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This paper's purpose is twofold. First, based on a case study, it aims to comprehend the consequences of COVID-19 on the demand and supply shocks of the freight transportation system in Mexico. Second, it seeks to provide an integrated perspective of four transportation modes, which would help prepare public policies for future global pandemics.

Analyzing the impact of the COVID-19 pandemic on the freight transportation system, which affects national and global economies, is essential to drawing valuable insights for the future. To facilitate international comparative analysis, conducting case studies at a country level was deemed necessary. As a result, a case study was conducted in Mexico using an integrated approach involving four transportation modes.

To manage disruptions in freight flow during uncertain conditions, a comprehensive perspective on the four modes of transportation and data-driven decision-making is crucial. Under this context, three initiatives can be identified: 1) establishing a National Center for Intelligence in Logistics to improve data-driven governance; 2) appointing the “Integrated Transportation Corridor Management Manager” (ITCMM) function to coordinate multiple authorities with different acting in critical freight transport corridors, and 3) creation of a digital tool based on millions of GPS data to monitor freight flows, allowing for collective intelligence among logistics actors.

This research's limitations are related to using non-standardized databases to gather information on four transportation modes. However, this limitation is also an interesting discovery. Mexico is becoming a strategic logistics hub between North America and Latin America, especially under the “Nearshoring” trend. Unfortunately, the lack of an integrated public policy in logistics and transportation reduces Mexico's capacity to deal with disruptions and its economic competitiveness.

This research has identified practices that could be crucial in improving public policies to optimize shipping routes and reduce wait times while minimizing disruptions caused by unforeseen events. A concrete example is the digital platform called “eraclitux,” a computer tool similar to an Enterprise Resource Planning (ERP) system companies use. This tool can enable a “Control Tower” that monitors freight flow in transportation corridors under the supervision of “Integrated Transportation Corridor Management Managers.” The tool can make reactive and predictive decisions that help to enhance the logistics value provided by transportation infrastructure.

The importance of a well-coordinated and integrated public policy for freight transportation was identified to ensure better performance during disruptions. Delays in the flow of goods can significantly impact the supply of essential items such as food and medicine, ultimately affecting the population's quality of life.

Numerous studies have been conducted to determine the extent of vulnerability and the impact of COVID-19 on freight transportation. However, most of these studies assume a developed market context or a single-mode transportation approach, which only applies to some situations. To gain a comprehensive understanding of how pandemics-induced demand and supply shocks affected freight transportation in developing countries such as Mexico, this paper offers insights from a four-transportation mode perspective. Mexico is facing a challenging Nearshoring trend in manufacturing, making it a significant logistics node between North and South America.

This paper investigates how capital-intensive companies, especially in the automotive sector, navigate the challenge of balancing significant technological investments against market demands for asset-light strategies. It examines the use of innovation platforms as a strategic solution for mediating these goal conflicts and sustaining competitiveness in a technology-driven market.

The study analysed 286 automotive companies from Europe, North America and Asia through a quantitative survey conducted in 2022, focusing on companies using innovation platforms. It applied partial least squares structural equation modelling (PLS-SEM) to assess the relationships between the use of innovation platforms, relational rents and performance.

The research found that companies using innovation platforms can achieve early-stage relational rents through partnerships and resource sharing, although these benefits have not yet translated into profitability. Companies in the sample are still developing their partner network, and while they experience collaborative advantages, they face initial challenges in converting these into financial gains. The study highlights the critical role of scaling in the network, complementarities in production, limiting the outflow of resources and capabilities besides modularisation in achieving long-term profitability.

This study contributes to the literature by providing empirical evidence on how capital-intensive companies use innovation platforms to balance technological investments and asset-light pressures, a topic with limited previous research. It underscores the long-term potential of such digital platforms in innovation ecosystems in generating value and the need for patient investment in promising platform effects. The findings support the strategic value of innovation platforms as capital-intensive industries face intensified competition from high-technology companies.

The idea that education should be made relevant to students is long-standing and pervasive in American society. Recently, motivation scientists have clarified important characteristics of students’ relevance beliefs, ways to intervene, and individual characteristics moderating intervention effects. Yet, there has been little consideration of the role of situational constraints and sociocultural influences on students’ relevance appraisal processes. We describe how societal changes and broader educational purposes affect the issues that students consider to be relevant to their educational experiences and the values they subsequently attribute to their studies. After differentiating components of relevance and highlighting ways in which particular components may be influenced by changing sociocultural milieus, we consider the implications of these processes for the development of subjective task value beliefs. Specifically, we show how the proposed model of relevance helps to parse out aspects of relevance appraisals that can be used to differentiate between components of subjective task value and argue that there is need to expand current models proposed in expectancy-value theory (EVT). Finally, we explore how recent global events may impact the social construction of educational relevance and constrain students’ developing beliefs about the value of their educational opportunities and implications for future research and educators.

This chapter addresses the current state of librarian participation in the global lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) Wikipedia engagement efforts and proposes an extended librarian advocacy to advance LGBTQ+ rights and concerns. The author provides a brief history of global LGBTQ+ Wikipedia engagement, librarian involvement in Wikipedia, and librarian participation in global LGBTQ+ Wikipedia initiatives. In the process, the author examines the underrepresentation and invisibility of librarians in global LGBTQ+ Wikipedia engagement efforts and Wikipedia initiatives in general, as well as the barriers that librarians face in becoming active Wikipedian librarians. Based on a review of the literature, the analysis of data gathered from Wikipedia, and the author’s own experiences as an LGBTQ+ Wikipedian librarian, the author recommends strategies for librarians to advocate for and include global LGBTQ+ Wikipedia engagement in their professional practice.

The study aimed to explore how student recipients of a full-tuition scholarship envision, define and experience mentorship and the types of relationships they have and expect from mentors. The study adds to the growing body of literature on mentorship as supplemental support for college student success.

Semi-structured interviews of 20 first-year college students in the Mid-West United States were collected as a part of a more extensive mixed-methods study. The authors used a four-phase process to refine, derive meaning and develop themes. Kegan's orders of consciousness explain how students make meaning of mentorship.

Students described mentoring as a service that could provide specific transactional features. Ten participants were unable to acknowledge a mentoring relationship at all, despite describing mentoring experiences and opportunities. Students often align with Kegan's second order, which focuses on self and valuing transactional, short-term relationships. Adjusting approaches to explaining mentorship and the value of building relationships appear to be an opportunity for research and practice.

This study illustrates an apparent disconnect between the intent of mentorship and the experiences of mentees. The students' experiences add a valuable perspective that supports the need to further refine mentoring practices in meaningful ways to impact student success, persistence and retention.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation and math achievement for culturally diverse students.

This empirical study used structural equation modeling framework to estimate the effects of co-regulation on self-regulation and math achievement, as measured by the statewide-standardized test. Surveys measuring students’ use of co-regulatory and self-regulatory strategies and standardized math test scores were collected from 625 seventh- and eighth-grade students in a suburban district outside a southeastern urban center in the 2011-2012 academic year.

Results indicated that co-regulation is positively and significantly related to self-regulation strategy use among students in the sample. Self-regulation and co-regulation were positively related to math achievement. Data suggest the modeled relationship of co-regulation, self-regulation and achievement may vary by ethnic group.

A large body of literature documents the impact of self-regulation on student achievement, although there is less focus on students of color. This work expands that body of literature by examining co-regulation as a predictor of self-regulation and its mediated effects on student achievement for students of color.