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This paper critically examines the White Paper, Opportunity for all, published by the UK Government's Department for Education (DfE) in March 2022. This has a number of recommendations for schools in an attempt to 'level up'. In particular, there is a promise to deliver 'a fully trust-led system with a single regulatory approach [and] a clear role for every part of the school system'. Such a system provides a serious challenge to the way that Religious Education (RE) structures in England are currently built: in short, when Local Authorities no longer have schools under their control – what is the point of a SACRE? Arguing that the 'local settlement' for RE serves two purposes – a curricular purpose and support and monitoring purpose – this paper will suggest that future RE curricula will be planned at the Trust level, with the monitoring and support functions being moved from the local to the regional. [ABSTRACT FROM AUTHOR]

This is the second of two papers based on a study of how digital and paper diaries contribute to students' understanding of the processes of their learning within their academic disciplines. The purpose of the study was to use diary writing as a vehicle by which we would try and comprehend how students both make sense of assessment feedback and how this impacts on their emotional and motivational attitudes toward improving subsequent work. In this paper, samples are provided of diary entries for both digital and paper forms that illustrate the distinctive approaches to prospective but often highly self-critical and impromptu writing, as often characterized by the digital diary entries, when compared with retrospective and deeply reflective writing, which was common to much of the paper diary writing. The students who preferred the paper diaries seemed to have less mutable self-concepts, using their entries to craft and re-script ideas (often quite negative and potentially damaging ones) about themselves and their work. Conversely, students preferring the digital diaries were more willing to engage in reflexive criticism, and entertain the possibility of feeling very differently about themselves and their work on a day-to-day basis. This study ultimately does two things: it illuminates the complexity of students' feelings about learning and being assessed, stressing the importance of time and interaction in assisting students to contextualize and interpret the interrelation of learner identity, learner change and learner achievement; and second, it illustrates, within this small-scale study, how different types of diaries become important vehicles for expressing the variety of emotions and reflections that characterize the student learning experience. [ABSTRACT FROM AUTHOR]

The field of biomechanics has grown rapidly in the past 30 years in both size and complexity. As a result, the term might mean different things to different people. This article addresses the issues facing the field in the form of challenges biomechanists face in the future. Because the field is so diverse, strength within the different areas of biomechanics also varies. Although the term might not always appear in the curriculum, principles in biomechanics are felt to be highly integrated into the broader fields of kinesiology, exercise science, etc. The major challenges facing the field, as suggested in this paper, include the development of significant hypotheses, integration with other disciplines such as psychology and motor control, "cross training" our graduate students so they might bring a richer perspective to collaborations with colleagues in other subdisciplines, and the development of funded postdoctoral experiences to support this aspect of student development. Because of the integrative nature of our work, questions are also posed related to the use of particular names, which at times places us in possibly more-restricted categories then we wish. These issues are, of course, open to debate. [ABSTRACT FROM AUTHOR]

The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6–12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and multivariable calculus. The majority of UMTYMP students come from two demographic groups: White and Asian/Asian American. In 2020, we surveyed UMTYMP students to understand the impact of model minority stereotypes (MMS) on Asian/Asian American students, particularly girls, who are labeled as "gifted" and/or "talented." In this paper, we reveal the preliminary results of this study, discuss their implications, and provide recommendations for addressing the MMS in mathematics programs. [ABSTRACT FROM AUTHOR]

Ensuring a pedagogical emphasis on practical entrepreneurial experiences and technology literacy is essential across all educational stages. This paper presents a pioneering case study of curriculum innovation in higher education, specifically within real estate and planning programmes. The ‘Managing Change in the Real Estate Sector’ module is examined as a transformative initiative that integrates entrepreneurship and technology literacy in a subject-specific curriculum. Leveraging experiential learning principles, the module design addresses industry demands and aligns with contemporary educational paradigms. The systemic impact of the module is explored at the student, curriculum, and wider university levels. The study reveals positive outcomes, marked by enhanced student satisfaction, skills development, and industry engagement. The impact extends beyond the classroom, influencing curriculum design and receiving commendation at both internal and external levels. The paper concludes by discussing the broader implications for higher education, emphasising adaptability and innovation. [ABSTRACT FROM AUTHOR]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

