Search Results (188)

Urban regeneration has become a key strategy to address urban decline, infrastructure aging and socio-economic challenges, aiming to enhance quality of life and stimulate local development. Beyond physical renewal, it involves social, cultural and economic dimensions that contribute to the revitalization of communities. Recent literature frames regeneration as an adaptive and multifaceted process, drawing on concepts such as change management, dynamic capabilities and sensemaking to interpret urban transformation as a form of institutional learning. This study adopts a qualitative case study approach focused on the Libertà district in Bari (Italy), using document analysis, field observation, and stakeholder mapping to investigate both tangible and intangible outcomes of regeneration policies. Particular attention is devoted to understanding how socio-institutional and spatial transformations are translated into economic outcomes, using residential property values as an exploratory indicator of economic change. In this regard, variations in residential property values are considered as an exploratory indicator of economic dynamics associated with regeneration, while acknowledging that property price increases do not necessarily correspond to benefits for all community members and may also reflect issues related to affordability and social displacement. The findings suggest that regeneration should be understood as a coordinated and collaborative process involving multiple stakeholders and institutional actors. The analysis highlights the relevance of cultural initiatives, stakeholder interactions and changes in the physical environment as key elements of the transformation process. Furthermore, the study discusses the extent to which changes in the local real estate market may be associated with broader regeneration dynamics, recognizing the limitations of establishing direct causal relationships. Overall, the research proposes an original perspective on urban regeneration as a learning-based and organizational process in which social, institutional, and spatial transformations interact with economic change in complex and context-dependent ways. Full article

Background/Objectives: Psychological safety is increasingly recognized as a key factor in promoting communication, learning, and teamwork in healthcare, with implications for patient safety culture. Although psychological safety and patient safety culture have been reviewed separately, evidence on how nurse managers contribute to both constructs within nursing teams remains fragmented. This scoping review aimed to map the available evidence on the role of nurse managers in promoting psychological safety and patient safety culture in nursing teams, identify leadership behaviors, strategies, and competencies, and highlight facilitating factors and barriers. This review provides an integrated synthesis of evidence on how nurse managers contribute to fostering both psychological safety and patient safety culture within nursing teams, addressing a gap in the existing literature. Methods: A scoping review was conducted following established methodological frameworks and prospectively registered in the Open Science Framework. Systematic searches were conducted in MEDLINE (PubMed), CINAHL, Psychology and Behavioral Sciences Collection, Scopus, BVS, and WorldCat for gray literature, with the final search performed on 11 May 2026. A total of 229 records were identified, with 112 duplicates removed. The remaining 117 records were screened, resulting in 25 studies included for analysis. Data were extracted and synthesized using thematic analysis. Results: Twenty-five sources were included, comprising predominantly quantitative (mainly cross-sectional) studies, together with qualitative studies, systematic reviews, conceptual papers, expert opinion papers, and gray literature. The findings highlight a close and interdependent relationship between psychological safety and patient safety culture. Nurse managers’ relational leadership behaviors—such as visible presence, active listening, emotional support, and constructive feedback—emerged as key strategies for fostering psychologically safe environments. The reviewed evidence suggests that psychological safety may mediate the relationship between leadership practices and communication, speaking up, incident reporting, and organizational learning. Facilitators include supportive leadership and a just culture, while barriers encompass punitive environments, hierarchical structures, workload pressures, and resource constraints. Conclusions: The findings suggest that psychological safety may be an important mechanism through which nurse managers contribute to patient safety culture. However, leadership alone is insufficient, requiring alignment with organizational conditions and system-level support. These findings support strategies to strengthen safety culture and guide leadership development. Full article

