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Science and Technology Innovation Communities (STICs) are student-led partnerships that bring together businesses, research centres, and university staff. They constitute an effective way of promoting student innovation ability. However, the students' position within the STICs organisation network may condition how their innovation ability is effectively acquired. Using Social Network Analysis (SNA), this study measures how the STICs organisation network promotes the innovation ability of its actors. The paper finds that network centrality and structural holes of the STICs organisation network are positively correlated with student innovation ability. The results are validated through robustness tests in three different STICs, involving engineering students from China's Chang'an University. Semi-structured interviews are also conducted with 20 relevant actors of STICs. The conclusion suggests that a higher involvement of core actors, more support from schools, and more restrictive entry requirements are necessary to improve the organisation management and training level of engineering students in STICs.

Purpose: This study aims to investigate the relationship between supply chain leadership, digital supply chain practices and corporate sustainability strategies on the sustainability performance of logistics firms in Nigeria, one of Africa's largest economies. It indicates that collaborative efforts within the supply chain context can improve sustainability performance. Design/methodology/approach: Data from 468 firms in a major sub-Saharan African market were collected through a structured questionnaire. The analysis used descriptive statistics, principal component analysis and hierarchical regression analysis. Factor analysis and Cronbach's alpha analysis were used to assess the validity and reliability of the instrument. Findings: The results of this study reveal significant findings: proactive sustainability strategies exert a substantial positive effect on sustainability performance (β = 0.694, SE = 0.025, p < 0.01). Even when proactive sustainability strategies are included in the model, the positive impact of reactive sustainability strategies remains significant (β = 0.694, SE = 0.025, p < 0.01: Model 5). Regarding the moderating role of proactive and reactive corporate sustainability strategies, there is a notable interaction effect between supply chain leadership and proactive sustainability strategies concerning sustainability performance (p < 0.05). This confirms the positive relationship between supply chain leadership and sustainability performance when proactive sustainability strategies are at a high level (β = 0.844, SE = 0.0010, p < 0.01), supporting H4 that this relationship strengthens with higher levels of proactive sustainability strategies. Conversely, for Hypothesis H5, the interaction effect of reactive sustainability strategies with supply chain leadership changes the relationship from significantly positive to significantly negative (β = −0.068, SE = 0.0009, p < 0.01). Using the Baron and Kenny approach to test mediation, the mediating effect of digital supply on digital leadership is significant (β = 0.345, p = 0.000, p < 0.01). Furthermore, the effect of digital supply on sustainability performance is statistically significant (β = 0.081, p = 0.006, p < 0.01), as is the effect of digital leadership on sustainability performance (β = 0.181, p = 0.000, p < 0.01). These results indicate a mediation effect of digital supply. Research limitations/implications: This study of logistic management has limitations, including its cross-sectional nature, which precludes the establishment of causality, thus necessitating longitudinal research to determine causal relationships. In addition, the focus on Nigerian firms, which vary significantly in their stages of learning and institutional development, emphasizes the need for further research in diverse contexts. Future studies should examine alternative institutional environments or developed economies to validate these assumptions. Another limitation is the potential for bias due to six employees rating their firms on each variable; therefore, using multiple data sources is recommended to objectively evaluate the validity of the self-reported questionnaire. Practical implications: This study advises managers to exercise caution when selecting between proactive and reactive sustainability strategies to enhance sustainability performance. Proactive strategies reinforce the relationship between supply chain leadership and sustainability performance, while reactive strategies diminish it. Therefore, managers are encouraged to adopt more proactive strategies. This paper suggests that managers in emerging economies should recognize the distinct impacts of proactive sustainability strategies and allocate more resources toward them to improve sustainability performance, even in competitive markets. In addition, it highlights the importance of digital supply in fostering sustainability performance. Originality/value: This study presents a novel perspective on the moderating role of corporate sustainability strategies in the relationship between supply chain leadership and the sustainability performance of logistics firms. It provides empirical evidence and fresh insights on proactive and reactive sustainability strategies for logistics firms in Nigeria. The findings highlight that proactive sustainability strategies enhance the connection between supply chain leadership and sustainability performance, whereas reactive strategies do not. [ABSTRACT FROM AUTHOR]

This paper presents a systematic literature review of the impact of emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and gamification on student engagement, learning outcomes, and employability in Built Environment (BE) education. This review covers studies conducted between 2013 and 2023, utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework. From an initial pool of 626 studies, 61 were identified and rigorously analyzed. The findings reveal that these technologies significantly enhance student engagement by providing immersive and interactive learning experiences that bridge the gap between theoretical knowledge and practical application. Furthermore, their use is shown to improve learning outcomes by facilitating a deeper understanding of complex concepts and increasing student motivation. In terms of employability, the integration of digital tools into BE education equips students with the requisite skills that are increasingly demanded in the modern workplace. However, the study also identifies several challenges, including high costs, limited resources, and the need for extensive faculty training, which act as barriers to the effective implementation of these technologies. Despite these challenges, this review underscores the transformative potential of digital technologies in BE education. This study is significant as it synthesizes recent evidence to highlight the critical role of digital technologies in reshaping BE education. It offers practical recommendations for educators and policymakers to enhance teaching and learning practices. Providing pathways for integrating these technologies into BE curricula, this study aims to inform future research and pedagogical strategies, ultimately contributing to the development of a highly skilled and adaptable workforce. [ABSTRACT FROM AUTHOR]