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The purpose of this paper is to present and discuss mental health services for people with intellectual disability (ID) in Norway.

A literature review and a survey were conducted to map services for people with ID and mental health problems in Norway.

The results were sparse and confirmed what is already known among clinicians working with these patients. The Norwegian services are fragmented and there are geographical differences.

There are no special services for children with ID developing mental illness. For offenders with ID, a national unit assesses and follows up, also when the person is sentenced to compulsory care and services are provided in their home municipality.

More data about both the patients and the services are needed in order to improve mental health services for people with ID in Norway.

This paper describes mental health services for people with ID in Norway.

Introduction: The idea of sustainability has become increasingly popular across many industries. To meet the demands of the present without compromising the capacity of future generations to meet their requirements, sustainable organisations prioritise integrating environmental, social, and economic aspects into their operations.

Purpose: To analyse the inter-relationship between sustainable organisations, high-potential employees (HPEs), and blended learning (BL) effectiveness. Organisations can gain a competitive edge, spur innovation, and contribute to a more sustainable and inclusive future by incorporating sustainability into their operations and offering sustainable workspaces.

Design/methodology/approach: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining a literature review of 77 research papers, case studies, and surveys.

Findings: The dedication to sustainability draws high-potential workers and environmentally aware customers who favour supporting socially conscientious businesses.

Practical implications: The study provides valuable implications and suggestions for businesses looking to improve their sustainability and recruit top talent. These proposals should include the techniques for integrating sustainability into organisational culture, employee engagement programmes, talent recruiting and retention tactics, and designing environmentally friendly workspaces.

Originality/value: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining literature reviews, case studies, surveys, interviews, and data analysis.

Market efficiency suggests that price of the security must reflect its intrinsic value by impounding all the available and accessible information. Asset pricing in capital markets has been an exceptionally dynamic area of scholarly research and is considered as a barometer for assessing market efficiency. This phenomenon was very well explained by several market pricing models and theories over the last few decades. However, several anomalies, which cannot be explained by the traditional asset pricing models due to seasonal and psychological factors, were observed historically. The same has been studied by several researchers over the years and is well captured in the literature pertaining to market asset pricing. The purpose of this paper is to revisit the research studies related to a few asset pricing anomalies, collectively referred to as “calendar anomalies”, such as – day-of-the-week, turn-of-the-month, turn-of-the-year and the holiday effects. In this pursuit, a thorough survey of literature in this area, published over the last 80 years (from 1934 to 2016) across 24 prominent journals, has been made and presented in a comprehensive, structured and chronologically arranged major findings and learnings. This literature survey reveals that the existing literature do provide a great depth of understanding around these calendar anomalies often with reference to specific markets, the size of the firm and investor type. The paper also highlights a few aspects where the existing literature is silent or provides little support leaving a gap that needs to be addressed with further research in this area.

The goal of the study requires a comprehensive review of the past literature related to calendar anomalies. As a consequence, to identify papers which sufficiently represent the area of study, the authors examined the full text of articles within EBSCOHost, Elsevier-Science direct, Emerald insight and JSTOR databases with calendar anomalies related keywords for articles published since inception. Further, each article was classified based on the anomaly discussed and the factors used to sub-categorize the anomaly. Once all the identified fields were populated, we passed through another article by constantly updating the master list till all the 99 articles were populated.

It is also important to understand at this juncture that most of the papers surveyed discuss the persistence of the asset pricing anomalies with reference to the developed markets with a very few offering evidences from emerging markets. Thus leaving a huge scope for further research to study the persistence of asset pricing anomalies, the degree and direction of the effect on asset pricing among emerging markets such as India, Russia, Brazil vis-a-vis the developed markets. Further, regardless of the markets with reference to which the study is conducted, the research so far appears to have laid focus only on the overall market returns derived from aggregate market indices to explain the asset pricing anomalies. Thus leaving enough scope for further research to study and understand the persistence of these anomalies with reference to various strategic, thematic and sectoral indices in various markets (developed, emerging and underdeveloped countries) across different time periods. It will be also interesting to understand how, some or all of, these established asset pricing anomalies behave over a certain time period when markets move across the efficiency maturity model (from weak form to semi-strong to strong form of efficiency).

The main purpose of the study entails a detailed review of all the past literature pertinent to the calendar anomalies. In order to explore the prior literature that sufficiently captures the research area, various renowned databases were examined with keywords related to the calendar anomalies under scope of current study. Furthermore, based on the finalized articles, a comprehensive summary table was populated and provided in the Appendix which gives a snapshot of all the articles under the current assessment. This helps the readers of the article to directly relate the findings of each article with its background information.

The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of community of inquiry (CoI) model and two additional contextual factors.

The study conducted a survey using a structured questionnaire among the undergraduate and postgraduate students to examine the LE of MOOCs using the CoI framework and contextual variables – technical barrier (TB) and hedonic motivation (HD). The primary data were analyzed with the partial least squares structural equation modeling technique.

The results show that teaching presence (TP) influences cognitive presence (CP) and social presence (SP). SP influences CP. It is also found that TP, SP and CP influence the LE of MOOCs. It is found that TB negatively influences LE but is not significant and HD significantly influences LE positively for MOOCs.

This study has a few limitations as it is a cross-sectional study in India, which surveyed undergraduate and postgraduate MOOCs learners, and caution needs to be taken while generalizing the outcomes. Further studies can be conducted across other countries considering demographic factors like age, gender, income groups, education and profession.

This research highlights the antecedents influencing the LE of MOOC learners using the CoI framework which will help the MOOC designers and marketers to apprehend the factors influencing LE. The results of this research will help them formulate suitable strategies in the design and delivery of MOOCs to improve the LE of learners.

