Based on and extending the stimulus-organism-response (SOR) theory, this study conceptualizes workload as a resource-depleting stimulus and person-job fit as a resource-enabling stimulus. In addition, the study develops a dual-pathway model to examine how work-related stimuli are associated with influences organizational performance through instructors' internal states. This study used a sample of 457 instructors from vocational colleges in Guizhou Province, China, and employed structural equation modeling (SEM) to test the proposed hypotheses. The results indicated that workload significantly reduces job satisfaction and increases turnover intention. Person-job fit showed the opposite correlation pattern. . Job satisfaction has a significant inhibitory effect on turnover intention, indicating that instructors' positive and negative internal states are dynamically correlated rather than operating independently. Job satisfaction and turnover intention are significant predictors of organizational performance, together constituting a dual pathway that affects organizational outcomes. The mediation analysis showed that job satisfaction and turnover intention play the main roles in mediating the relationship between the work-related stimuli and organizational performance, and the positive pathway driven by person-job fit and the negative stress-driven pathway demonstrated asymmetrical effects. The findings reveal the asymmetric ways in which work-related stimuli are associated with organizational performance under the "Double High Plan." They also highlight the importance of managing workload, strengthening person-job fit, and enhancing instructors’ job satisfaction to improve organizational performance and support the sustainable development of vocational colleges.
Generative Artificial Intelligence (GAI) is increasingly used in vocational undergraduate education. Empirical evidence remains limited regarding how college–company collaboration, GAI-supported teaching processes, learning outcomes, and ethical risk perception are connected within vocational undergraduate education. This study developed and evaluated a structural model incorporating College–Company Collaboration Intensity (CCI), the AI teaching process (AI_Process), Learning Outcomes, and Ethical Risk Perception (ERP). The model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Multi-Group Analysis (MGA). CCI had a significant positive effect on AI_Process (β = 0.742, p < 0.001). AI_Process showed a strong positive association with Learning Outcomes (β = 0.892, p < 0.001), while Learning Outcomes was positively associated with ERP (β = 0.635, p < 0.001). The structural model achieved a high explanatory power for Learning Outcomes (R² = 0.796), with AI_Process serving as the direct predictor. The multi-group analysis found differences among the three participating institutions in the CCI→AI_Process and Learning_Outcomes→ERP paths. The AI_Process→Learning_Outcomes path differed significantly in one pairwise comparison but not in the other two. The findings show that college–company collaboration was closely related to the integration of GAI into teaching, and that the AI teaching process was strongly associated with learning outcomes. Several structural paths differed across the three participating institutions.
In the context of increasing demand for context-based language learning, integrating local domains such as innovative agricultural tourism into ESP instruction can enhance learners’ real-world communication and professional readiness. The purposes of this study were to (1) identify and conceptualize innovative agricultural tourism as an emerging domain, (2) develop an ESP curriculum framework based on Outcome-Based Education, and (3) validate the proposed framework. The participants consisted of 10 experts involved in focus group discussions, 30 entrepreneurs and tourism site operators, and 10 experts for framework evaluation, selected through purposive sampling. The instruments included a focus group discussion guide, an interview form, and a framework evaluation form. The data were analyzed using content analysis and descriptive statistics, including mean and standard deviation. The results of the study showed that innovative agricultural tourism consists of three main components—agricultural foundation, experiential engagement, and tourism innovation—and that the developed ESP framework was evaluated at a high level of appropriateness and applicability. This study contributes by proposing a context-based ESP framework that aligns with Outcome-Based Education and responds to emerging industry needs.
This study investigates the intrapreneurial characteristics of accounting and finance professionals in Thailand’s private sector. It aims to explore how these traits are manifested and identify both individual- and organizational-level factors that influence the emergence of intrapreneurial characteristics within this workforce. A quantitative research approach was employed using a structured questionnaire administered to 456 accounting and finance professionals. Exploratory and confirmatory factor analyses were conducted to validate key dimensions of intrapreneurship, followed by structural equation modeling (SEM) to test the impact of multilevel determinants including self-attitude, personality traits, job design & support, and resource availability. The analysis revealed five core intrapreneurial traits: innovativeness, proactive leadership, risk-taking, new business venturing, and personal learning & development. SEM results indicated that both personal and organizational factors significantly influence the development of these traits, with self-attitude and job design & support emerging as the strongest predictors. The study contributes to both theory and practice by offering a validated multilevel framework for understanding intrapreneurship in traditionally non-entrepreneurial roles. Importantly, the findings suggest actionable insights for curriculum design and workplace learning. The study recommends embedding intrapreneurial thinking, self-efficacy development, and strategic innovation skills into accounting and finance education programs. In organizational settings, redesigning jobs to enhance autonomy, support, and learning opportunities can cultivate internal innovation. This research highlights the need to align educational strategies with evolving professional expectations in finance functions and positions intrapreneurial development as a key to sustainable performance in a dynamic business environment.
This study aimed to develop a microlearning-based digital storytelling instructional model (MICRO-DST) to enhance English speaking skills among Grade 9 EFL students and to examine its implementation effects. Employing a research and development methodology with a one-group pretest–posttest quasi-experimental design, the study selected a sample of 35 students from a population of 383 at Seka School, Thailand, via cluster sampling. The model was developed through a systematic synthesis of 14 studies published between 2019 and 2025 and validated by five experts. The resulting model consists of three core elements: conceptual foundations, six instructional components, and a five-step learning process. Data from a rubric-based English-speaking assessment were analyzed using descriptive statistics, dependent-samples t-test, and Cohen's d effect size. Expert evaluation indicated the highest level of model appropriateness (M = 4.56, SD = 0.52). The findings revealed that students' posttest speaking scores (M = 14.52, SD = 2.92) were significantly higher than their pretest scores (M = 10.61, SD = 2.94), t(34) = 8.92, p < .001. The effect size was remarkably large (Cohen's d = 1.51), with students demonstrating a 47.60% overall proficiency gain across all five CEFR speaking dimensions, led by language Range (51.0%). These findings indicate that the MICRO-DST model effectively enhances multidimensional speaking proficiency and offers a practical instructional innovation for secondary EFL education.
