Search Results (791)

There is little evidence of the implementation of the Principles for Responsible Investment in Agriculture and Food Systems between universities and businesses, and there is even less research that prioritizes people and implements sustainable development with a territorial focus. In this article, we address a form of collaborative work that integrates academia with business, where the Principles for Responsible Investment in Agriculture and Food Systems (CFS-RIA) are seen as an opportunity to promote and strengthen the management of a business in the communities where it operates, and determine a new way of working from its links with the university. The experience is developed in the provinces of Santiago Rodríguez, Valverde (Mao), and Dajabón in the Dominican Republic, with the aim of contributing, using this new approach, to economic, social, environmental, and governance development in the territory. The conceptual and methodological basis for the university–business link is Working With People, a model that integrates key elements of planning such as social learning, collaborative participation, and project management models. The main catalysts of the experience are the business values and the stakeholders who insert the principles into their programs and projects. Among these is an innovative Family Social Responsibility Program with female entrepreneurs and organic banana production. It is concluded that the implementation of the CFS-RIA Principles has a significant impact on the sustainable development of the region and that the university–business link reinforces the social responsibility of companies, providing an opportunity for the entry of new actors. Full article

Empathic behavior is increasingly incorporated into socially assistive robots, yet little is known about how older adults’ personality-based self-regulatory processes shape responses to such designs. The present study examined a recognition-based “mirror effect” framework of narcissistic self-regulation, referring to the ways individuals maintain a valued self-image through social feedback and acknowledgment. We focused on two core dimensions: narcissistic admiration, characterized by self-promotion and the pursuit of affirmation, and narcissistic rivalry, characterized by defensiveness, antagonism, and sensitivity to threat. Community-dwelling older adults (N = 527; M_age = 72.73) were randomly assigned to view a video of a socially assistive robot interacting in either an empathic or a cold manner. Participants reported their perceived recognition by the robot, defined as the subjective experience of feeling seen, acknowledged, and valued, as well as multiple robot evaluations (anthropomorphism, likability, perceived intelligence, safety, and intention to use). At the mean level, empathic robot behavior increased perceived recognition, anthropomorphism, and likability but did not improve perceived intelligence, safety, or intention to use. Conditional process analyses revealed that narcissistic admiration was positively associated with perceived recognition, which in turn predicted more favorable robot evaluations, regardless of robot behavior. In contrast, narcissistic rivalry showed a behavior-dependent pattern: rivalry was associated with reduced perceived recognition and less favorable evaluations primarily in the empathic condition, whereas this association reversed in the cold condition. Importantly, once perceived recognition and narcissistic traits were accounted for, the cold robot was evaluated as more intelligent, safer, and more desirable to use than the empathic robot. Studying these processes in older adults is theoretically and practically significant, as later life is marked by shifts in social roles, autonomy concerns, and sensitivity to interpersonal evaluation, which may alter how empathic technologies are experienced. Together, the findings identify perceived recognition as a central psychological mechanism linking personality and robot design and suggest that greater robotic empathy is not universally beneficial, particularly for users high in rivalry-related threat sensitivity. Full article

Corporate Social Responsibility (CSR) has evolved into a strategic governance framework through which organisations address environmental sustainability, stakeholder expectations, and long-term institutional viability. In knowledge-intensive organisations such as universities, Green Artificial Intelligence (GAI) is increasingly recognised as an internal CSR agenda. GAI can reduce digital and energy-related environmental impacts while enhancing educational and operational performance. This study examines how higher education leaders, as organisational decision-makers, form intentions to adopt GAI within institutional CSR and digital sustainability strategies. It focuses specifically on leadership intentions to implement key GAI practices, including Smart Energy Management Systems, Energy-Efficient Machine Learning models, Virtual and Remote Laboratories, and AI-powered sustainability dashboards. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the study investigates how performance expectancy, effort expectancy, social influence, and facilitating conditions shape behavioural intentions to adopt GAI. Survey data were collected from higher education leaders across Saudi universities, representing diverse national and cultural backgrounds within a shared institutional context. The findings indicate that facilitating conditions, performance expectancy, and social influence significantly influence adoption intentions, whereas effort expectancy does not. Gender and cultural context also moderate several adoption pathways. Generally, the results demonstrate that adopting GAI in universities constitutes a governance-level CSR decision rather than a purely technical choice. This study advances CSR and digital sustainability research by positioning GAI as a strategic tool for responsible digital transformation and by offering actionable insights for higher education leaders and policymakers. Full article

This study explored the impact of social conformity when participants encountered unanimous responses from bots to both objective and subjective questions. Seventy-two participants from Heidelberg University participated in a simulated “Quiz Show”, answering general knowledge and opinion-based questions on economic policy. Using a within-subject design, participants first responded independently, then saw answers from three bots modeled after Asch’s classic conformity studies, which were displayed with usernames and profile pictures generated by artificial intelligence. The results showed significant conformity for both objective and subjective questions, regardless of whether the bot responses aligned with or opposed the initial beliefs of the participants. Gender differences emerged, with women showing higher conformity rates, as well as conformity in objective and subjective contexts appeared to be driven by distinct personality traits. Full article

