.

Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity.

In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses.

The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing.

The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

Teaching models in higher education entrepreneurship programs affect students’ entrepreneurial intentions. Yet evidence related to their effects on long-term venture creation remains limited. Past research on the effects of teaching models on entrepreneurship has focused narrowly on entrepreneurship education programs. The present study moves beyond this past narrow focus to study teaching model effects on new venture creation across a broad array of higher education programs.

We assess the effects of teaching models on new venture creation across 35 educational programs (entrepreneurship and other business programs) at a large Danish business school, tracing venture creation data for 5 years after graduation (N = 4,717).

Competence-based teaching models positively impact graduates’ long-term new venture creation across all programs, with no differences between entrepreneurship vs other types of programs.

These findings carry implications for both education and entrepreneurship research, as well as policymakers and educators, by pointing toward ways of impacting postgraduate business venturing through teaching model reforms extending beyond entrepreneurship education.

For the first time, we find effects of competence teaching models on postgraduation new venture creation across a broad array of business administration programs. The results are novel in documenting that teaching models generally impact venture creation in the long term, and that this occurs regardless of whether the program content centers on entrepreneurship or on other business administration content.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

This case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.

Using LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.

Findings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.

This study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.

This study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

Situated in the context of entrepreneurship and innovation ecosystems, this article explores the impact of an action-oriented, collaborative research network, the Inclusive Innovation and Entrepreneurship Network (IIE-Net), aimed at advancing inclusion for entrepreneurs from equity-deserving groups by addressing barriers and enablers at the societal, organizational and individual levels.

Drawing on principles of action research and a multi-level research strategy informed by gender-based analysis and critical race theory, this article reflects on the collaboration with stakeholders and the impact of the IIE-Net project to contribute to knowledge, policy and practice.

Using a three-level inclusive ecosystem model, we explore how research and collaboration can be used to drive change in policies and practices at the societal, organizational and individual levels.

This article illustrates how theory, empirical evidence and knowledge mobilization practices can be used to help shape a more inclusive innovation and entrepreneurship ecosystem.

Transportation infrastructure and destination accessibility are essential in developing the tourism industry. However, the situation is somewhat different in mountain peripheral areas, where poor accessibility is a kind of tourist attraction but also a driver of regional development. Thus, improving accessibility by “a bridge too far” can mean not just a lack of development but its regression and even the end of mountain tourism as we know it.

This exploratory ethnographic study aims to understand accessibility improvement and its impact on local communities. The data were collected in the Nepalese Khumbu region, which is the home of the Everest Base Camp Trek. Based on 18 in-depth interviews, this paper tested a proposed model of the evolution of a peripheral mountain area under the influence of transport development.

This study demonstrates the threats to local communities from the transport development (road and air) and improved tourist accessibility of a peripheral area that profits from its peripherality. Research shows unequivocally that transport development may result in the loss of business for many of them. Overall, in the opinion of the local communities, unplanned road and air transport development is destroying mountain tourism in this area.

To date, research on accessibility development in mountainous areas shows the main positive sides of change. This article contributes to understanding how accessibility improvements change people’s lives and how these changes can become “community killer”.

This research aims to understand the primary challenges encountered by entrepreneurs operating in emerging economies, where entrepreneurship plays a vital role. The study places a particular emphasis on entrepreneurs in Brazil.

The research methodology involved the analysis of data obtained from interviews, using both content analysis and Grey Relational Analysis techniques.

The analysis revealed several prominent difficulties that entrepreneurs face in these domains. These challenges encompassed issues such as grappling with intricate taxation systems and the associated tax burden, navigating government bureaucracy, securing access to essential financing and initial investments, contending with the absence of supportive government programs and addressing the dynamic nature of market conditions. The findings on the most critical barriers reveal potential pathways for entrepreneurs, policymakers and universities to act in developing the entrepreneurial ecosystem in emerging economies.

The insights garnered from this research have the potential to inform the formulation of robust public policies aimed at fostering entrepreneurship and innovation in emerging countries. Furthermore, these findings can serve as a valuable resource for planning initiatives designed to train engineers to become successful entrepreneurs.

Since the COVID-19 pandemic had a significant impact on all facets of civilisation around the world, including food safety, this study aimed to determine and compare the pre-COVID and post-COVID food safety knowledge of Bangladeshi consumers and their association with sociodemographic variables.

The current study performed a cross-sectional survey of 503 consumers who prepared food at least 2–4 times per week through a validated questionnaire, selected through convenience sampling from two metropolitan cities and two rural districts in Bangladesh. The non-parametric Wilcoxon signed-rank test, Mann–Whitney U tests, Kruskal–Wallis H and binary logistic regression were used for statistical analysis.

Although an increased percentage of consumers showed a better level of overall food safety knowledge in the post-pandemic (38.2%) than the pre-pandemic (28.8%), there is a low level of awareness of the appropriate duration of handwashing, foodborne pathogens, consuming raw milk or eggs, safe storage and temperature control of food. University graduates, families with few children and urban consumers had a good understanding of food safety both pre- and post-pandemic.

This study compares consumers’ pre- and post-COVID-19 food safety knowledge previously unknown in Bangladesh. The findings have significantly contributed to existing food safety knowledge in Bangladesh to adopt policies and structure training programmes for consumers in the country.

Sibling violence is a pervasive yet underexamined form of familial aggression that is commonly normalised within the dynamics of family setting. Hence, this study aims to investigate the dynamics of sibling relationships, with a specific focus on identifying the level of sibling violence experienced by emerging adults in Malaysia.

This study used a quantitative approach to examine sibling violence. Primary data were used to gather information related to the demography profiles and the level of sibling violence experienced by emerging adults in Malaysia.

Data collected from 595 respondents revealed that 83.03% experienced sibling violence at an average level, with psychological violence being the most prevalent form. A smaller proportion of respondents (5.55%) reported minimal encounters with sibling violence. In contrast, 11.42% reported high levels of sibling violence, indicating severe instances of this dynamic. These findings highlight the significant prevalence of sibling violence and its varying levels of severity, raising concerns about its potential impact on emerging adults’ mental health and interpersonal relationships.

Although the results are significant, certain limitations should be taken into account. Firstly, the reliance on convenience sampling through social media platform may limit the representativeness of the sample. Although efforts were made to reach diverse respondents across East and West Malaysia through multiple social media channels, there remain a potential selection bias as respondents may be more digitally literate or engaged in online platforms than the general population. As a result, the findings may not fully capture the experiences of individuals without social media access. Secondly, the study relied on self-report data, which may be influenced by social desirability bias or have inaccuracies in recalling their experiences of sibling violence. Respondents may have underreported or misrepresented their experiences of sibling violence due to the sensitive nature of the topic or memory limitations. In addition, cultural factors unique to the study site could influence sibling dynamics, limiting the generalisability of the results to other populations. The unique social-cultural factors in Malaysia could shape the way sibling relationships are perceived and experienced.

This study contributes to the limited body of research on sibling violence in non-Western settings, shedding light into the prevalence and dynamics of this issue in Malaysia. It further emphasises the need for future research to investigate the intersection of individual, familial and cultural factors influencing sibling violence, along with its short- and long-term impacts.

The limited exploration of sibling violence in the local context highlighted a significant knowledge gap, particularly regarding the factors influencing its severity and prolonged impacts on emerging adults. The findings from this study contribute to the development of more targeted and effective interventions, fostering healthier sibling relationships and enhancing the well-being of emerging adults in Malaysia.