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This article describes an industrial relations research project which I recently undertook as part of a wider secondment experience aimed at extending my own knowledge of industrial relations practices. The secondment was based in an organisation outside the Imperial Group and was part of a management development programme.

The purpose of this study is to formulate the most probable future scenario for the use of blockchain technology within the next 5–10 years in the electricity sector based on today’s experts’ views.

An international, two-stage Delphi study with 20 projections is used.

According to the experts, blockchain applications will be primarily based on permissioned or consortium blockchains. Blockchain-based applications will integrate Internet of Things devices in the power grid, manage the e-mobility infrastructure, automate billing and direct payment and issue certificates regarding the origin of electricity. Blockchain solutions are expected to play an important big role in fostering peer-to-peer trading in microgrids, further democratizing and decentralizing the energy sector. New regulatory frameworks become necessary.

The Delphi study’s scope is rather broad than narrow and detailed. Further studies should focus on partial scenarios.

Electricity market participants should build blockchain-based competences and collaborate in current pilot projects.

Blockchain technology will further decentralize the energy sector and probably reduce transaction costs.

Despite the assumed importance of blockchain technology, no coherent foresight study on its use and implications exists yet. This study closes this research gap.

Little attention has been given to the mental and physical health impacts of COVID-19 on the academic public health workforce. Academic public health is an important support mechanism for public health practice, providing expertise and workforce training, conducting research, disseminating evidence-based scientific information to both public health and lay audiences, and serving as a supplementary workforce when additional resources are needed. These roles become more important during a public health emergency, particularly during a prolonged public health crisis like the COVID-19 pandemic. As a result of the COVID-19 response, the roles of academic public health have expanded to include developing and implementing contact tracing, surveillance, testing, and vaccination programs for universities and their surrounding communities, all while continuing to prepare students and support the public health practice workforce in their ongoing efforts. As in other responder groups, this has resulted in significant mental health effects and burnout among public health academicians. The authors suggest important steps that can be taken to improve the resilience of the academic public health workforce and to support their contributions during prolonged public health emergencies.

This paper aims to revisit the debate on the insider-outsider positionality of the researcher in conducting qualitative research by highlighting the challenges of researching sexual harassment and harassment among stigmatized or hidden groups of individuals in a culturally value-laden backdrop in South Asia.

The authors drew on a bricolage of methods to analyze and write this paper. First, the authors borrowed from the case study approach to select three research projects that would shed light on the argument raised in the study. Then, narratives, together with self and critical reflexivity were used to write reflective narratives, which served as data for this paper. Next, the authors used the thematic analysis method to analyze the reflective narratives. Finally, the authors drew from literature and the experiences to provide recommendations for the challenges thus identified.

The critical reflections highlight three overarching challenges the authors encountered as insider-outsiders in researching a sensitive topic among stigmatized/hidden groups in a value-laden cultural backdrop: 1) difficulty in recruitment, 2) internalized gender norms and 3) unconscious biases. Based on these challenges, the authors posit that what is pertinent is not whether a researcher is an insider, outsider or in-betweener per se, but how to maximize benefits and minimize pitfalls of being an insider or outsider and employing other means of overcoming the drawbacks. The authors also claim that being more sensitive to the culture, reflexive, flexible and experienced would help overcome challenges faced when conducting research of this nature as insiders-outsiders.

There appears to be little empirically derived inquiry on the insider-outsider positionality of the researchers at the intersection of sensitive topics, stigmatized participants and culture. Our reflections and suggestions address this lacuna while revisiting the simplistic use of insider-outsider dichotomy and proposing other means to overcome the drawbacks brought on by the researcher positionality.

Purpose – A decade after the heinous act of moral turpitude at Virginia Tech, this chapter examines considerations of deterrence and mitigation for campus violence, and discusses the arming of campus police.

Design/methodology/approach – This chapter incorporates campus violence from a phenomenological perspective.

Findings – This chapter highlights the notion that no universal panacea exists toward abating violence among higher education settings. However, various preventive and control strategies may be employed to support the long-term campus safety initiatives of higher education institutions.

Originality/value – This chapter provides a commentary regarding preventive strategies, control strategies, and policy considerations for higher education institutions. It emphasizes the notion that all higher educations are unique, and must craft their own individual policies that satisfy the requirements of their specific situations.

This chapter focuses on the concept of genderwashing in the context of higher education (HE) in the United States. Using intersectionality as a framework, the authors critically examine gender-based affinity groups, which are used in HE as a common strategy to support diversity and equity efforts. The authors discuss how such efforts often fall short in facilitating meaningful organizational or systemic change and provide questions and considerations for addressing genderwashing that are informed by an intersectional lens.

The purpose of this paper is to consider the role of culture in international business studies, viewed from the perspective of textbooks in the field.

This paper analyses the separate chapters on the role of culture in 19 survey texts in international business at three levels: factual assertions; social and historical interpretations; and application of general theories.

Although all textbooks in international business emphasize the importance of culture, the survey reveals serious weaknesses at all three levels, including straightforward errors of fact, more subtle errors of interpretation, and serious problems with definitions and application of theories of cultural difference. The weaknesses are strikingly consistent, and the paper examines a range of possible common causes. Imbricated in the professional structures of the field, the authors appear to be under pressure from publishers, they share a US‐centred bias, and they appear professionally isolated.

Parallel to theories of nationalism and some postcolonial theorists, it can be argued that the implicit purpose of the texts is not to engage sympathetically with actual cultural differences, but rather to mould the next generation of American managers into a common pattern, by identifying an exotic cultural Other against which students will form their new identity. One of the consequences is that it does not matter greatly to the authors whether other cultures are presented accurately, or not. In practical terms, however, cultural differences are important and are recognized as such in international business studies, and so there is reason to hope that the texts will be improved.

The curriculum and instruction model, My Place, Your Place, Our Place (MYOPlace), is a vehicle for implementing internationalization of teaching and learning in elementary and secondary schools by creating partnerships across borders to create learning projects to supplement existing local educational goals within a global con text. The model was developed at the University of Tennessee in Knoxville, Tennessee USA and Bourgas Free University in Bourgas, Bulgaria. It has been field tested in elementary and secondary schools in schools in rural Appalachia (a mountain region( of East Tennessee and in urban schools in Bourgas on the Black Sea coast.

The aim of this study is to extend the rationale and comprehensive understanding in respect of the notion of functionality and beauty in the smart skin buildings. Smart skin in buildings plays a key role in improving building functionality, and the future lies in the use of innovative smart skin strategies. The methodology focused on the objectivity and subjectivity of human perception to assess the aesthetic value of a building's smart skin. A theoretical analysis has been conducted based on the results of the investigation model and fortified by comparing the results with the findings obtained through the opinions of experts based in AHP methodology. The study demonstrates that there is a relation between both the aesthetic value and the functionality of the smart skin of a building. The findings revealed the difference in the aesthetic evaluation between the subjective functionality and the objective functionality of the building skin. The findings contribute useful evidence for the promotion of our understanding regarding the aesthetic value of the smart skin of a building, based on its functionality.