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Groundwater plays a critical part in both natural and human existence. When surface water is scarce in arid climates, groundwater becomes an immensely valuable resource. Dak Lak is an area that frequently lacks water resources for everyday living and production, and the scarcity of water resources is exacerbated during the dry season. As a result, it is critical to do study and understand about groundwater to meet the region's water demand. This study aims to extend the use of the MODFLOW model for groundwater simulation and assess the overall groundwater reserves and water demand in the highland province Dak Lak.

The MODFLOW model is used in this work to compute and analyze the flow, prospective reserves of groundwater from which to plan extraction and estimate groundwater variation in the future.

The application of the MODFLOW model to Dak Lak province demonstrates that, despite limited data, particularly drilling hole data for subterranean water research, the model's calculation results have demonstrated its reliability and great potential for use in other similar places. The use of the model in conjunction with other data extraction modules is a useful input for creating underground flow module maps for various time periods. The large impact of recharge and evaporation on groundwater supplies and water balance in the research area is demonstrated by simulations of climate change scenarios RCP4.5 and RCP8.5.

None of the studies has been done previously to analyze water resources of Dak Lak and the scarcity of water resources is exacerbated during the dry season. Therefore, this study will provide useful insights in the water resource management and the conservation of Dak Lak. The groundwater in Dak Lak can meet the area's water demand, according to the results obtained and water balance in the study area. However, the management of water resources and rigorous monitoring of groundwater extraction activities in the area should receive more attention.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

This paper explores the relationship between size, book-to-market, beta, and expected stock returns in the U.S. Information Technology sector over the July 1990–June 2001 period. Two models, the multivariate model and the three-factor model, are employed to test these relationships. The risk-return tests confirm the relationship between size, book-to-market, beta and stock returns in IT stocks is different from that in other non-financial stocks. However, the sub-period results (the periods before and after the technology crash in April 2000) show that the nature of the relationship between stock returns, size, book-to-market, and market factors, or the magnitude of the size, book-to-market, and market premiums, is on average unchanged for both sub-periods. This result suggests the technology stock crash in April 2000 was not a correction of stock prices.

This study aims to examine the mediating role of innovation capability in the relationship between digital transformation strategy and innovation performance of microfinance institutions in Ethiopia.

Survey data were collected from 12 microfinance institutions in Ethiopia through self-administered questionnaires. Statistical analysis was conducted using structural equation modeling with AMOS and SPSS. Covariance-based structural equation modeling was used to test the study hypotheses.

Digital transformation strategy indicators such as (digitization vision, information technology integration, information technology agility and flexibility of information technology) directly affect innovation performance. The innovation capability mediates the relationship between digital transformation strategy indicator (information technology agility) and innovation performance. However, innovation capability does not have mediation effect in the relationship between digital transformation strategy remaining indicators (digitization vision, information technology flexibility and information technology integration) and innovation performance.

The study affirmed the importance of dynamic capability theory and presents noteworthy conclusions applicable to managers, stakeholders, and policymakers. It illuminates how innovation capability serves as a crucial link between digital transformation strategies and innovation performance within microfinance institutions in Ethiopia. This research enhances the current understanding of innovation capability, digital transformation strategy and innovation performance in the literature.

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

Drawing on the whole-life perspective of career development and the conservation of resources theory, the authors consider whether self-initiated expatriates' (SIEs’) cultural intelligence (CQ) is a general, cross-domain resource that helps SIEs gain resources in the work and nonwork domains. The authors contend that CQ will be associated with greater levels of organizational and community embeddedness, which in turn will facilitate their career satisfaction. The authors also propose the role of perceived host country community diversity climate as an environmental condition that, when low, strengthens the relationships between CQ and organizational and community embeddedness.

The authors examine the study hypotheses based on two distinct samples of SIEs (Sample 1: 169 Asian SIE professionals; Study 2: 147 SIE academics).

SIEs' CQ positively relates to their organizational and community embeddedness, which in turn is associated with greater levels of career satisfaction. The authors also find that SIEs with high CQ are more likely to experience community embeddedness and career satisfaction when they perceive that the host country community diversity climate is low.

First, this study goes beyond existing literature that rarely examines nonwork inputs to SIE career success. Second, extending previous CQ research with a strong organizational focus, the authors investigated how CQ influences SIEs' work and nonwork embeddedness. Third, the authors found that the absence of a peripheral ecological condition, perceived host country community diversity climate, may strengthen the direct relationship between CQ and embeddedness and the indirect relationship between CQ and career satisfaction.

This paper aims to explore the use of digital game to help international student to acquire adjustment-related information.

The study introduces a digital game called Digital Game for International Student Training (DGIST) which is intended to satisfy important aspects of international students' information needs. To evaluate the efficacy of DGIST, a before-and-after with control experimental design was adopted. The experimental group students were exposed to DGIST, while the control group was given a paper-based document. A total of 80 participants were involved in the study. They were from nine different countries with average age of 26. The analysis of covariance was used to analyze the data collected.

Statistical analyses reveal that there was a significant difference between DGIST and paper-based document in helping international students acquire adjustment-related information on post-test score.

Although digital games have been developed for various subject areas, little attention has been focused on using digital games to address international students' adjustment issues. This paper thus represents a step towards an uncharted research territory.

This research explores human factors practices in the context of Industry 4.0, Industry 5.0 and the multigenerational workforce, promoting the evolution of Human Capital 4.0. With the emergence of generations Y and Z, organizations are more volatile, heightening the risk of tacit knowledge loss. Conditions conducive to retaining employees must be created, particularly by prioritizing engagement initiatives.

Addressing these imperatives required the adoption of a comprehensive mixed-methods methodology, which integrated a systematic literature review, a qualitative thematic analysis of 30 interviews conducted with employees from three multinational organizations and a quantitative statistical analysis of a questionnaire gathering 560 responses.

The study identifies essential practices for enhancing employee well-being, considering blue and white collars, using the PERMA model. It recommends adopting corporate social responsibility (CSR) initiatives and flexible work arrangements to improve positive emotion. Engagement is strengthened by aligning roles with employee strengths, offering ongoing learning opportunities and incorporating gamification. Strong Relationships are fostered through coaching, mentoring and participatory decision-making. Meaning in work is supported by encouraging a protean career attitude and integrating CSR activities to align personal and professional values. Accomplishment is achieved through lean management principles and recognition programs that facilitate goal achievement and employee appreciation.

This is the first multigenerational study to include Gen Z, both blue- and white-collar workers and the PERMA model, offering a set of practices designed to improve Human Capital 4.0 retention. These practices target adaptation to both the digital paradigm and the multigenerational environment as well as addressing the phenomena of the Great Resignation and Quiet Quitting.