Objective: Patient safety culture (PSC) is a critical determinant of healthcare quality. This study aimed to assess the current status of PSC among healthcare workers at Kien An Hospital, Hai Phong, Vietnam, and identify associated factors. Methods: A cross-sectional survey was conducted using the 12-dimension hospital survey on patient safety culture (HSOPSC). A total of 324 healthcare professionals (physicians, nurses, and allied staff) participated. Data were analyzed using descriptive statistics and multivariable logistic regression. Results: The positive response rate (PRR) across the 12 dimensions of patient safety culture (PSC) varied widely. The highest positive perceptions were observed in “Teamwork within units” (98.5%) and “Teamwork across units” (98.1%). Conversely, severe vulnerabilities in psychological safety were identified, with “Communication Openness” recording the absolute lowest PRR at 25.9%, closely followed by “Non-punitive response to error” at 29.0%. Comparative analysis between professional strata revealed broad alignment across 11 dimensions, with the sole significant divergence occurring in “Feedback and communication about error”, where physicians reported a significantly higher PRR than nurses & allied staff (85.8% vs. 75.2%; p = 0.04). In the multivariable logistic regression model, age emerged as the single independent predictor of overall positive PSC; compared to early-career staff (<30 years), healthcare workers aged 30–40 years (AOR = 4.17, p = 0.02) and 40–50 years (AOR = 5.03, p = 0.02) had significantly higher odds of favorable safety perceptions. Conclusions: Healthcare workers at the study hospital exhibit exceptionally strong collaborative teamwork, yet low communication openness and the fear of a punitive environment remain critical systemic barriers to safety. Because safety culture challenges are macro-institutional and disproportionately impact junior personnel, interventions should shift away from role-specific policies. Instead, hospital leadership must prioritize establishing non-punitive reporting mechanisms, enhancing open dialogue, and designing targeted safety culture onboarding initiatives tailored specifically to the needs of early-career healthcare workers to foster continuous organizational learning. Full article

Mentoring is widely recognized as a strategy for supporting students’ academic and personal development, yet its role in the Education for Sustainability (EfS) remains poorly understood. Meanwhile, universities have expanded sustainability policies, governance structures, and curricular initiatives, although these institutional commitments do not necessarily translate into transformative educational experiences. This study introduces the Mentoring Readiness for Sustainability (MRS), a conceptual framework describing a university’s capacity to align strategic commitment, organizational structures, educational practices, and relational culture so that mentoring can support EfS. This study combined conceptual framework development with documentary analysis of institutional sustainability evidence from 76 Spanish universities. Institutional indicators were interpreted through the proposed MRS framework to explore organizational configurations associated with sustainability-oriented mentoring. The findings reveal considerable variation in the institutionalization of sustainability, with strategic and structural dimensions generally more developed than educational integration. They also suggest that institutional sustainability should not be equated with institutional readiness to foster transformative mentoring. The study contributes a novel conceptual construct linking Education for Sustainability, higher education mentoring, and organizational readiness, providing a foundation for future research to operationalize and validate MRS and examine its relationship with student agency and transformative learning. Full article

Although digital readiness is widely recognized as a prerequisite for digital transformation, existing research predominantly adopts a determinant-based perspective, offering limited insight into how readiness actually emerges within organizations. To address this gap, this study develops a systems-based and process-oriented framework explaining how organizational factors translate into digital readiness in small firms. Drawing on Resource-Advantage Theory and a socio-technical systems perspective, a qualitative cross-cultural multiple-case study was conducted in six small service firms located in Brazil and the United Kingdom. The cross-cultural design enabled the identification of recurring organizational mechanisms across different institutional contexts. The findings reveal that organizational factors such as corporate culture, knowledge management, organizational learning, and leadership do not directly generate digital readiness. Instead, their influence depends on Project Management Capability (PMC), which emerged as the central mechanism coordinating and integrating these resources into coherent digital initiatives. Firms with stronger PMC exhibited more structured and strategically aligned digital transformation trajectories, regardless of resource availability. This study contributes to the literature by conceptualizing digital readiness as an emergent organizational outcome rather than a static condition and by positioning PMC as the critical link between organizational factors and digitally enabled competitive advantage in small firms. Full article