An increasing number of academic institutions are considering changing to Web-based systems to take advantage of efficiencies in the collection of end-of-semester course evaluations. In considering such a change it is important that researchers determine whether it will affect mean evaluation scores and response rates. We undertook this study in a department considering changing over to electronic course evaluations to determine the effect such a change would have on the quality of resulting course evaluation data. Study results found that Web-based evaluation methods lead to lower response rates, but that lower response rates did not appear to affect mean evaluation scores. They suggested that faculty evaluation scores will not be adversely affected by switching from paper to Web-based evaluations. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine key change vectors shaping the undergraduate curriculum in the third decade of the twenty-first century. The paper begins by outlining selected definitions, foundational theories and conceptual frameworks underpinning this analysis of the undergraduate curriculum and its influences. Three key external forces shaping the undergraduate curriculum are examined: universalization; national policy and legislative frameworks; and the influence of technology as disruptor and enabler. While some of these socio-political, economic and geopolitical forces are longstanding and familiar, a number of influential factors that have gained prominence in the last 10 years, including the disruptive influence of technology, new approaches to curriculum design in the form of micro-credentialing, and changing expectations of the undergraduate curriculum. The paper calls for a conceptually robust, long-term approach to examining the various factors shaping the undergraduate curriculum, with a particular focus on macro-level factors external to an institution. The paper concludes by considering policy and practical implications of these forces for the future shape and purpose of undergraduate curricula. [ABSTRACT FROM AUTHOR]

This section presents abstracts of articles on accounting education, including 'Auditing and Mapping Key Skills Within University Curricula' by V. N. Tariq. This Irish paper describes a tool that assists university lecturers in auditing key skills within their individual modules by providing a systematic means of recording the skills included within the module, whether these skills are assessed and the expected standard to be achieved. In 'Formative Evaluation for Implementation: Evaluating Educational Technology Applications and Lessons' by T. Weston, the author asserts that, despite the increasing ownership of personal computers, the design of software, simulations and learning modules impacts upon the willingness of teachers in schools and higher education institutions to adopt new technology. He reviews research on the implementation of technology and examines technical, curricular/instructional and practical areas of implementation. In 'The Influence of the Curriculum Organization on Study Progress in Higher Education' by E. P. W. A. Jansen, the author focuses on first year completion rates at the University of Groningen. He found that aspects of programme design that contributed positively to academic success were decreasing the study load by spreading examinations and programming fewer parallel courses.

A sense of real estate history and the foundations of the American Real Estate Society (ARES), as found in this analysis of ARES paper presentations, can be very useful in helping to understand the past and the present, as well as to plan future directions for ARES and real estate as an academic discipline. By identifying leading paper presenters, their university affiliations, and by classifying real estate topics over time, this study strengthens the underpinnings of real estate and yields insight to ARES members and leaders necessary for planning organizational growth and development. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of 'Photogaffe' in the context of an applied visual anthropology. Focus is placed on examples of ordinary people causing unforeseen social problems with their cameras and/or pictures as part of family photography and related home media. Paper suggests changing an attention from seeking meaning in picture content to meanings in the social acts responsible for the communication process. The vehicle is a collection of examples documented in a series of letters written to 'Dear Eastman,' a newspaper advice columnist. Several letters and responses are presented and recommended for instruction in a college course on basic theoretical points of the visual social sciences in general and visual culture and communication in particular. [ABSTRACT FROM AUTHOR]

On e-learning platforms, most e-learners didn't complete the course successfully. It means that reducing dropout is a critical problem for the sustainability of e-learning. This paper aims to establish a predictive model to describe e-learners' dropout behavior, which can help the commercial e-learning platforms to make appropriate interventions and incentives. First of all, we defined the features of unusual learning behaviors in commercial e-learning platform, and used the Cox proportional hazard model of survival analysis to select variables that can reasonably predict dropout possibilities. Results show that there are six variables which have significant influence on dropout behavior: dropout history, number of watched videos, number of progress bar operation, number of test questions operation, number of weeks that the login frequency is higher than average, and payment status. We also proposed cumulative gain, predicted retention number and predicted dropout learner number in next period, to evaluate the application ability of the predictive model. Finally, we performed an empirical analysis and verified the predictive effectiveness. The further application of the predictive model also shows that it can help the managers of e-learning platforms to adjust their strategy to improve the retention rate of potential lost learners. [ABSTRACT FROM AUTHOR]

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of 'powerful knowledge' and 'transformation' and 'epistemic quality' within which transformation processes from the classroom to the societal level are considered as 'trajectories of powerful knowledge and epistemic quality'. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network.1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK). [ABSTRACT FROM AUTHOR]

Over the past generation, the use of geographic information systems (GIS) applications has skyrocketed, and GIS hardware and software are now used for daily decision making by countless organizations (Abeyta [1]). If a geography teacher has some working GIS knowledge and would like to introduce a few GIS skills into their own non-GIS classroom, the ideas, examples, and approaches outlined in the lesson plans here should assist student learners in an ever-increasing spatial data-filled world. However, it is likely that these apps are either (1) expensive existing GIS software or (2) applications that would demand an elevated level of GIS knowledge for a non-GIS student. [Extracted from the article]

