Search Results (26)

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

Capital structure theory remains a central concern within corporate finance, despite more than six decades of sustained scholarly inquiry. The seminal contributions of Modigliani and Miller established the analytical foundations from which subsequent frameworks emerged, notably the static trade-off theory and its later evolution into dynamic adjustment models. Although competing theoretical perspectives have advanced the debate, their respective limitations have increasingly encouraged a more integrative understanding of firms’ financing behaviour. This study critically examines the limitations of the dynamic trade-off model in explaining the financing decisions of Portuguese small and medium-sized enterprises (SMEs) during the period 2015–2024. The article contributes to the literature by proposing an original comparative methodological framework and introducing an empirical indicator designed to assess the divergence between the model’s theoretical assumptions and observed financing practices. Using dynamic panel estimations based on the Generalized Method of Moments (GMM), the findings reveal that, although SMEs exhibit partial adjustment behaviour towards target leverage rations, several core determinants predicted by the dynamic trade-off framework lose explanatory power when confronted with observed data. In particular, profitability displays patterns more consistent with pecking order behaviour, while variables traditionally associated with debt optimization and collateral effects become statistically weak or inconsistent. These results suggest that the financing behaviour of Portuguese SMEs cannot be fully explained by a single theoretical framework and is strongly shaped by institutional constraints, internal financing preferences, and contextual factors. The study therefore highlights both the continuing relevance and the empirical limitations of the dynamic trade-off model, while reinforcing the need for more pluralistic approaches to capital structure analysis. From a practical perspective, the findings indicate that SME financing decisions should not be interpreted solely through leverage optimization logic, carrying implications for managers, financial institutions, and policymakers involved in SME financing and fiscal policy design. Full article

This study proposes a theological-orthodox reinterpretation of contemporary management concepts—particularly “value innovation,” the “blue ocean strategy,” and the E.R.S.C. matrix—within the framework of church administration. Starting from the premise that such concepts cannot be directly imported into the ecclesial context without distortion, the paper argues for their “theological translation,” whereby their underlying logic is reoriented toward the service of the person, communion, and oikonomia. The analysis demonstrates that church administration cannot be understood as a neutral technical system, but as a form of diakonia, intrinsically linked to the ecclesial nature of the Church as the Body of Christ. Consequently, “value” is redefined not in utilitarian or economic terms, but as concrete good: the protection of human dignity, the strengthening of communion, the accessibility of liturgical and pastoral life, and the responsible use of resources. Within this framework, innovation is understood as a Christ-centered renewal of administrative practices, while differentiation (“blue ocean”) becomes a form of service rather than competition. The E.R.S.C. matrix is reinterpreted as an ascetical discipline of discernment, guiding administrative decisions through criteria rooted in theological anthropology and ecclesial ethics. Furthermore, the study addresses the ethical meaning of surplus, the role of transparency, the integration of virtue and competence in organizational culture, and the transformation of communication from image management into truthful witness. Ultimately, the paper argues that authentic church administration is not defined by procedural efficiency alone, but by its capacity to manifest, through structures and decisions, the love of Christ in concrete institutional life. Full article

Business schools, and universities more generally, find themselves within a constant tension between different and often conflicting institutional logics. Scholars have identified two primary and coexisting institutional logics in particular—an academic logic and a market logic—that universities must reconcile. To date, however, we still know little about how university leaders navigate persistent frictions between these institutional logics. To fill this gap, we conduct a grounded qualitative study of business schools’ top leaders who have recently introduced new revenue-generating programs. We develop a process model of institutional alignment that explains how leaders navigate and resolve tensions between competing logics over time. Our aim was to explore how these administrative leaders navigated frictions across institutional logics throughout the process of introducing, motivating, developing, and implementing these programs. We find that frictions between the competing institutional logics were indeed prominent in decision-makers’ minds and actions throughout the entire process. These frictions occurred at various levels, both within and outside the business school. To reduce these frictions, leaders describe employing adaptive strategies such as framing, collaboration, and structural adjustments to align the logics and position the new program as consistent with both. That is, the new programs are interpreted as institutional innovations that serve to align the logics. Full article