This article develops a conceptual framework for applied social-scientific research and advisory practice on safety culture in complex socio-technical systems. It starts with the observation that contemporary safety problems increasingly require forms of analysis that go beyond technical reliability and managerial control. Existing approaches to safety remain fragmented across engineering, management, and social science, often treating safety either as a technical design problem, a compliance issue, or a measurable organizational attitude. Against this background, the article argues that a practice-theoretical perspective can help integrate these approaches by understanding safety culture as an emergent configuration of meanings, routines, communication patterns, responsibilities, and situated professional practices. Particular attention is given to the risk paradox as it unfolds in critical infrastructures and safety-related organizations, where communication about possible failure is necessary for safety but may also generate anxiety, resistance, or mistrust. The central claim is that professional practice mediates between safety culture and organizational reliability: safety cultures become effective only insofar as they are enacted through communication, coordination, judgment, reporting, learning, and responsibility. On this basis, the article derives analytical dimensions for empirical research, organizational diagnosis, and advisory work aimed at cultivating reliable performance under conditions of uncertainty. Full article

The proliferation of generative artificial intelligence (GenAI) has precipitated an urgent, global reassessment of how higher education evaluates critical thinking, creative agency, and academic integrity. However, scholarly and institutional responses remain fragmented across cultural contexts, impeding the development of robust, flexible, and discipline-adaptable assessment frameworks. Responding to the imperative to move beyond the traditional standardized assessment paradigm, this study conducts a comparative discourse analysis of 5368 academic articles in Anglophone/Western scholarly discourse (Web of Science, WoS) and Chinese (CNKI). Using LDA topic modeling and Word2Vec-enhanced semantic analysis, the study identifies two divergent orientations: an Anglophone/Western discourse that frames AI as an instrument for cognitive augmentation, efficiency optimization, and functional human–AI collaboration; and a Chinese discourse that emphasizes epistemic sovereignty, the reconstruction of creative subjectivity, and systemic institutional rebuilding against technological alienation. These pathways are mapped onto a tripartite framework of Tools, Creative Subjectivity, and Organizational Ecosystems. The findings demonstrate that AI integration is culturally embedded rather than technically determined, carrying profound implications for assessment validity, academic integrity policy, and equitable access to AI-enhanced learning. The study synthesizes these insights into a culturally responsive assessment framework that redirects evaluation from standardized, product-centric outputs toward process-oriented, transparent, and ethically governed human–AI co-authorship. By centering critical autonomy, AI literacy, and epistemological diversity, this framework offers actionable strategies for inclusive assessment redesign, institutional policy development, and sustainable competency cultivation in the GenAI era. Full article

Crisis management has evolved from a reactive organizational function into a strategic capability grounded in organizational learning, knowledge-based processes, and behavioral alignment, thereby enhancing institutional resilience in volatile environments. This study examines how organizational and financial determinants contribute to crisis management success in the United Arab Emirates (UAE). It integrates crisis management culture as a learning-oriented mediating capability. It incorporates a Theory of Planned Behavior (TPB)-based behavioral extension to explain how attitude, subjective norms, and perceived behavioral control shape intention toward crisis-related compliance. Using SPSS regression analysis and Partial Least Squares Structural Equation Modeling (PLS-SEM), the findings indicate that policies, procedures, and financial stability exert significant positive effects on crisis management success, whereas trained human resources show no direct significant impact. Crisis management culture emerges as a key mediating mechanism that enables knowledge integration, supports organizational learning processes, and translates structural preparedness into coordinated action. The TPB-based extension further shows that attitude, subjective norms, and perceived behavioral control significantly predict intention, and that intention is positively associated with crisis management success. The results suggest that effective crisis governance depends not only on formal structures and financial resources but also on learning-oriented cultures and behavioral mechanisms that transform institutional knowledge into coordinated crisis responses. Full article