The focus of this paper is on the contestations and dilemmas emergent in the higher education curriculum in a context of increasing processes of unbundling, digitisation and marketisation. The paper explores the notion of contestation through the theoretical lens of Cultural-Historical Activity Theory. It points to illustrative examples of this contestation from empirical data drawn from stakeholder research in South African higher education. The paper grapples with understandings of the concept of curriculum and argues how these have been shaped by – and are shaping – emergent meanings of the curriculum in an unbundling context. The argument is that these emergent meanings are a function of different explicit and tacit understandings of curriculum and what higher education offers to students. These understandings are deepened or modified by processes of unbundling. Empirical data from the research study show these understandings to be forming against the backdrop of powerful cultural and agentic forces and players. [ABSTRACT FROM AUTHOR]

Peer review has a momentous influence upon the lives of those who seek to publish, upon the credibility of an academic discipline and upon the way it develops. It is used widely within the academic community on the assumption that it encourages high standards of scholarly writing by providing an informed, fair, reasonable and professional opinion about the merits of research work. This paper reports an experiment which tested the extent to which peer review in construction management serves this function. The results indicate that the outcome of the peer review process is not significantly different from random, and that there is little consistency in the reasons advanced for rejection or revision. [ABSTRACT FROM AUTHOR]

The goal of higher vocational education is professional training of students. Teaching contents related to practical training are the most important for preparing students for work in real-life conditions. The mobile learning model presented in this paper analyzes the possibility of implementing augmented reality in the process of educating vocational engineers in the domain of postal networks. The technology of augmented reality was introduced with the goal of making access to learning materials easier, as well as improving the interaction between materials and students. The paper compares the results of traditional learning and learning using augmented reality in the part of the curriculum important for vocational skills. The described model was implemented in the course titled Postal Services Practicum in the final year of vocational studies at the ICT College of Vocational Studies in Belgrade. The participants in the model were students studying a curriculum in the domain of realizing postal services. The goal of implementing the model is to show that augmented reality shortens the time of realizing a task, as opposed to realizing it using printed materials, as well as the fact that the efficiency of solving a task is higher as opposed to the traditional method. [ABSTRACT FROM AUTHOR]

This paper provides a literature review of academic library collection activities related to the provision of streaming video content in support of higher education curricula. It reviews the budgetary, collection management, licensing, technology, and acquisition processes and associated challenges that the provision of streaming video content poses for academic libraries in offering this much needed content to their patron base. The authors present a recent history of developing academic video collections, the transition to and increased demand for the streaming video format, and the evaluations required of funding models and vendor supply models to make the availability of streaming video content sustainable in the academic environment. The article also reviews current and future research and planned collaboration which hold great promise in addressing the current challenges academic libraries face in offering streaming video content to their patrons. [ABSTRACT FROM AUTHOR]

Mastery-based testing is an assessment scheme that encourages students to learn from their mistakes and develop an understanding of material before moving on. For an entry-level course with large enrollment like College Algebra, this could allow some students to move at an appropriate pace for themselves. This paper outlines the changes made to make College Algebra at the University of Florida an asynchronous mastery-based course for the 500+ students who take the course per year and concludes with a series of lessons learned from the endeavor. [ABSTRACT FROM AUTHOR]

Aligned assessment is a cornerstone of higher education curriculum design. Yet, it does not address the problem of how students learnhowthey should proceed when faced with a new assessment task. That teaching task is often left to the role of ‘feedback’. This article examines changes to a first year law unit, introduced following negative student feedback about an assessment task. The feedback made apparent a lack of alignment between staff and student expectations as to what was being assessed and how it was being assessed. The article considers formative assessment through a feed-forward model, and relates this to the design and process of the intervention. The teaching method of the feed-forward model is detailed. The analysis of the results shows that a number of key misperceptions were held by students as to the points of difficulty in the assignment. A significant number of students also found it extremely difficult to judge the quality of past assignments against a marking guide. This direct feeding forward allowed some of the students’ tacit and false assumptions to emerge and be addressed, before they began their first major assessment, resulting in improved pass rates for the assessment. [ABSTRACT FROM PUBLISHER]

Ports and their oceanic hinterlands are distinctively malleable, permeable places. They are defined by morphologies that articulate shifting perspectives on the meanings of coastal settlements and their relationship to the term landscape. This essay introduces the co-editors' perspectives on port cities and the sea as distinctive modes of landscape, situating them, and the essays within the special issue, within a broader field of landscape studies. [ABSTRACT FROM AUTHOR]

