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The purpose of this paper is to find a new conception of hybridity to set ground for further systematic research. The concept of hybrid organisations is used in many ways. This leads to confusion among scholars and the term of hybridity appears to be meaningless and useless for research and practice.

In this explorative research design, the authors conducted 11 interviews with managing directors and managers of hybrid organisations in four different countries across Europe.

Each and every organisation is hybrid but to different degrees and with different patterns. It is important to measure hybridity to give value to the term of hybrid organisations. According to input, process and output dimensions, the authors could classify possible dimensions of hybridity measurement within organisations.

The developed cube model serves as a new point of departure for hybrid organisation research and helps to build analytical types of hybrid organisations. The research has been highly explorative, and the limited number of cases researched leads to the requirement of further validation on a broader basis. In addition, the still rather conceptual state of the cube model will need further validation by means of a set of hybridity indicators.

The paper presents a way to deal with the question about what hybridity exactly is and whether hybridity is a term that has an analytical value. It also provides the first attempt to connect more analytical meaning to the concept of hybridity by suggesting an approach to concretely measure it.

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many risks and uncertainties. I draw on the work of contemporary philosophers to explore the connection between teaching and care in an attempt to (re)focus our understanding of the why and how we care (the process that brings us to caring action and practices to enhance normative practices of education) and the ethical considerations that accompany such a caring approach in education. I will engage in an exercise of praxis in an attempt to foster teaching that promotes things as they ought to be through Björn Freter's (2017a) conceptual work regarding the “existential experience of and the existential need to exercise care” (p. 5).

Using the framework developed by Freter, I point out that, despite normative uncertainties, educators should engage their concern, volition, and practice in order that what ought to be for students can be sought. How this theoretical exploration of caring is extrapolated into classroom practice is found in a synthesizing of Nicholas Burbules and Susanne Rice's (1992) concept of communicative virtues, Nel Noddings' (2012) work on caring as a relational dialogue, Schmitz, Müllan, and Slaby (2011) thoughts on affective involvement, and Barbara Thayer-Bacon and Charles Bacon's (1996) philosophical investigation into a model of caring educator. I will then humanize my contribution by adding personal testimony and philosophical conceptualization of particular experiences with pedagogical practices of care as an educator in primary, secondary, and tertiary educational settings. I conclude with some discussion on the risks and uncertainties inherent in such an endeavor.

Evaluating the prevention, intervention, and treatment programme is critical to understanding the decision-making behaviour of substance abusers. The study interweaves behavioural health economics with the extended PRECEDE–PROCEED Model and examines the effectiveness of treatment settings for substance users in New Jersey Drug and Alcohol Abuse Treatment (13,775 samples). The study also identifies the factors that are associated with substance users’ recurrence to the treatment centre. The results concluded that educational attainment, counselling services from health care providers, mental agency services, and detoxification treatments have a significant impact on preventing relapse behaviour.

With the turn of the century, the Earth's natural resources continue to be stretched as nonrenewable resources continue to dwindle and as the population continues to grow. Academia is no exception with human and teaching resources remaining a constraint for all universities including financial resources. Higher education (HE) leadership struggles to contain costs by reducing unnecessary expenditures while trying to ensure that quality remains a top priority. Innovative pedagogy is one way that institutions can help bridge both scarcity and quality and address the growing demand for quality education. New technologies, designing of new curriculum which is relevant and can address the realities of economic demands, have become a high priority in HE. Educators, policymakers and stakeholders have to embrace this transformational change for the progress of their institution. This book addresses such innovative changes that are being initiated by academics around the world. The focus of this book remains on innovative pedagogy, success stories of such interventions, impact on students while reinventing the learner-centered approach and its implication on the future. The authors of this book address the successes and the challenges they have faced.

Many booking services in traditional people-processing service areas such as gastronomy were recently transformed into online reservation services. While advantages for platform providers (i.e. a share of the respective business) and merchants (i.e. increased operational efficiency) seem obvious, it is less known about how customers respond to these new forms of online services. This paper aims to illustrate how booking traditional people-processing services online is different from booking it via phone.

This study conceptualized a 2 × 2 experimental survey design by manipulating users’ booking channel (online vs low) and the service complexity of different, less digitized people-processing services (high: dentist vs low: restaurant). After conducting several pretests, the authors surveyed 282 respondents familiar with online booking and reservation.

The results show that the booking channel (online reservation vs phone reservation) affects associated perceived booking risk and negatively affects users’ intention to use the reservation service. Additionally, users’ attitudes toward online reservation moderate the influence of booking channel on perceived booking risk.

To the best of the authors’ knowledge, this is the first research that investigates adoption of online reservation in people-processing services.

The article contributes to affective ethnography focussing on the fluidity of organizational spacing. Through the concept of affective space, it highlights those elements that are ephemeral and elusive – like affect, aesthetics, atmosphere, intensity, moods – and proposes to explore affect as spatialized and space as affective.

Fluidity is proposed as a conceptual lens that sits at the conjunction of space and affect, highlighting both the movement in time and space, and the mutable relationships that the capacity of affecting and being affected weaves. It experiments with “writing differently” in affective ethnography, thus performing the space of representation of affective space.

The article enriches the alternative to a conceptualization of organizations as stable entities, considering organizing in its spatial fluidity and in being a fragmented, affective and dispersed phenomenon.

The article's writing is an example of intertextuality constructed through five praxiographic stories that illustrate the multiple fluidity of affective spacing in terms of temporal fluidity, fluidity of boundaries, of participation, of the object of practice, and atmospheric fluidity.