This unique research investigates and empirically validates the CoI framework to understand LE of MOOC learners in India. This research extends the CoI framework by adding contextual factors – TB and HD in the context of a developing country.

Microenterprises in emerging economies are known to operate in turbulent and resource-scarce environments. We test our hypothesis that a more comprehensive “Integrated Capital-Based Model” (ICBM) is needed when explaining the performance of microenterprises in such an environment. The model combines traditionally researched financial, human and social capital with more recently emphasized psychological and cognitive capital, providing greater explanatory power than models using only the traditional types of capital.

We use a pooled linear regression to analyze an existing survey of more than 900 independent business owners who were interviewed seven times between 2008 and 2012 in the Accra and Tema marketplaces in Ghana. We measure the performance of microenterprises using three dependent variables (revenue, profits, and productivity). We contrast the explanatory power of ICBM models against the more traditional models.

The ICBM has significantly higher levels of explanatory power over the traditional models in examining the performance of these microenterprises. These results highlight the importance of psychological and cognitive capital in emerging economies.

We advocate for a more comprehensive view of capital as shown in our ICBM. However, the data were gathered only in an urban setting, which limits the generalizability to rural parts of emerging economies.

These findings suggest the utility of government and appropriate agencies finding ways to enhance the level of psychological and cognitive capital of microenterprise owners.

This paper's originality stems from hypothesizing and empirically confirming the higher predictive efficacy of ICBM against more traditionally researched capital sources.

As societies worldwide continue to navigate and recover from the impacts of the Covid-19 pandemic, the world is at a unique crossroads. How can leaders in higher education institutions (HEIs) prioritize holistic human needs and maximize interpersonal and collegial human connection, while continuing to guide and grow successful learning communities both in-person and virtually? With potential costs and benefits in mind, pertinent literature is reviewed, and the limitations and silver linings presented by the ongoing pandemic are explored. Different forms of grief and loss experienced by faculty and students as well as the effects of technostress amid this time of change are also recognized. Concepts and practices introduced by prominent humanistic thought-leaders are discussed as a way to navigate the educational impacts created by the pandemic. A key finding presented is that leaders and HEIs that prioritize human connections and relationships, in concert with adopting technological advancements, are better equipped to maintain personal well-being while enhancing academic success in the long term. By fostering learning environments based on psychological safety, compassion, autonomy, and adaptability, humanistic leaders contribute to the betterment of HEIs as a whole. To this end, the enduring legacy of humanistic leadership is pivotal in this new era of global and individual humanistic transformation amid change.

The purpose of this study was to determine the impact of perceived usability and students' personality traits on their learning gain in an e-learning context at the university level.

The factors examined are related to individual characteristics such as students' personality traits, as well as to perceptual characteristics such as the perceived usability of the platform used. A total of 110 undergraduate students participated in the study. A one-group pretest-posttest research design was adopted. Big 5 personality test, System Usability Scale (SUS) and a general knowledge assessment questionnaire were used.

Perceived usability of Zoom platform is statistically significantly correlated with students' learning gain (r = 0.294, p = 0.002, s). Concerning learning effectiveness in the current e-learning scenario, students' final performance was found to be statistically significantly higher than the initial (p = 0.000, s). A hierarchical regression analysis (R² = 0.146) unveiled that Zoom's perceived usability and personality traits are significant predictors for learning gain (p = 0.011, s).

The findings of this research provide important implications regarding the design of lessons in an e-learning context.

A substantial fraction of the educational process is going online, especially in higher education. Thus, a thorough understanding of the factors which influence learning gain in an e-learning context is of significance.

The main contribution of this study is that it quantifies the variance of the learning gain explained by two factors, namely, SUS and personality.

The purpose of this paper is to investigate how decisions of managers and administrators of online communities on norms and rules affect the sense of virtual community (SOVC), which is an important factor of the quality of online information.

The study followed a two-level research design based on 970 online community members, nested within 36 online communities. Data collection consisted of two stages: first a web survey of a sample of online community members was conducted, followed by a web survey of administrators of the same online communities. A two-level hierarchical regression analysis was used to test the hypotheses.

The empirical results suggest that prominence of rules under the condition of members’ participation in their creation, presence of reputation mechanisms, and content moderation contribute significantly to the SOVC , while presence of lighter sanctions and interactive moderation do not.

Since this study is based on web forums, the validity of the proposed hypotheses for other types of online communities cannot be firmly established. Additional elements of online community management could be considered for a stronger system-level explanation of the SOVC.

The study demonstrates that online community administrators need to be considerate in creating and enforcing norms, as their decisions have an impact on the SOVC and consequently on the quality of online information.

The literature considers many factors of the SOVC but none of the previous studies have considered how community management is associated with this phenomenon.

This paper investigates the importance of team formation in entrepreneurship education, and the authors ask: how do different team formation strategies influence teamwork in higher education experiential learning-based entrepreneurship courses?

Employing a multiple case study design, the authors examine 38 student teams from three different entrepreneurship courses with different team formation paths to uncover potential links between team formation and learning outcomes.

The authors find that team formation mode matters. Randomly assigned teams, while diverse, struggle with handling uncertainty and feedback from potential stakeholders. In contrast, student self-selected teams are less diverse but more robust in handling this pressure. Results suggest that in randomly assigned teams, the entrepreneurial project becomes the team's sole reference point for well-being. Seeking to protect the project, the team's ability to deal with uncertainty and external feedback is limited, stifling development. In student self-select teams, team well-being becomes a discrete reference point. This enables these teams to respond effectively to external project feedback while nurturing team well-being independently.

Education theories' implications about the benefit of team diversity may not apply to experiential learning-based entrepreneurship education's typical level of ambiguity and uncertainty. Therefore, educators may have to reconsider the unique dynamics of team formation strategies to ensure strong teamwork and teamwork outcomes.