The objective of this study is to investigate diverse methods of enhancing learning in the field of accounting while bridging the gap between academic knowledge and the practical skills required by accounting professionals. The research employed a systematic literature review and utilized bibliometric analysis to assess enriching learning in accounting. Through methodological mapping, this research sheds light on emerging trends in the global adoption of new technologies, the integration of technology-enabled practices among accounting professionals, and the prevailing preferences influencing revisions to academic curricula in universities and colleges. Most studies emphasize the importance of integrating technology into accounting classrooms to enhance the learning experience. Beyond pinpointing the disparity between academic theories and practical accounting needs, this paper provides a robust framework for further research into enriching learning in accounting. The findings of this study hold significant implications for academia, higher education institutions, and policymakers. They underscore the importance of understanding enriching learning in accounting, as effective technology-enabled teaching and learning strategies play a pivotal role in equipping new graduates with the skills necessary to pursue their career goals and meet industry standards. [ABSTRACT FROM AUTHOR]

The article presents the results of a survey designed to assess the value of the types of assigned writing in the Davidson College's Writing-Intensive (WI) economics courses in North Carolina. The author contends that the WI courses evaluates the corporate finance, econometrics, economies of Latin America, environmental economics, industrial organization, labor economics, money and banking, and public sector economics. The author assessed the writing assignments in WI courses. The school administration decided to require WI courses in an effort to encourage students to become flexible, critical thinkers.

A solid conceptual understanding is essential for students to succeed in all academic disciplines. Student misconceptions are correlated with their poor academic performance and high attrition rates. It is especially important to correct student misconceptions in science-based undergraduate engineering mechanics courses that cover numerous fundamental concepts. This paper aims to conduct a research study on the effects of an instructional intervention called enhanced hands-on experimentation on identifying and correcting student misconceptions about work and energy in a second-year undergraduate engineering mechanics course. As a comparison, the effects of traditional textbook instruction were also investigated. The present study is qualitative research involving the transcriptions and coding of qualitative verbal data collected through a think-aloud approach. To offer deep insights into the effects of enhanced hands-on experimentation and traditional textbook instruction on each individual student participant, 12 undergraduate students were recruited to participate in the present study. This sample size is typical in qualitative research. The student participants were assigned into an enhanced hands-on experimentation group and a traditional textbook instruction group. Data was collected using a think-aloud approach while student participants took a pre-test and a post-test before and after the enhanced hands-on experimentation or traditional textbook instruction intervention. Qualitative verbal data collected through think-aloud were quantitatively analyzed to compare the effectiveness of the two types of interventions on correcting student misconceptions about work and energy in engineering mechanics. Compared to traditional textbook instruction, enhanced hands-on experimentation is significantly more effective in correcting student misconceptions about work and energy. As the consequence of enhanced hands-on experimentation, student participants achieved a group-average normalized learning gain of 55.8%, and the overall reduction rate of students' misconception instances was 47.9%. The enhanced hands-on experimentation can be employed as an effective supplemental tool to help correct student misconceptions about work and energy in engineering mechanics. [ABSTRACT FROM AUTHOR]

This paper presents a survey that explored the impact of service-learning in the realm of higher education on the readiness of students for their forthcoming leadership positions as citizen leaders. A narrative review approach was adopted. A significant amount of research has been conducted on service-learning outcomes; however, few studies have investigated the role of service-learning in developing civic leadership of higher education students. The primary aim of this study was to assess the current body of literature regarding the pedagogical significance of service-learning in fostering engaged citizen leaders within higher education. The findings of this investigation demonstrate the effectiveness of service-learning as a valuable tool for cultivating leadership abilities among students in higher education. Notable skills enhanced through this approach include problem-solving, critical thinking, public speaking, decision-making, and interpersonal proficiency. These are also considered the top employability skills in the current job market. Based on the findings, the paper supports the integration of service-learning as a useful educational approach in higher education curricula to develop leadership skills of graduates. [ABSTRACT FROM AUTHOR]

An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased 'awareness', 'knowledges' and 'abilities' to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one's own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols. [ABSTRACT FROM AUTHOR]

