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The first purpose of this paper is to identify – by an inverse problem – the unknown material characteristics in a permanent magnet synchronous machine in order to obtain a numerical model that is a realistic representation of the machine. The second purpose is to optimize the machine geometrically – using the accurate numerical model – for a maximal torque to losses ratio. Using the optimized geometry, a new machine can be manufactured that is more efficient than the original.

A 2D finite element model of the machine is built, using a nonlinear material characteristic that contains three parameters. The parameters are identified by an inverse problem, starting from torque measurements. The validation is based on local BH‐measurements on the stator iron.

Geometrical parameters of the motor are optimized at small load (low‐stator currents) and at full load (high‐stator currents). If the optimization is carried out for a small load, the stator teeth are chosen wider in order to reduce iron loss. An optimization at full load results in a larger copper section so that the copper loss is reduced.

The identification of the material parameters is influenced by the tolerance on the air gap – shown by a sensitivity analysis in the paper – and by 3D effects, which are not taken into account in the 2D model.

The identification of the material parameters guarantees that the numerical model describes the real material properties in the machine, which may be different from the properties given by the manufacturer because of mechanical stress and material degradation.

The optimization is more accurate because the material properties, used in the numerical model, are determined by the solution of an inverse problem that uses measurements on the machine.

This paper aims to explore the impact of team psychological safety and team learning on the creation of team knowledge. When teams engage in learning, their interactions contribute to improved performance. Very little research evaluates whether the learning also creates new knowledge related to the task or the team itself.

The proposed model is evaluated through a mixed method research design around a team problem-solving experiment. Task- and team-related team mental models are elicited using concept mapping and questionnaires and are measured before and after the experiment. The model is evaluated in engineering teams from the USA and France.

The findings confirm the proposed model; team psychological safety and team learning positively impact team knowledge creation for both task- and team-related knowledge.

This research has theoretical, methodological and practical implications. The team psychological safety model is expanded, team learning is evaluated from the team interactions instead of members’ self-assessments and team knowledge is measured dynamically. Developing team psychological safety and creating team learning opportunities positively impacts the team’s knowledge.

The purpose of this paper is to explore to what extent job, organizational, and personal characteristics independently contribute to the prediction of workplace victimization of local government employees in the Netherlands. The existence of interactions between personal and context (job and organizational) characteristics is also explored.

Structured survey data measured the frequency of victimization involving three types of incidents: verbal aggression; threats; and physical violence. Associations with job and personal factors and interaction effects were studied using bivariate and multivariate analyses.

Contact frequency, perceived work stress, and type of job held by local government employees are the strongest correlates of workplace aggression. Self-efficacy in employees’ conflict management skills shows an unexpected positive association with the level of experienced aggression, especially in organizations that have low levels of prevention measures.

Because of the cross-sectional design of the study, no definite causal conclusions can be drawn. Common-method bias in the measurements may have led to systematic bias.

This study presents an integrated model of correlates of public-initiated workplace aggression toward a population that is understudied: namely, local government employees. It also provides first insights into how job, organizational, and personal correlates of workplace victimization interact in this population.

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

This paper aims to explore the learning styles of nascent entrepreneurs in developing their entrepreneurial marketing (EM) skills in teams while studying for the entrepreneurial business degree in one UK University. It advances the interlink between EM and entrepreneurial learning (EL) theories and demonstrates how working in teams assists in developing EM skills through EL in the educational context.

This qualitative case study adopts a thematic approach to analysing 9 audio-recorded workshops of 13 entrepreneurial students who work in teams to develop entrepreneurial ventures. Audio-recorded sessions were used to monitor the entrepreneurial and marketing behaviour of the young entrepreneurs and reveal the context and skills used in their learning process.

The findings show that the observed undergraduate entrepreneurial students develop their EM competence through collective, exploratory and exploitative, as well as supportive and individual learning. These learning styles intersect and prove to be effective in mastering both marketing and venture development skills in teampreneurial educational setting.

This case study demonstrates how the concepts of EM and EL are linked in both theory and practice. It makes suggestions on how entrepreneurial courses at the university could be further developed to assist the young entrepreneurs in effectively acquiring business knowledge and skills. This knowledge can also be implemented by small and large organisations to foster a co-creative collective learning environment leading to more innovations, experimentations and creative thinking.

The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed.

The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member.

The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them.

This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

This study aimed to examine the efficient market hypothesis (EMH) for the stock markets of 12 member countries of the Organization of Islamic Cooperation (OIC), such as Egypt, Indonesia, Jordan, Kuwait, Malaysia, Morocco, Pakistan, Saudi Arabia, Tunisia, Turkey and the United Arab Emirates (UAE), during the global financial crisis (GFC) and the COVID-19 (CV-19) epidemic. The objective was to classify the effects on individual indices.

The study employed the multifractal detrended fluctuation analysis (MF-DFA) on daily returns. After calculation and analysis, the data were then divided into two significant events: the GFC and the CV-19 pandemic. Additionally, the market deficiency measure (MDM) was utilized to assess and rank market efficiency.

The findings indicate that the average returns series exhibited persistent and non-persistent patterns during the GFC and the CV-19 pandemic, respectively. The study employed MF-DFA to analyze the sequence of normal returns. The results suggest that the average returns series displayed persistent and non-persistent patterns during the GFC and the CV-19 pandemic, respectively. Furthermore, all markets demonstrated efficiency during the two crisis periods, with Turkey and Tunisia exhibiting the highest and deepest levels of efficiency, respectively. The multifractal properties were influenced by long-range correlations and fat-tailed distributions, with the latter being the primary contributor. Moreover, the impact of the fat-tailed distribution on multifractality was found to be more pronounced for indices with lower market efficiency. In conclusion, this study categorizes indices with low market efficiency during both crisis periods, which subsequently affect the distribution of assets among shareholders in the stock markets of OIC member countries.

Multifractal patterns, especially the long memory property observed in stock markets, can assist investors in formulating profitable investment strategies. Additionally, this study will contribute to a better understanding of market trends during similar events should they occur in the future.

This research marks the initial effort to assess the impact of the GFC and the CV19 pandemic on the efficiency of stock markets in OIC countries. This undertaking is of paramount importance due to the potential destabilizing and harmful effects of these events on global financial markets and societal well-being. Furthermore, to the best of the authors’ knowledge, this study represents the first investigation utilizing the MFDFA method to analyze the primary stock markets of OIC countries, encompassing both the GFC and CV19 crises.