The rapid adoption of generative artificial intelligence (AI) in higher education has intensified a pedagogical dilemma: while AI tools can increase immediate classroom engagement, they do not necessarily foster the self-regulated learning (SRL) capacities required for ethical and reflective professional practice, particularly in human-service fields. In this two-time-point, pre-post cohort-level (repeated cross-sectional) evaluation, we examined a six-week AI-integrated curriculum incorporating explicit SRL scaffolding among social work undergraduates at a Taiwanese university (pre-test N = 37; post-test N = 35). Because the surveys were administered anonymously and individual responses could not be linked across time, pre-post comparisons were conducted at the cohort level using independent samples. The participating students completed the AI-Enhanced Learning Attitude Scale (AILAS); this is a 30-item instrument grounded in the Technology Acceptance Model, Attitude Theory and SRL frameworks, assessing six dimensions of AI-related learning attitudes. Prior pilot evidence suggested an engagement regulation gap, characterized by relatively strong learning process engagement but weaker learning planning and learning habits. Accordingly, the curriculum incorporated weekly goal-setting activities, structured reflection tasks, peer accountability mechanisms, explicit instructor modeling of SRL strategies and simple progress tracking tools. The conducted psychometric analyses demonstrated excellent internal consistency for the total scale at the post-test stage (Cronbach’s α = 0.95). The independent-samples t-tests indicated that, at the post-test stage, the cohorts reported higher mean scores across most dimensions, with the largest cohort-level differences in Learning Habits (Cohen’s d = 0.75, p = 0.003) and Learning Process (Cohen’s d = 0.79, p = 0.002). After Bonferroni adjustment, improvements in the Learning Desire, Learning Habits and Learning Process dimensions and the Overall Attitude scores remained statistically robust. In contrast, the Learning Planning dimension demonstrated only marginal improvement (d = 0.46, p = 0.064), suggesting that higher-order planning skills may require longer or more sustained instructional support. No statistically significant gender differences were identified at the post-test stage. Taken together, the findings presented in this study offer preliminary, design-consistent evidence that SRL-oriented pedagogical scaffolding, rather than AI technology itself, may help narrow the engagement regulation gap, while the consolidation of autonomous planning capacities remains an ongoing instructional challenge. Full article

Background: Many Canadian medical schools have introduced equity-focused admissions pathways for Black and Indigenous applicants, yet little is known about how current medical students perceive these policies. Understanding these perceptions is critical to ensuring equity initiatives are effective and well-supported. Methods: We conducted a cross-sectional survey of 95 undergraduate medical students at McMaster University. The survey included Likert-scale, multiple-choice, and open-ended questions assessing attitudes toward Black and Indigenous facilitated admissions pathways. Educational background was categorized by the number of humanities/social science courses taken prior to medical school. Quantitative data were summarized descriptively; qualitative responses were thematically analyzed. Results: Most students supported diversity in medicine and agreed that equity pathways address barriers faced by Black and Indigenous applicants. However, fewer than half felt informed about the purpose of these pathways. Responses highlighted concerns about transparency, fairness, and the possibility that pathways may disproportionately benefit higher-socioeconomic-status applicants. Subgroup trends did not show consistent support among students with greater exposure to humanities/social sciences; some expressed stronger skepticism regarding fairness. Qualitative themes emphasized the need for clearer communication, recognition of socioeconomic barriers, and expansion of equity initiatives. Interpretation: Students broadly valued equity-focused admissions but questioned their implementation and transparency. Concerns about socioeconomic privilege and unclear standards indicate a need for better institutional communication and more inclusive eligibility criteria. Equity pathways should be paired with structured education and clear messaging to foster trust, improve understanding, and align admissions policies with the social accountability mandate of medical education. Full article

This study explores how small and micro fashion and apparel enterprises (SMFAEs) conceptualize and structure social and environmental responsibility within an industry characterized by fragmented supply chains and limited institutional guidance. A qualitative, exploratory case study design examined four Québec-based enterprises through semi-structured interviews; these were analyzed using a hybrid thematic approach interpreted through stakeholder and legitimacy theories. The findings reveal three interdependent dimensions of responsible entrepreneurship: foundational commitments rooted in personal values; organizing mechanisms combining formal tools and informal learning to support continuous improvement; and contextual constraints related to sourcing and systemic opacity. The study advances understanding of early-stage responsibilization as a dynamic alignment between conviction, method, and feasibility. It contributes an integrative model that reframes sustainability from a compliance-oriented goal to an adaptive practice grounded in dialogue and learning. This perspective shows that meaningful sustainability emerges not from universal standards alone but from strengthening everyday human-scale processes of collaboration and adaptation. Full article