Globalization and the increasing adoption of BIM and other technologies in the AEC industry have changed the way we prepare graduates for the digital workplace. This paper presents curriculum design where students from five universities worked together to develop design and construction proposals. This paper describes a collaborative project executed in two parts. Part I included the University of Washington in the USA and IIT-Madras in India. Part II included Washington State University in the USA, and National Taiwan University and National Cheng Kung University in Taiwan. Students from these global universities worked on a multi-disciplinary, interdependent project where teams created 3D models and 4D construction simulations. This curriculum addresses ACCE and ABET accreditation requirements regarding multi-disciplinary teams, ethical and professional responsibilities in global, economic, environmental, and societal contexts, and effective teamwork. In this paper, we describe the course design, evaluative criteria, and lessons learned. We found that it was important to emphasize BIM Execution Planning for distributed teams given that communication and coordination can be challenging across time zones and cultural differences. Working through technical challenges of exchanging BIM data, the students learned coordination skills in a globally distributed team environment that simulated real work experiences. [ABSTRACT FROM AUTHOR]

The CDIO Initiative is a community for engineering education development, but since 2016 its annual conference also calls for research. This paper considers possible roles for CDIO in the field of engineering education research (EER). The EER landscape is explored, in particular considering whether the aim of research is to seek knowledge to improve engineering education, or to seek knowledge for its own sake? Although usefulness and scholarliness are not mutually exclusive, the priority matters throughout the research process and in evaluating work. Introducing concepts from similar debates, this paper argues for embracing the tension, to form a productive relationship between scholarliness and usefulness. A dual objective is implied: usefully contributing to the improvement of engineering education and establishing a recognised research field enabling sustainable careers for researchers. Quality mechanisms are necessary for staking out borders and upholding standards, at least to weed out work that is neither scholarly nor useful. [ABSTRACT FROM AUTHOR]

During the nineteenth century, German philosophy developed from a type of general knowledge to an academic discipline at the university. Changes across disciplines to the philosophy of science and psychological surveys created new challenges for the place and purpose of philosophy in the educational system. The content of logic courses for secondary schools (Gymnasiums) was centred on the dissociation of nature and the scale of logic.In this paper, I will examine a number of projects for teaching philosophy at the secondary school level from new humanism to reduce philosophical to philological concerns about different projects offered by Niethammer, Hegel and Herbart. Then, I will focus on the most successful – Adolf Trendelenburg's Elements of Aristotle's Logic (1st edition of 1836). This work is a compilation of the logical texts of Aristotle, and for as long as sixty years, it was an official textbook in Prussian secondary schools. The aim of the paper is to show how the rethinking of Aristotle's heritage affected the theoretical and ideological expectations of propaedeutic courses and transformed the image of logic as a philosophical discipline. [ABSTRACT FROM AUTHOR]

Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum. [ABSTRACT FROM AUTHOR]

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of ‘if’ and ‘how’ outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to define a ‘discipline’. We then present a six-component discipline model and examine whether and how outdoor education aligns with its first three components: a focus of study; a worldview or paradigm; and an active research or theory development agenda. In our analysis of these components we seek to not be definitive; rather, we invite readers to ponder our evidence in light of their lived experience. The ultimate hope is that this paper will encourage readers to deliberate the arguments that arise as a consequence of assessing outdoor education as a discipline. In doing so we hope to challenge readers to conceptualise outdoor education in innovative ways and to stimulate critical discourse to strengthen the field so that it may realise its potential and best serve society. [ABSTRACT FROM PUBLISHER]

The paper contributes to the 25th anniversary celebrations by inviting readers to share a journey back to the early 1980s when the future of marketing as an academic discipline remained unclear. At this time the author's academic future in marketing was also unclear. He was working in the area of technology forecasting, a highly specialised field, not only within social policy and techno-economics, but within the then emerging field of strategic marketing and its subaltern, environmental scanning. In the spirit of "The lessons of history" (Baker 2006) the paper revisits scenarios generated by the author 25 years ago regarding technological futures in the offshore oil and gas industry. It draws on the premise that understanding can be gained by taking a forecast, a knowledge claim, whose tenure is now over, and revisiting it in the light of the present which at the time of making the forecast was, of course, the future. In the arts this historicising approach to a subject is a necessary conjunction to the development of knowledge on matters of creativity, judgement and interpretation. The cultivation of aesthetic sensibilities takes place through disciplinary frameworks of historicism and comparative interpretation, widely known as 'critical and contextual studies'. This paper is the product of such study. It attempts to set knowledge claims in historical and cultural context, suggesting where critical marketing can contribute. The forecasts of technological development were generated by means of an international Delphi study which was conducted during 1980-1983. The paper reflects on the passage of time and the evolution of the offshore oil and gas industry against the flux and flow of circumstance and event. It discusses localised historical accounts of where and how the original futures scenarios have been found to diverge or otherwise from what has come to pass, reflecting on the framing of uncertainty by broader socio-technical discourses. In this way the paper illuminates the indeterminate and emergent nature of uncertainty and the implications of this for our understanding of decision making in marketing management. [ABSTRACT FROM AUTHOR]