As the strategic debate around corporate purpose intensifies, organizations face a persistent paradox: how to sustain purpose-driven commitments under the continuous pressure of exchange-system efficiency and competing institutional logics. This paper introduces affective infrastructure: the interdependent organizational systems through which firms cultivate and reproduce the emotional and evaluative dimensions of institutional identity. Building on a synthesis of Adam Smith’s moral philosophy and Kenneth Boulding’s integrative systems theory, the paper argues that corporations operate simultaneously as exchange systems and integrative systems and that institutional character emerges from the organizational systems that sustain integrative commitments alongside exchange efficiency. Four infrastructure components are identified (identity alignment systems, integrative human-resource architecture, stakeholder communion practices, and institutional memory mechanisms), and design principles, assessment methods, and organizational illustrations are developed for each. The paper situates the construct within seven adjacent literatures, develops a configurational diagnostic framework comprising six organizational types, and concludes with a structured empirical research agenda that includes proxies for each component. The governing proposition unifying these contributions is this: affective infrastructure explains how organizations sustain integrative capacity under exchange-system pressure as a system—not as a culture to be cultivated, not as a commitment level to be measured, not as a stakeholder orientation to be managed, but as the interdependent organizational architecture through which identity alignment, integrative membership, stakeholder communion, and institutional memory become simultaneously operative and mutually reinforcing. This is what the adjacent constructs, taken individually, cannot explain: no single tradition specifies the generative system through which all four domains become durable together. Full article

This study analyzes transformative collaborative learning as a management innovation in a community-based service ecosystem in Phrom Kiri, Thailand. Leveraging Transformative Learning Theory and Service-Dominant Logic, the study employs qualitative participatory methods (i.e., multi-stakeholder workshops, focus groups, and field observations) to document the dynamic processes through which learning, interactions, and institutional changes evolve. These findings demonstrate how collectively informed strategies for sustainability challenges engendered collective learning processes that led to an alteration of actors’ assumptions, mobilization of shared understanding, and facilitated new governance practices driven by multi-dimensional value drives in response to accumulating disconnects. These reflect the rise of participatory governance mechanisms, the intermediation between actors to create synergies, and the anchoring of institutional frameworks into local contexts to allow for value generation both in economic terms and social ones. Our case study shows that transformative learning can be more than just a cognitive change, also enabling community-level management innovations. It finds that sustainable development of local service ecosystems relies on the formation, institutionalization, and promotion of collaborative practices that facilitate the alignment of stakeholders’ interests and competencies. By conceptualizing transformative collaborative learning as a key mechanism to understand how management innovation and value co-creation unfold in community-based development, this research advances sustainability and management literature. Full article

This paper proposes a design-based framework for implementing competency-based education (CBE) in the Moodle Learning Management System (LMS) by integrating competency frameworks, learning plans (LPs), adaptive learning (AL) workflows, and visual learning path authoring. While existing research addresses these components separately, there is a lack of operational approaches that translate them into coherent and reproducible LMS-based implementations. The study adopts a design-based synthesis methodology, mapping pedagogical requirements of CBE and adaptive learning to concrete Moodle constructs and plugin-supported functionalities. Based on this mapping, a set of reusable implementation patterns is defined, including course-centric competency alignment, microlearning with branching logic, and adaptive assessment using computer-adaptive testing (CAT). The framework is further extended through visual authoring tools, including the Adele plugin ecosystem. The approach is informed by implementation experience within the TransLeader project (2023-2-PL01-KA220-HED-000179445), which integrates AI and IoT competencies with leadership training in higher education. This paper does not present empirical evaluation results; instead, it provides a structured implementation framework intended to support future empirical validation and institutional adoption. Full article

Adolescent vaping has become a persistent health and behavioural challenge in schools, yet many institutions lack reliable tools to detect and respond to concealed e-cigarette use. This study addresses this problem by evaluating the real-world performance of a low-cost “Internet of Things” (IoT) vape detection system deployed across 37 high-risk restroom and change-room locations at a large Australian Independent school. The aim was to determine whether an IoT-based environmental monitoring platform could accurately identify vaping events, support timely staff intervention, and provide actionable insights into student behaviour patterns. A longitudinal case study design was used, collecting continuous particulate matter (PM_2.5 and PM₁₀) data at one-minute intervals over an 18-month period, where PM_2.5 and PM₁₀ refer to particulate matter with aerodynamic diameters ≤ 2.5 µm and ≤10 µm, respectively, reported in micrograms per cubic metre (µg/m³. Threshold-based alerting, cloud-based data processing, and school-led Closed-circuit television (CCTV) verification were combined to assess detection accuracy, temporal trends, and operational responses. The system recorded more than 300 vaping-related incidents, with clusters aligned to predictable times of day and higher prevalence among senior students. Operational detection performance was high, with alert events characterised by rapid, concurrent PM_2.5 and PM₁₀ excursions consistent with vaping-related aerosol profiles, although staff responsiveness declined over time due to alert fatigue and competing priorities. A major environmental smoke event demonstrated the need for context-aware logic to reduce false positives. The findings demonstrate that real-time aerosol monitoring is not only technically reliable but also highly effective in detecting vaping within school environments. These perspectives help explain why user engagement, alert fatigue, and institutional follow-through are as critical as sensor accuracy itself. Ultimately, the effectiveness of vape detection relies on strong organisational commitment, well-defined response workflows, and alignment with broader wellbeing and policy strategies. When these elements are in place, such systems can evolve from simple detection tools into intelligent, integrated components of school health governance. Full article

