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Community-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).

Quantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21^st-century skills to accomplish a shared aim (design challenge).

Findings suggest growth in students' 21^st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.

Significant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.

Dry eye syndrome is one of the most common reasons for eye-related discomfort which, without treatment, in some cases may even lead to corneal damage. Blinking, baseline and reflex lachrymation and drainage compromise the topical application of therapeutics demanding repeated, often hourly applications of common lubricants. In contrast, topically administered chitosan-N-acetylcysteine-based eye drops were reported to sustain on the ocular surface for more than 24 h. The thiolated biopolymer can interact with the corneal mucin layer thereby forming covalent disulphide bridges, which may contribute to extended residence times.

In this study, the tribological characteristics of four different lubricants including hyaluronic acid and chitosan-N-acetylcysteine containing commercially available eye drops were investigated. For this purpose, a representative test setup was developed, which mimics the contact between the cornea and the eyelid wiper. Gels with different elastic properties coated with a mucin layer were used as a substrate to mimic the corneal surface. Tests were conducted with a micro-tribometer, and friction values were recorded. Contact zones were characterized by X-ray photoelectron spectroscopy to investigate wear and thiol bonding on the surface.

Results revealed the lowest average coefficient of friction values for chitosan-N-acetylcysteine-based eye drops and substrate dependence of the test setup.

In this study, the authors introduced an in vitro system to test different types of eye drops so that chemical interaction with the mucin layer can be observed. These interactions change the tribological performance significantly and must be considered to have results relevant to the actual application.

The aim of this paper, which analyses the use of sports celebrities in advertising discourse, is to understand the strategic use to which brands put them in their commercial and corporate communication on Instagram.

To this end, a content analysis was performed on the Instagram posts of the brands Santander, Movistar, Red Bull and Iberdrola during the period 2021-2022.

The results indicate that, strategically speaking, these brands use the celebrity endorsement strategy to pursue emotional objectives and to adopt a position depending on the type of user. Likewise, these findings show that they single out uniqueness as the principal celebrity characteristic, while also mainly leveraging sports values, especially competence. These values represented by sports celebrities are markedly social in nature, which implies that they enjoy a degree of public recognition that is transferred to the brand to which they lend their image.

The conclusions connect celebrity endorsers with strategic branding issues and aspects of sports.

An empirical approach is followed here to study the representation of sports celebrities in the advertising of well-known brands linked to the sports world.

This paper aims to identify specific challenges and opportunities when crafting literature reviews of qualitative accounting research. In addition, it offers potential remedies to frequent challenges when conducting such reviews.

This piece is based on recent methodological advice on conducting literature reviews and my own experience when conducting and publishing reviews that primarily cover qualitative accounting research.

The author chart three typical advantages and three typical use cases of literature reviews of qualitative accounting research, as well as the typical process steps and outputs of such reviews. Along with these process steps, The author identifies three overarching specific challenges when conducting such reviews and discusses potential remedies. Overall, this paper suggests that literature reviews of qualitative accounting research feature idiosyncratic challenges but offer specific opportunities at the same time.

To the best of the authors’ knowledge, this paper is among the first to offer advice on the specific challenges and opportunities when conducting literature reviews of qualitative accounting research.

One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. This study aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge.

This study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs).

The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level.

This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success.

This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference.

Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders’ expectations and generating public value.

By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.