This paper has as its focus the life and thinking of the educational theorist and schoolmaster J. H. Simpson (1883–1959), who was not only a reforming teacher at Rugby School but was also the first headmaster of the progressive Rendcomb College. His ideas around education were outlined in a number of books. At the heart of his thinking lay concerns around democracy and self-government and the article explores how these were enacted at various points of Simpson's life with a particular focus upon his work until 1932. Attention will be paid to how his thinking evolved, moving from simple democracy in the classroom to wider decision-making within an entire school. Linked to these concerns were a number of curricular initiatives that sought to offer a point of contrast to more traditional public schools. The article will conclude by attempting to offer consideration of the legacy of Simpson's ideas. [ABSTRACT FROM AUTHOR]

Whilst operating in the context of a high-income economy, the Italian labour market is affected by the considerable challenges of vertical mismatch, skill gaps and skill shortages. In such a context, the aim of this empirical study is to explore current university provision regarding the formal qualification of the oenologist, in order to assess its alignment with the professionalism demands from the wine sector. The following was deployed to analyse university provision with a mixed method approach including social network analysis, cluster analysis and desk analyses based on descriptive statistics. The comparative analysis outlined in the research on the basis of different educational activities shows that some degree courses would appear to be interchangeable. Furthermore, the study also shows a partial alignment between university educational provision and the skills required by stakeholders, thereby demonstrating the need to make changes in study programmes. The authors hope that the evidence-based suggestions proffered herein may be used as a scientific basis to support the formulation of education policy at the ministerial level and as a guideline to plan and update academic curricula. This research contributes to the scientific debate relating to the educational preparation of university graduates and their employability according to the requirements of the professional wine sector. It enriches the theoretical framework of evidence-based educational research, offering alternative avenues for interpretation about the similarity profiles of educational provision. To the best of our knowledge, the research laid out in this paper is innovative in the field of educational literature due to its use of different methodologies and techniques to obtain results, thereby proposing a wider and alternative use of well known analytical methods. [ABSTRACT FROM AUTHOR]

The subject of this paper is the future of marketing education. One focal point of the paper concerns the readiness for change of marketing departments. The culture, climate and policies of marketing departments are discussed with an emphasis on their conduciveness to change. Several elements culture, climate, and policies are presented and accompanied by observations of a curmudgeon-the author of this paper. The paper concludes with some thoughts on students, teaching and research. [ABSTRACT FROM AUTHOR]

This article discusses the provision of adult education and lifelong learning in different countries. It highlights the Scandinavian countries and Singapore as having strong systems in place to support lifelong learning, while the UK is facing regional and learning inequalities that are negatively impacting the economy. The article also introduces a special issue of the International Review of Applied Economics on lifelong learning, which includes a manifesto for lifelong learning and various papers discussing the benefits and challenges of lifelong learning. The importance of adult education and lifelong learning in addressing current crises and promoting democracy is emphasized. [Extracted from the article]

We outline our suggested research agenda according to the following themes: CSM's relationship with other "marketing and society" sub-disciplines Power and politics in social marketing The changing nature of vulnerability Context-specific intersectionalities Bio-socio-material understandings of social problems and social change Teaching CSM Within each of these themes, we offer some context to the opportunities for developing CSM, followed by research propositions and research questions that can help guide future research in these areas. CSM could also be integrated across other elements of the marketing curriculum, through the inclusion of social marketing cases, examples, and methods, for example in units such as international marketing, services marketing, and consumer behaviour. In this editorial, critical review, and research agenda for this special section of the I Journal of Marketing Management i on "Critical Social Marketing: Towards Emancipation", we argue that the need for critically informed approaches to pro-social behaviour and social change is ever more important. These units could be placed alongside other pertinent marketing and society subjects such as Marketing Ethics, Social Responsibility, Critical Marketing, Sustainable Marketing, Race and Marketing, and Marketing and Gender, that would form important pillars in redesigned marketing degree programmes. Charting the CSM landscape Gordon ([63]) explains that CSM involves critically analysing social marketing theories, concepts, discourses, and practice I and/or i examining the deleterious impact of commercial marketing activities on social marketing problems - to generate critique, conflict and change that facilitates emancipatory social good. [Extracted from the article]