Administrations mandated to adopt audit technologies frequently achieve formal compliance while sustaining persistent gaps between policy and operational practice, a pattern that individual-level technology acceptance models cannot explain. This theory-building study develops an integrated framework combining institutional logics (IL) with Williamson’s new institutional economics (NIE) to explain how sociocultural pressures and economic constraints jointly produce and sustain these gaps. Using an abductive research design, we analyze Computer-Assisted Audit Tools and Techniques (CAATTs) implementation in Indonesia’s tax administration through document analysis and focus group discussions spanning three decades, constructing five propositions that specify the conditions under which collaborative, competing, and decoupling logics emerge, persist, and transition. The analysis reveals that regulatory absence produces collaborative logics as practitioners pool search costs through informal coordination, regulatory formalization triggers competing logics by shifting costs from search to enforcement, and the resulting cost gap between symbolic and substantive compliance produces decoupling that persists until governance investments reduce it. The study contributes to compliance risk governance by identifying the causal mechanisms through which institutional pressures and economic constraints interact during mandated technology adoption, offering testable propositions applicable to regulated organizations managing policy-practice gaps. Full article

Green AI contributes to digital sustainability in higher education by encouraging computationally efficient technologies and responsible digital practices. Despite growing interest in sustainable AI, empirical evidence remains limited on how Gen Z students develop socially responsible intentions toward the use of sustainability-aligned AI, particularly within a single host-country higher-education context. This study examines these intentions among students enrolled in Saudi Arabia, using a culturally diverse sample of Saudi and international students while treating national origin as a demographic characteristic rather than a basis for cross-national comparison. The research also addresses emerging concerns related to AI hallucinations and ethical governance in educational settings. An integrated framework is employed that combines the instrumental appraisal logic of UTAUT with responsibility-oriented constructs. The model includes Sustainable Performance Value (SPV), Responsible Use Ease (RUE), Ethical Social Norms (ESN), Institutional Ethical Support (IES), Responsible AI Competence (RAC), AI Hallucination Awareness (AHA), and Green Digital Responsibility (GDR) as predictors of Socially Responsible Intentions (SRI). Data were collected through an anonymous survey of 1159 higher-education students residing and studying within the Saudi higher-education system. The study design reflects one institutional context rather than a multi-country comparison. The findings show strong explanatory and predictive capability (R² = 0.64; Q² = 0.43). SPV, RAC, AHA, and GDR are the strongest predictors of SRI, while RUE shows a moderate association and IES provides contextual support; ESN is not significant. The results highlight the importance of values, competence, and risk awareness in shaping the responsible use of AI. Implications focus on governance and curriculum strategies that support sustainability-aligned engagement with AI in higher education. Full article

The transition towards circular economy models increasingly depends on entrepreneurial initiatives capable of integrating economic viability with social and environmental objectives. However, existing research provides limited explanation of how sustainable entrepreneurs mobilise shared knowledge and social innovation to navigate tensions between competing institutional logics in circular contexts. This study clarifies the role of shared knowledge and social innovation by explaining how circular sustainable value is created through circular business model development. This article develops an integrative framework based on a structured synthesis of the literature on sustainable entrepreneurship, social innovation, shared knowledge, institutional logic, and circular business models. The study does not rely on primary empirical data but focuses on theoretical integration across complementary research to advance conceptual understanding of circular value creation. The article proposes a three-stage framework explaining how shared knowledge is transformed into circular sustainable value through social innovation mechanisms. It illustrates how diverse knowledge inputs interact with institutional logics, how social innovation processes translate these inputs into collaborative practices, and how circular business models generate multidimensional value under conditions of institutional complexity. The framework offers guidance for entrepreneurs, policymakers, and ecosystem actors involved in circular economy transitions and helps clarify how collaborative knowledge practices and social innovation processes can support the design and implementation of circular business models. This article does not empirically test the proposed framework. The findings are limited to theoretical development. Future research is encouraged to examine the framework empirically through longitudinal case studies, comparative designs, or mixed-method approaches, and to operationalise its key constructs. Full article