Digital transformation in construction small and medium-sized enterprises (SMEs) depends on employees’ willingness to use information systems in their daily work. This study examines the role of transformational leadership (TL) and perceived organizational support (POS) in employees’ behavioral intention to use information systems in Chinese engineering construction SMEs. It also considers the mediating role of perceived usefulness (PU) and perceived ease of use (PEOU) and the moderating role of organizational culture. A total of 361 valid responses were collected from employees in Chinese engineering construction SMEs. The results show that TL and POS both act as organizational drivers of employees’ adoption intention. TL influences BI by improving employees’ cognitive evaluation of information systems through PU and PEOU. POS provides resource-based support to help employees feel more confident using these systems. OC further conditions how employees respond to leadership and support signals during digital transformation. These findings suggest that technology acceptance in engineering construction SMEs is shaped by both individual technology beliefs and organizational conditions. This study extends technology acceptance research by making the Theory of Planned Behavior more concrete through managerial and support mechanisms. It also provides practical guidance for SME managers seeking to support digitalization through clear leadership communication, targeted resource support, and a learning-oriented culture. Full article

Background/Objectives: Population aging has increased the demand for comprehensive and coordinated care for older adults, placing primary health care (PHC) nurses at the forefront of comprehensive geriatric assessment (CGA) implementation. However, limited evidence exists regarding nurses’ experiences and educational needs related to CGA across different European healthcare contexts. This study aimed to explore the experiences, perceived challenges, and educational needs of PHC nurses regarding the implementation of CGA in five European countries. Methods: A qualitative study design was employed using five focus groups, one in each participating country: Greece, Iceland, Finland, Estonia, and Latvia. A total of 29 PHC nurses participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis. Results: Three overarching themes and nine subthemes were identified in relation to good practices in CGA: (1) embracing the complexity of holistic assessment; (2) balancing consistency with flexibility in clinical practice; and (3) advancing professional expertise through structured learning. Participants highlighted the importance of standardized assessment tools and effective multidisciplinary collaboration. At the same time, they reported significant gaps in formal education, limited organizational resources, and insufficient training in cultural competence, which hinder consistent CGA implementation. Conclusions: PHC nurses recognize the value of a holistic and structured approach to CGA but require clearer educational pathways and evidence-based training to address the complex needs of older adults. Strengthening curricula that emphasize interprofessional collaboration, practical competencies, and contextual adaptability may support more effective and sustainable implementation of CGA in primary care settings across Europe. Full article

In this case study, we examined a school in Northern Norway that has integrated outdoor learning as a core element of its pedagogical practices. To develop a comprehensive understanding of the role of outdoor learning and the factors contributing to the school’s success, we conducted semi-structured interviews with stakeholders of outdoor learning: six students, three teachers, one teaching assistant, and the principal. Our interviews were thematically analyzed using a whole-school approach framework, and our findings indicate that outdoor learning is embedded in the school’s identity. The regularity of outdoor learning for all students, with support from the school’s leadership and committed teachers, ensures predictability and continuity. Students and staff are broadly positive about outdoor learning and report that it strengthens student–teacher relationships. Outdoor learning is understood as interdisciplinary, and the practice enhances both academic learning and environmental awareness. Nevertheless, we identified limited opportunities and a weak culture for sharing outdoor learning practices among teachers. The school therefore aims to develop a progression plan for outdoor learning and to facilitate greater sharing to strengthen the professional community and improve coherence. This case study contributes to the literature by specifying organizational and contextual conditions for successful implementation and by highlighting the need to align outdoor and indoor teaching. Sustained outdoor learning requires holistic support from everyone involved in the school community. Full article