The marketization of higher education has ensured that students have become consumers. As a result, students are demanding increased levels of information regarding potential university courses so that they can make informed decisions regarding how best to invest their money, time and opportunity. A comparison of the teaching quality delivered on different programs of study will be an important element of this decision-making process. The Teaching Excellence Framework proposes that teaching quality will be assessed by measures including the evaluation of student learning gain. This paper reflects on an analysis of consultation responses from key stakeholders across the UK higher education sector to determine how evaluating learning gain could be effectively achieved. Synthesizing these responses, ten key considerations regarding evaluating learning gain have been identified that together provide a unique perspective to ensure that any evaluation of student learning gain subsequently undertaken is relevant to the marketing of higher education. [ABSTRACT FROM AUTHOR]

National curriculum development is a complex and contested process. By its very function, a national curriculum serves to organise diverse interests into a common framework, a task fraught with cultural and political tensions and compromises. In the emergent Australian Curriculum these tensions are manifest in and around the cross-curriculum priorities (CCPs): sustainability, Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. These priorities have been under fire since their introduction to the curriculum and the announcement of a review of the emerging curriculum prompted fears of a renewed attack. Studies from diverse fields of education research suggest that a lack of high-level institutional support for initiatives such as the CCPs places them in jeopardy. This paper focuses on two priorities: Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. It employs interest convergence theory as a framework to understand connections between the intentions behind the inclusion of the CCPs and the outcomes of the Review of the Australian Curriculum. Furthermore, this paper draws on interview-based research that explores how the priorities are constructed by those who are expected to work with them, from pre-service through to experienced teachers. This theoretical framework provides an explanation for the perennially precarious nature of these kinds of curriculum initiatives. [ABSTRACT FROM AUTHOR]

This paper examines how tutor-practitioners conceptualised and enacted their practice-based knowing (PBK) in a Higher Education Fashion School (HEFS). It adopts a qualitative insider-researcher methodology composed of oral biographies, dialogic interviews and participant observations. Social practice theory (SPT) is utilised as the analytical framework; composed of Trowler's Teaching and Learning Regime (TLR) theoretical construct and Schatzki's conceptual relationship between viewing practice as a connected entity and practice as performance. Tutor-practitioner vignettes are employed to integrate the presentation, analysis and discussion of the qualitative data. They illustrate that the tutor-practitioners' PBK was conceptualised as a combination of: learning rules and techniques, bringing contextualised working methods into the HEFS, acknowledging tacit knowing including sensible knowledge, having contemporary and historical perspectives alongside accrued experiences and applying theory in relevant contexts to make connections with Fashion Industry practices. Its enactment was composed of dialogical, collaborative, modelling and mentoring processes in conjunction with demonstrating and simulating such practices. Tutor-practitioners also exhibited hybridised and fluid identity formation in the enactment of these practices. The paper concludes by explaining the implications of the research outcomes for the possible enhancement of the TLR heuristic when applied in Higher Education (HE) research contexts where tutor-practitioners teach. [ABSTRACT FROM AUTHOR]

As professional demands in an increasingly competitive academic environment are growing, professors are often assigned to teach outside their area of expertise. This paper investigates the experience of teaching new courses that are outside a faculty member's immediate area of expertise. Key questions concern the extent to which faculty members appreciate the opportunity to be content novices and whether they accept to appear as such in front of their students. This paper uses an online qualitative survey of 70 international faculty members from diverse academic disciplines. It also employs the computer-assisted qualitative data analysis software (CAQDAS) package NVivo (Version 12) to conduct a series of qualitative analysis. Our findings suggest a fluctuation in the faculty members' responses about the importance of mastering the subject matter and the joy of teaching as a content novice. The study finally provides practical suggestions on how to succeed in teaching outside one's area of expertise. [ABSTRACT FROM AUTHOR]

Contemporary issues of global significance for criminology include transnational crimes and relative inequality. To equip higher education students to become global citizens who can contribute to solutions, internationalisation of the curriculum is essential. This paper documents the process of a first cycle of internationalisation of the criminology curriculum. As an emerging paradigm, southern criminology provides direction for the process. The paper critically reflects on the institutional and disciplinary contexts at an Australian university. It evaluates the extent to which the materials for a core theory unit reflect an internationalised curriculum and outlines next steps to be undertaken. This documented process highlights southern criminology as a valuable lens through which to identify knowledge gaps and plan personalised professional development. It acknowledges the need to engage in ongoing cycles of internationalisation and make improvements in response to new resources and knowledge. The paper invites further discussion and examples of approaches to internationalisation. [ABSTRACT FROM AUTHOR]

