X-ray-diffraction, UV-vis absorption, and photoluminescence (PL) spectroscopies have been used to study the well-known order-disorder transition (ODT) to the $\beta$ phase in poly(9,9- (di-$n,n$-octyl)fluorene) (PF8) thin-film samples through a combination of time-dependent and temperature-dependent measurements. The ODT is well described by a simple Avrami picture of one-dimensional nucleation and growth but crystallization, on cooling, proceeds only after molecular-level conformational relaxation to the so-called $\beta$ phase. Rapid thermal quenching is employed for PF8 studies of pure $\alpha$-phase samples while extended low-temperature annealing is used for improved $\beta$-phase formation. Low temperature PL studies reveal sharp Franck-Condon type emission bands and, in the $\beta$ phase, two distinguishable vibronic subbands with energies of $\approx 199$ and 158 meV at 25 K. This improved molecular-level structural order leads to a more complete analysis of the higher-order vibronic bands. A net Huang-Rhys coupling parameter of just under 0.7 is typically observed but the relative contributions by the two distinguishable vibronic subbands exhibit an anomalous temperature dependence. The PL studies also identify strongly correlated behavior between the relative $\beta$-phase 0-0 PL peak position and peak width. This relationship is modeled under the assumption that emission represents excitons in thermodynamic equilibrium from states at the bottom of a quasi-one-dimensional exciton band. The crystalline phase, as observed in annealed thin-film samples, has scattering peaks which are incompatible with a simple hexagonal packing of the PF8 chains.

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms.

Training the next generation of industrial engineers and managers is a constant challenge for academia, given the fast changes of industrial technology. The current and predicted development trends in applied technologies affecting industry worldwide as formulated in the Industry 4.0 initiative have clearly emphasized the needs for constantly adapting curricula. The sensible socioeconomic changes generated by the COVID-19 pandemic have induced significant challenges to society in general and industry. Higher education, specifically when dealing with Industry 4.0, must take these new challenges rapidly into account. Modernization of the industrial engineering curriculum combined with its migration to a blended teaching landscape must be updated in real-time with real-world cases. The COVID-19 crisis provides, paradoxically, an opportunity for dealing with the challenges of training industrial engineers to confront a virtual dematerialized work model which has accelerated during and will remain for the foreseeable future after the pandemic. The paper describes the methodology used for adapting, enhancing, and evaluating the learning and teaching experience under the urgent and unexpected challenges to move from face-to-face university courses distant and online teaching. The methodology we describe is built on a process that started before the onset of the pandemic, hence in the paper we start by describing the pre-COVID-19 status in comparison to published initiatives followed by the real time modifications we introduced in the faculty to adapt to the post-COVID-19 teaching/learning era. The focus presented is on Industry 4.0. subjects at the leading edge of the technology changes affecting the industrial engineering and technology management field. The manuscript addresses the flow from system design subjects to implementation areas of the curriculum, including practical examples and the rapid decisions and changes made to encompass the effects of the COVID-19 pandemic on content and teaching methods including feedback received from participants.

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab’s settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment.

The short-range order within amorphous polyaniline ($a$-PANI) has been studied through use of a pair-distribution-function analysis of x-ray scattering data in combination with quantitative refinements of model structure functions. Both the emeraldine base and salt (ES) forms of $a$-PANI are less planar than their crystalline counterparts. Direct evidence for appreciable interchain hydrogen bonding is seen. A probable position of the dopant ions in hydrohalogenic-acid-doped ES has also been ascertained. The intrachain structure and the ion location are such that the effective $\pi$-conjugation length is lowered and the chain-to-chain packing is frustrated. These characteristics hinder charge transport through the polymer matrix and prevent evolution towards a metallic state.

Introducing IoT concepts in an existing B.Sc. degree at the Department of Technology Management in HIT has proven to be challenging. This paper will describe the challenges, the progress and the expected results of this initiative. The paper presents quantitative as well as qualitative feedback from the students to illustrate the challenges described and the achievements that reinforce our initiative. It highlights the benefit of introducing a technological subject of importance and pressing need to prospective professionals intended to lead and manage projects and products, even given their lack of a formal technological background that could at first sight be perceived as a barrier discouraging the academic environment of following this approach.