This article presents a case study from a Social and Health Care School in Denmark, where a rooftop garden was designed to promote student health and support nature-based teaching across subject areas. A novel aspect of the project is the formal integration of the garden into teaching, implying that its long-term impact may extend beyond the students to the end-users they will later encounter in nursing homes and hospitals nationwide. This study applies the Evidence-Based Health Design in Landscape Architecture (EBHDL) process model, encompassing evidence collection, programming, and concept design, with the University of Copenhagen acting in a consultancy role. A co-design process with students and teachers was included as a novel source of case-specific evidence. Methodologically, this is a participatory practice-based case study focusing on the full design and construction processes, combining continuous documentation with reflective analysis of ‘process insights,’ generating lessons learned from the application of the EBHDL process model. This study identifies two categories of lessons learned. First, general insights emerged concerning governance, stakeholder roles, and the critical importance of site selection, procurement, and continuity of design responsibility. Second, specific insights were gained regarding the application of the EBHDL model, including its alignment with Danish and international standardised construction phases. These insights are particularly relevant for project managers in nature-based initiatives. The results also show how the EBHDL model aligns with Danish and international standardised construction phases, offering a bridge between health design methods and established building practice. The case focuses on the EBHDL process rather than verified outcomes and demonstrates how evidence-based and participatory approaches can help structure complex design processes, facilitate stakeholder engagement, and support decision-making in institutional projects. Full article

The COVID-19 pandemic exacerbated structural, social, economic, and racial inequalities affecting immigrant, refugee, and asylum-seeking men—vulnerable populations often overlooked in men’s health research. This study investigated the health conditions of immigrant, refugee, and asylum-seeking men during the COVID-19 pandemic. A scoping review was conducted following Joanna Briggs Institute guidance, and a qualitative lexical analysis (text-mining of standardized study syntheses) was performed in IRaMuTeQ using similarity analysis, descending hierarchical classification, and factorial correspondence analysis. We identified 93 studies published between 2020 and 2023 across 35 countries. The evidence highlighted vaccine hesitancy, high epidemiological risks (infection, hospitalization, and mortality), barriers to accessing services and information, socioeconomic vulnerabilities, psychological distress (e.g., anxiety and depression), and structural inequalities. Findings were synthesized into four integrated thematic categories emphasizing the role of gender constructs in help-seeking and gaps in governmental responses. Most studies focused on immigrants, with limited evidence on refugees and especially asylum seekers; therefore, conclusions should be interpreted cautiously for these groups. Overall, the review underscores the urgency of multisectoral interventions, universal access to healthcare regardless of migration status, culturally and linguistically appropriate outreach, and gender-sensitive primary care strategies to support inclusive and resilient health systems. Full article

Background/Objectives: Kidney donation remains a critical component of addressing end-stage renal disease. This study examines differences in awareness, willingness to donate, and concerns related to kidney donation among medical and non-medical university students. By comparing these groups within the context of Croatia’s presumed-consent system for organ donation, the study provides insights into how educational backgrounds shape attitudes in a setting with high transplantation rates but limited data on young adults. Methods: A cross-sectional observational study targeted at medical and non-medical university students in Croatia. Data were collected from 640 participants via a self-administered, close-ended, structured questionnaire with 33 items divided across three sections. Responses were analyzed using IBM SPSS Statistics program (v. 30.0), to identify significant differences. Due to the cross-sectional design, causal relationships could not be inferred. Results: Overall, 190 students (28.7%) reported willingness to donate a kidney during their lifetime, which was more common among medical students (N = 59; 39.0%) than non-medical students (N = 131; 26.8%). Collectively, willingness to donate postmortem was high in both groups (N = 527; 82.3%), as was willingness in a brain-dead state (N = 448; 70.0%). Medical and non-medical students mostly cited perceived health risks as a concern and concerns related to surgical complications. Regarding information sources, 33.2% of students reported inadequate knowledge of kidney donation, with social media and internet searches cited more frequently than healthcare professionals. Conclusions: Our findings indicate that medical and non-medical students exhibit distinct gaps in knowledge, risk perception and willingness toward kidney donation. Within Croatia’s presumed-consent framework, these findings highlight the importance of targeted educational strategies to support informed decision-making among future generations. Full article

Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education. Full article

The electronic word of mouth (eWOM) has emerged as a communication tool that significantly influences consumers’ attitudes and purchasing behavior in the online market. Research indicates that the effect of eWOM sources, such as (strong ties, weak ties, and influencers) varies in terms of perceived value components (price, quality, emotional, and social value) and purchase intention, particularly with regard to gender. This study, which is based on the SOR framework; examines the role of eWOM as a stimulus affecting student responses and considers the mediating role of perceived value components and the moderate effect of gender. A sample of 901 students from Westbank universities was analyzed using Smart PLS software. The findings reveal that strong ties and influencer eWOM are positively associated with perceived value components and purchase intention, while weak tie eWOM does not directly correlate with purchase intention. Mediation analyses show that perceived quality and social value act as mediators of purchase intent towards eWOM sources, while emotional value specifically mediates strong relationships and influencers. Notably, price value exerts only a mediating effect on purchase intention when communicated through influencers, highlighting the unique role of the influencer in shaping price perceptions and its broad impact on all components of perceived value. Gender differences were observed in students’ responses to eWOM content; particularly in terms of price, quality, and emotional appeal but not in terms of social factors. The outcomes of this study underscore the significance of considering both the source of the message and the characteristics of the audience when formulating targeted marketing strategies. Full article

Digital identity operates as the connective infrastructure of the digital age, linking individuals, organisations, and devices into networks through which services, rights, and responsibilities are transacted. Despite this centrality, the field remains fragmented, with technical solutions, disciplinary perspectives, and regulatory approaches often developing in parallel without interoperability. This paper presents a systematic survey of digital identity research, drawing on a Scopus-indexed baseline corpus of 2551 publications spanning full years 2005–2024, complemented by a recent stratum of 1241 publications (2023–2025) used to surface contemporary thematic structure and inform the ontology-oriented synthesis. The survey contributes in three ways. First, it provides an integrated overview of the digital identity landscape, tracing influential and widely cited works, historical developments, and recent scholarship across technical, legal, organisational, and cultural domains. Second, it applies natural language processing and subject metadata to identify thematic patterns, disciplinary emphases, and influential authors, exposing trends and cross-field connections difficult to capture through manual review. Third, it consolidates recurring concepts and relationships into ontological fragments (illustrative concept maps and subgraphs) that surface candidate entities, processes, and contexts as signals for future formalisation and alignment of fragmented approaches. By clarifying how digital identity has been conceptualised and where gaps remain, the study provides a foundation for progress toward a universal digital identity that is coherent, interoperable, and socially inclusive. Full article

This study examines how Empowering (EL), Responsible (RL), and Ethical Leadership (EtL) relate to employees’ perceptions of Decent Work (DW) in a Portuguese public university, using the Job Demands–Resources (JD-R) framework. DW, defined by dignity, equity, and security, was assessed across seven dimensions. A total of 226 faculty, researchers, and staff completed validated measures of EL, RL, EtL, and DW. Results showed moderate to strong positive correlations between leadership styles and DW, especially for Fundamental Principles and Values at Work (DW1), Fulfilling and Productive Work (DW3), and Health and Safety (DW7). EL displayed the strongest associations with fairness, inclusion, and psychological safety, while RL and EtL were more closely linked to accountability and ethical climate. Analyses by role and education revealed systematic asymmetries, with leaders and highly educated employees reporting more favorable experiences. High intercorrelations among leadership styles (r ≈ 0.87–0.90) suggest an integrated values-based leadership pattern. In contrast, weaker associations with structural dimensions such as workload and social protection highlight the limits of leadership influence on DW. These findings advance research on DW in higher education and underscore leadership development as a lever for institutional justice and well-being. Full article

Corporate Social Responsibility (CSR) in China has evolved from reproducing Western-centric frameworks to engaging with the institutional and political particularities that shape how CSR is reconfigured and practiced. Yet few studies have critically reviewed this growing body of literature to capture the core characteristics and mechanisms of state-corporate coordination in China. This paper fills this gap by reviewing 112 peer-reviewed English-language studies published between 2007 and 2025, synthesizing how CSR in China is conceptualized, embedded, and operationalized across cultural, economic, political, and global dimensions. This review identifies three institutional logics structuring Chinese CSR: (1) moral–cultural framing rooted in Confucian ethics and socialist collectivism; (2) economic coordination under state-led capitalism and selective neoliberalism; and (3) political signaling through Party-state governance and legitimacy negotiation. It also outlines six major research themes—CSR as a legitimacy strategy, CSR reporting, CSR in Chinese multinational enterprises, CSR’s link to financial performance, environmental CSR, and civil CSR—highlighting the mechanisms underlying each. Findings show that CSR in China is different from the managerial-stakeholder framework (e.g., explicit/implicit CSR, pyramid model or integrative model). Instead, it operates as an adaptive political technology within state-led capitalism, reinforcing moral legitimacy and political conformity as firms—especially SOEs and politically connected private enterprises—align with state-defined priorities. Through a comparative perspective, this review demonstrates how China’s CSR model fundamentally recalibrates corporate agency toward political negotiation rather than stakeholder responsiveness, offering a distinct configuration that challenges the presumed universality of Western CSR theories. Full article