Peace and conflict studies (PACS) higher education is a blossoming field. Literature (both conceptual and conjectural) and research (theoretical and empirical) has proliferated in recent decades. This paper details case findings from an ethnographic study with university-based PACS educators completed at one University of The United Nations in 2015. The six-month ethnography involved document analysis, participant observation, and semi-structured interviews with 25 peace scholars and 108 postgraduate students. Data was thematically coded and analyzed using concepts from critical race/critical Whiteness studies. This paper outlines the study and explores the theme of Whiteness that emerged from data. Findings point toward the cultural reproduction of Whiteness in the faculty, pedagogy, and institution. The paper concludes with a discussion of implications concerning global equity and 'post-structural violence' in PACS education, as well as a call for further research into the role of peacebuilding education in broader social change. [ABSTRACT FROM AUTHOR]

This paper explores student teachers' academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the 'academic' part of teacher education, we know little about student teachers' academic learning practice as learners in higher education. The paper reports on a Norwegian study of 24 student teachers and shows how the theory of practice architectures can usefully illuminate some of the difficulties students encounter in their initial teacher education. The findings are mainly elaborated in the construction of two student teachers' stories. Using the theory of practice architectures, we argue that the rationales for student teachers' criticisms of teacher education are more nuanced than they are commonly presented in the research literature. We also argue that the theory of practice architectures provides a useful tool to identify conditions that influence student teachers as learners in higher education. [ABSTRACT FROM AUTHOR]

The opportunity to take college courses in high school (dual enrollment) is becoming increasingly prevalent, but access is not equitably distributed. Certain populations, such as economically disadvantaged students and students who are members of racial and ethnic groups historically underrepresented in college, are less likely to take dual enrollment courses. This paper presents findings from an evaluation of the College and Career Readiness Expansion Project, an effort to expand participation in dual enrollment courses within the context of broader changes in high schools. A quasi-experimental impact study showed that the project successfully expanded access, particularly for economically disadvantaged students. Implementation data showed that the schools participating in the project used a variety of strategies to expand access, including (1) understanding and using data; (2) increasing students' awareness of college courses and their importance; (3) supporting students' college readiness; (4) removing eligibility barriers; and (5) providing support for students taking college classes. [ABSTRACT FROM AUTHOR]

This paper emerged from a PhD research project which investigated motivations to tour dark tourism sites, particularly those in South Africa as well as internationally. Like previous studies, the theory that fascination with something 'dark' in tourism, underpinned that research project. Literature showed that the 'dark' valance of dark tourism evolved from ancient morbid spectacles such as public gladiatorial contests, public executions, guided tours of morgues and early Christian pilgrimages. Thus, when the 'dark tourism' discipline emerged (1990s), it was based on the theory of fascination with suffering. However, the results of the motivations to engage in dark tourism study showed that the desire to learn and to pay homage to victims of past atrocities motivated these tours. This refuted the original theory. Thus, follow-up excavation led to the conclusion that neoliberalism was at the bottom of the dark tourism discipline. When neoliberalism became a dominant economic organizing system (1980s), it presented fertile ground for the dark tourism discipline to take root in higher education. Owing to neoliberalism, during the 1990s, higher education institutions experienced state funding cuts, this compelled them to be entrepreneurial to survive. The dark tourism scholarship, consequently, emerged as part of corporatization of higher education. [ABSTRACT FROM AUTHOR]

This paper explores the student experience of multidisciplinarity within the undergraduate Geography curriculum. It considers the drivers that have underpinned this development before considering the findings of research into student experiences in two universities in the south of England. The results suggest that most students view this development positively and recognize a number of advantages that it brings, citing expanded opportunities for learning, working with people from other disciplines, expansion of perspectives and perceived benefits to employability. However, for a minority this development is more problematic. The research points here to issues with specialist knowledge and disciplinary pedagogies, social issues within the classroom and class organization and some reservations regarding groupwork. The paper concludes with a series of recommendations. [ABSTRACT FROM AUTHOR]

The relationship between the academy and the disability movement is a problematic one. Disability researchers based in the academic world who align themselves with the social model of disability face contradictory aims and values in attempting to challenge dominant modes of research production in ways that signify the importance of the agendas of disabled people. It could be argued that research that involves people with the label of 'learning difficulties' creates further points of contention. In this paper we do two things. First, we re-present a paper given at a conference on the performing arts of people with 'learning difficulties', where the audience was made up of performers, workers, providers and researchers. This paper attempted to be accessible, theoretical, political and practical. Secondly, we reflect upon this paper in relation to seven points of analysis that emerge at the boundaries of disability politics and disability research. We argue throughout that real efforts must be made to bridge these boundaries in ways that augment disability theory and politics together. [ABSTRACT FROM AUTHOR]