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Construction 4.0 technology is a novel innovative technology that has been proved to enhance project performance. However, information on the concept's awareness, adoption readiness and challenges in developing economies is still scanty. The purpose of the study is to appraise awareness, adoption readiness and challenges of Construction 4.0 technologies in Nigeria to bring to the fore the state of art of these innovative technologies in the study area.

The study used a convenient sampling technique to select 129 construction professionals (architects, engineers and quantity surveyors) in Osun State, Nigeria, who provided data for the study through a closed-ended structure questionnaire survey. The quantitative data supplied were analysed using frequency, percentile, Cronbach's alpha, mean score (MS) analysis and analysis of variance (ANOVA).

The overall awareness level of construction professionals in the study area about Construction 4.0 technologies is at a moderate level (MS = 3.03). The analysis of each component of the Construction 4.0 technologies shows that BIM (MS = 3.69) has the highest level of awareness, while augmented reality (MS = 2.51) has the least awareness level. More results show a significant difference in the opinion of the respondents, a significant difference in the respondents on 36% of the components of Construction 4.0 technologies. The adoption readiness of the Nigerian construction industry (NCI) to Construction 4.0 technologies is at an initial level (MS = 2.86). However, the 3D printing (MS = 3.36) and augmented reality (MS = 2.49) have the highest and lowest adoption readiness ratings, respectively. There is no significant difference in how respondents ranked the NCI adoption readiness on 73% of the components of Construction 4.0 technologies. The main challenges of Construction 4.0 technologies in the study area are lack of standardisation (MS = 4.02), lack of investment in research and development and cost of implementation (MS = 3.87) each. The result shows that there is perfect unanimity in the way respondents ranked the challenges of Construction 4.0.

The study provided information on the status quo of Construction 4.0 technologies in the NCI to enhance improvement in practice and the attendant project delivery.

The study attempted to bring to the fore the state of the art on awareness, adoption readiness and challenges of Construction 4.0 technologies in Nigeria. The study's information will be valuable to improve project delivery.

The purpose of this paper is to assess the impact of professional training and development for librarians/library staff in the southwest, Nigeria; especially the Federal University of OyeEkiti, Nigeria. Thus, this study intends to assess the impact of staff professional development and training on the job performance of library staff in the Federal University Oye Ekiti, Nigeria.

The descriptive survey research design was used in carrying out this study. The population of study cuts across all library staff/attendants in the Federal University Oye Ekiti departmental, faculty and the university libraries. The purposive sampling technique was used in selecting the sample for the study (77 library staff). Research instruments, developed by the researchers, Staff Development Programme Questionnaire (r = 0.79), Staff performance Questionnaire (r = 0.81), Challenges of Staff Professional Development and Training Questionnaire (r = 0.82), were used for data collection. The data were analysed using descriptive statistics (frequency counts and percentages, mean and standard deviation) and inference statistics (correlation and one-way ANOVA) at a 5% level of significance.

Results revealed that the level of the job performance of library staff in Federal University Oye-Ekiti (FUOYE) is high; there is a positive and statistically significant relationship between the professional development of library staff and their performance in the job; professional development and training of library staff significantly impact their job performance; orientation, in-house training, seminars, on-the-job training and instructor-led training.

The study was limited to the university libraries in the Federal University Oye Ekiti, Nigeria. The variables used in this study were restricted to training and development of library staff and job performance of librarians in FUOYE, and professional development programmes available for FUOYE librarians.

Other forms of professional development programmes such as Distance Educational Programmes, Conferences/Workshops, Study visits, Formal professional library education and TETFUND Programmes should be made available for university library staff. Universities should always organise staff professional development programmes; since it enhances the job performance of library staff.

This article is original and has not been published elsewhere.

I HAVE sometimes been asked whether I am conscious, as the present editor of THE LIBRARY WORLD, of the spirit and influence of its founder, James Duff Brown, and of his editorial successors, who included J. D. Stewart and W. C. Berwick Sayers. The answer is that of course I am—how could it be otherwise?

The present study aims to examine the relationship between green economic incentives (GEIs) and environmental commitment (EC) as drivers of the circular economy (CE) practices in small and medium enterprises (SMEs).

A cross-sectional study of 594 assistant managers and SME managers was used while data were analyzed through Smart PLS.

The results showed that GEIs positively affect the SMEs' EC and the CE practice model. Furthermore, EC is the mediator between GEIs and the three CE practices: internal environmental management, eco-design and corporate asset management and recovery (CAM&R).

The present study provided a basis for understanding the relevance of SMEs' CE practices and designing a strategic plan for its implementation. Also, it provides insight into that collaboration between triple helix (the government, SMEs and the community) is needed in increasing environmental awareness toward sustainability.

This study enhanced the natural resource-based view (NRBV), describing the mechanisms that view GEIs and EC as pollution prevention in CE practice.

There are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics.

A critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes.

While there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff.

The evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance.

While there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.