Sustainable higher education governance requires durable institutional mechanisms that support student engagement, faculty participation in education, and organizational coordination. Against the backdrop of China’s “Three-All Education” framework, academic culture has become a broader governance issue involving student development, faculty engagement, and organizational operation. This study aims to examine the current conditions and associated factors of academic culture governance in resource-constrained undergraduate universities. Based on survey data from three undergraduate institutions in Gansu Province, China, including 6120 valid student questionnaires and 735 valid faculty questionnaires, this study combines group difference tests with multiple regression analysis. The findings show that the sampled institutions face three main challenges: insufficient continuity in students’ academic goal commitment, limited faculty educational engagement under research-oriented incentives, and weak organizational coordination. Regression results further indicate that clarity of learning goals is significantly and positively associated with students’ learning status; perceived research orientation is significantly and negatively associated with faculty engagement in education; and information sharing and clarity of responsibility are significantly and positively associated with organizational coordination. These findings suggest that sustainable academic culture governance depends on the alignment of student goal support, faculty incentive structures, and collaborative organizational operation. Full article

Aligned with Saudi Arabia’s Vision 2030, which emphasizes sustainability, innovation, and economic diversification, this study investigates how green innovation (GI), organizational learning (OL), and regulatory pressure (RP) influence sustainability performance (SP) among small and medium-sized enterprises (SMEs). Additionally, addressing a key theoretical gap, this study examines OL as a mediating mechanism and RP as a moderating factor in the GI–SP relationship, an area rarely explored in emerging economies. Grounded in the Resource-Based View and Dynamic Capabilities Theory. Methodology: This study adopts a quantitative, cross-sectional design and gathers data from 386 SME employees across Saudi Arabia using validated survey instruments. SPSS analysis revealed that GI significantly improved SP both directly and indirectly via OL, highlighting the critical role of internal learning capabilities. Furthermore, RP positively moderates the effect of GI on SP, indicating that supportive regulatory environments can amplify the benefits of innovation for sustainability outcomes. This study contributes to the literature by integrating internal capabilities and external pressures into a cohesive framework for understanding sustainability. Empirically, it offers fresh insights into the under-researched SME sector in Saudi Arabia. Practically, the findings provide valuable guidance for managers and policymakers to promote sustainability through enhanced learning culture and well-structured regulatory frameworks. Full article

Childhood is a crucial period for enhancing socioemotional skills, which lay the foundation for development and mental health in adulthood. Consequently, research in early years focuses on emotion understanding as a central component of broader emotional skills, highlighting the role of Social and Emotional Learning (SEL) programs and the influence of factors such as sex, culture, socioeconomic status, and context. This study examines the impact of a seven-month school-based SEL intervention on children’s emotion understanding across two cross-cultural contexts, Spain and Venezuela. A quasi-experimental factorial design with pretest and post-test measures, under a quantitative methodology, was conducted with 224 children enrolled in the 4- and 5-year-old levels of Early Childhood Education, and Grades 1–2 and 3–4 of Primary Education. The Emotion Matching Task and the Test of Emotion Comprehension were used for data collection. Results indicated that participation in the intervention was associated with improvements in emotion understanding, although the magnitude varied across schools and educational stages. Therefore, this study argues how SEL initiatives interact dynamically with school culture, community characteristics, and the organizational structures that support SEL. Full article

Digital transformation is changing not only the demand for new digital skills, but also the value of skills that employees already possess. This study examines how perceived disruptive technological change is associated with digital skills decay and digital skills obsolescence and how these processes relate to employability anxiety, reskilling intention and workforce sustainability. A quantitative survey was conducted among 932 employees and business professionals from European Union countries between October 2025 and March 2026. The data were analyzed using PLS-SEM in SmartPLS, with Bayesian regression in JASP used as a complementary robustness check. The results supported the proposed model. Perceived disruptive technological change was positively associated with digital skills decay, while digital skills decay was positively related to digital skills obsolescence. Both digital skills decay and obsolescence were positively associated with employability anxiety. Employability anxiety was negatively associated with workforce sustainability, but it was positively associated with reskilling intention, which in turn supported workforce sustainability. Sustainable HRM practices and organizational learning culture were also positively associated with workforce sustainability. The findings suggest that workforce sustainability depends not only on training provision, but also on the early detection of skill devaluation and the development of organizational conditions that help employees remain employable, adaptable and included. Full article