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This project inquires whether transitioning to adopting sustainable practices involves emphasizing the significance of education and skill development that aligns with employees' knowledge. Additionally, this project explores whether soft skills can act as a means for effective communication, collaboration and ethical decision-making when addressing the intricate and socially interconnected nature of sustainability challenges. Thus, this research explores employee sustainability knowledge and soft skills to gain a more nuanced understanding to provide evidence-based recommendations to enhance organizational sustainability initiatives.

This study used a form of chain-referral sampling with two populations. A two-step cluster analysis with a log-likelihood distance measure and Schwarz’s Bayesian criterion was employed to identify communities of employees with different levels of sustainable practices and soft skills knowledge. A corresponding analysis was conducted to better understand different communities in terms of industry and managerial experience. A confirmatory factor analysis was conducted using a covariance-based measurement model to establish measurement validity and reliability and to impute latent variables (i.e. constructs) scores.

Aligning human resource (HR) strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills. Tailored training and workforce development programs for each community are recommended, with the proposal of active training methods like Lego Serious Play to dynamically engage employees. As organizations increasingly invest in training, this research offers valuable insights for educators and industry professionals to better cultivate and apply soft skills to develop employee sustainability practices and enhance employee development.

Although this study’s findings are not generalizable to the population, they are useful when considering critical sustainability knowledge and soft skills necessary for employees in the hospitality industry. The convenience sample of this study could have been more robust, with participants with greater tenure in the industry or a better understanding of sustainable practices and soft skill competencies. This research used a Qualtrics survey to gather subject responses. This may have caused biases in responding to the survey, such as a central tendency, immediacy, the rater’s knowledge about each criterion or boredom with the survey length.

The practical implications drawn from this study’s findings offer actionable insights for organizations seeking to enhance sustainability practices within their workforce. As one navigates the diverse landscape of employee categories, including sustainable champions, emerging learners and skillful initiators, it becomes evident that a one-size-fits-all approach to training and workforce education is not conducive to cultivating a sustainable culture. In this section, some possible practical strategies tailored to each employee category are suggested, ensuring that organizations can effectively harness the unique strengths and development needs within their workforce.

Using a social cognitive theoretical lens (Bandura, 1977), sustainable catalysts' elevated knowledge levels make them influential contributors to the organization’s sustainability goals, while their adeptness in soft skills positions them as effective communicators, collaborators and leaders in fostering a culture of sustainability. Figure 1b displays this idea. As such, sustainable catalysts were present four times in the effectiveness of the top five soft skills, meaning these sustainable catalysts should be the area of primary focus as they can assist organizations by educating other employees due to their enhanced soft skills and level of sustainability knowledge.

Rooted in social cognitive theory, this study investigated how HR practices can effectively shape sustainability-related workforce development in the workplace. The results identified distinct knowledge communities – sustainable catalysts, skillful initiators, emerging learners and sustainable champions – aligned with quadrants of sustainable practice effectiveness. Aligning HR strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills.

The purpose of this research is two-fold: first, the researchers will create a reliable and valid hospitality senior exit survey by conducting a Delphi panel of experts and second, the researchers will pilot-test the instrument with students from a four-year university. The data will be (a) assessed to determine the retention of knowledge by four-year students, (b) used by academicians to make changes to course material and (c) used to help with the accreditation assessment process.

A Delphi panel of hospitality educators was used to validate the items, and graduating hospitality students were used to calculate reliability.

By embracing the hospitality exit survey (HES), institutions can effectively evaluate and enhance their programs. With its ability to gauge students' knowledge retention, the study findings serve as a powerful tool for shaping the future of hospitality education.

The study's findings might be somewhat limited in representing a broader range of perspectives within hospitality programs. Another limitation stems from the structure of the survey itself. The survey included numerous items requiring two inputs for each item. This format has the potential to introduce certain biases among participants.

In a positive statement, organizations can use this information to discover why employees stay and then continue to develop goals/strategies to ensure this process stays up to date. Academia is no different. Academia also wants to produce the best product, and since the students are to become the next set of leaders, these programs need to know what is successful and what needs to be adjusted.

A strategic exit interview program should 1)Uncover issues relating to human resources/students; 2) understand employees'/students' perception of the work; 3) managers'/directors' leadership style and effectiveness; 4) human resource/college/departments benchmarks and 5) improve the organization.

This research holds significant importance as it focuses on developing the senior HES and its potential utilization within hospitality programs. The HES serves as a valuable tool for these programs to evaluate the knowledge levels of their graduating students and collect data necessary for assessment and accreditation purposes.

The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its effect on their satisfaction and dining frequency.

A survey of 685 students was conducted to collect data. Partial least squares based structural equation modeling is used to test the proposed structural model with SmartPLS 3.0.

Results confirm that quality of food, ambience, value for money, food and beverage options and service quality have a positively significant impact on students’ overall satisfaction with the on-campus foodservice operation and dining frequency. As such, all the hypotheses are supported.

These findings indicate that on-campus foodservice operators should focus on quality of food, ambience, value for money, food and beverage options and service quality to achieve student satisfaction. This in turn could positively impact the institution’s reputation, student retention and the marketability of the institution to future students.

This study would help on-campus foodservice operators to better understand the impact of the various elements of foodservice experience which will lead to students’ overall satisfaction and dining frequency, particularly in a HBCU setting.

The UK Z39.50 Pre‐lmplementors Group was set up at the beginning of 1992, with the aim of encouraging UK involvement in the development of search and retrieve standards and contributing to international technical discussions and ballots. Participants come from a variety of backgrounds, including suppliers, libraries, UKOLN, the British Library and LASER. The main part of the article comprises of recent status reports from the main UK players.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

Intellectual humility and religious conviction are often posed as antagonistic binaries; the former associated with science, reason, inclusive universality, and liberal secularism, the latter with superstition, dogma, exclusive particularity, and rigid traditionalism. Despite popular images of white American evangelicals as the embodied antithesis of intellectual humility, responsiveness to facts, and openness to the other, this article demonstrates how evangelicals can and do practice intellectual humility in public life while simultaneously holding fast to particularistic religious convictions. Drawing on textual analysis and multi-site ethnographic data, it demonstrates how observed evangelical practices of transposable and segmented reflexivity map onto pluralist, domain-specific conceptualizations of intellectual humility in the philosophical and psychological literature. It further argues that the effective practice of intellectual humility in the interests of ethical democracy does not require religious actors to abandon particularistic religious reasons for universal secular ones. Rather, particularistic religious convictions can motivate effective practices of intellectual humility and thereby support democratic pluralism, inclusivity, and solidarity across difference. More broadly, it aims to challenge, or at least complicate, the widespread notion that increasing strength of religious conviction always moves in lockstep with increasing dogmatism, tribalism, and intellectual unreasonableness.

This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.

We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.

We propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.

The paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.