This article examines the configuration of carceral Islam in Algeria as an instrument of moral governance and civic re-education. Drawing on a multi-year qualitative investigation conducted within several research projects and framed by a comparative Maghrebi perspective, the study analyses how imam and Murshidat contribute to the construction of an “administered religion,” in which spiritual authority is translated into institutional competence and a tool of moral regulation. Through the examination of institutional sources, interviews, and field observations, the research shows how faith becomes a language of discipline, how Tawba (moral and spiritual repentance) is converted into a form of moral capital, and how spirituality functions as a technology of civic conformity. The Algerian prison thus emerges as a laboratory of religious governmentality, where the spiritual dimension is incorporated into logics of security and social control. The comparison with Tunisia—and, to a lesser extent, Morocco—highlights both convergences and divergences among Maghrebi models of religious management, opening new avenues for research on the public function of religion and on the contemporary forms through which states moralize the sacred in Muslim societies. Full article

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative case studies, and three stakeholder consultations with educators, industry representatives, and policymakers. The analysis used thematic synthesis, root cause analysis, and impact mapping to link the identified challenges with their causes, proposed actions, and measurable indicators. The resulting framework is organised into four interconnected domains: Policy and Governance, Institutional Conditions and Infrastructure, Educator Competence and Resources, and Collaboration Ecosystem, each linked to specific stakeholders, proposed solutions, and anticipated benefits. By consolidating diverse evidence into a coherent logic chain, the framework provides a practical and adaptable tool for guiding reforms that strengthen the coherence, inclusivity, and sustainability of STEAM education across various contexts. Full article

The conceptual design phase in architecture establishes the foundation for subsequent design decisions and influences up to 80% of a building’s lifecycle environmental impact. While Building Information Modeling (BIM) demonstrates transformative potential for sustainable design, its application during conceptual design remains constrained by perceived technical complexity and limited support for abstract thinking. This research examines how BIM tools can facilitate conceptual design through diagrammatic reasoning, thereby bridging technical capabilities with creative exploration. A mixed-methods approach was employed to develop and validate a Diagrammatic BIM (D-BIM) framework. It integrates diagrammatic reasoning, parametric modeling, and performance evaluation within BIM environments. The framework defines three core relationships—dissection, articulation, and actualization—which enable transitions from abstract concepts to detailed architectural forms in Revit’s modeling environments. Using Richard Meier’s architectural language as a structured test case, a 14-week quasi-experimental study with 19 third-year architecture students assessed the framework’s effectiveness through pre- and post-surveys, observations, and artifact analysis. Statistical analysis revealed significant improvements (p < 0.05) with moderate to large effect sizes across all measures, including systematic design thinking, diagram utilization, and academic self-efficacy. Students demonstrated enhanced design iteration, abstraction-to-realization transitions, and performance-informed decision-making through quantitative and qualitative assessments during early design stages. However, the study’s limitations include a small, single-institution sample, the absence of a control group, a focus on a single architectural language, and the exploratory integration of environmental analysis tools. Findings indicate that the framework repositions BIM as a cognitive design environment that supports creative ideation while integrating structured design logic and performance analysis. The study advances Education for Sustainable Development (ESD) by embedding critical, systems-based, and problem-solving competencies, demonstrating BIM’s role in sustainability-focused early design. This research provides preliminary evidence that conceptual design and BIM are compatible when supported with diagrammatic reasoning, offering a foundation for integrating competency-based digital pedagogy that bridges creative and technical dimensions of architectural design. Full article

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable strategies identified by education professionals to facilitate a sustainable transition from education to the labour market. This study employed a realistic evaluation framework using CIMO-logic (which focuses on the Context, Intervention, Mechanism, Outcome) for analysis in order to gain insight into the processes of change. In total, four cases were studied at two Dutch educational institutions. The research followed an inductive approach using within-case and cross-case analyses. Five key elements were identified: skills and competencies, Self-insight, Self-efficacy, Building a professional network, and bridging education and practice. In school-to-work guidance for VET students, these elements are relevant to consider in guidance programs. Full article