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University-based boundary organisations provide academics with an environment where they can interact with a wide variety of societal partners to produce knowledge and work on research projects, often of a transdisciplinary nature. This environment, however, implies that their researchers may be confronted with multiple and sometimes conflicting demands coming from various stakeholders. In this study, we focus on one such case, a Real-world Laboratory (RwL), set up by the Karlsruhe Institute of Technology. This RwL focuses on urban sustainable development challenges. Drawing on boundary work literature, we analyse the boundary work strategies employed by the lab's leading researchers to manage such demands as part of a RwL research project. We observe that the managing researchers buffer several types of boundaries in order not to compromise the transdisciplinary nature of the RwL. They appear to utilise four types of boundary devices when managing boundaries: language, people, objects, and spaces. We conclude that, to reduce tensions, the managing researchers should acknowledge the presence of boundaries early on in their RwL research project, that is, during its conception phase.

Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.

University-based living labs serve as open innovation platforms that foster collaborative research and experimentation across various disciplines. These labs bring together academics, citizens, community organisations, companies, and other entities to collectively address complex contemporary issues. The labs' managers are expected to adopt flexible, agile management approaches to support the openness of their lab to stakeholders. Flexible management approaches create various challenges, as the labs are often expected also to comply with traditional project management principles of deadlines, project deliverables, budget restrictions, and quality conditions as set by their project sponsors and host organisation. The combination of prescriptive and agile project management approaches in such open innovation settings has been relatively underexplored in higher education research. Drawing on the theoretical literature on boundary work and project management, we analyse how the managers of a Dutch university-based living lab execute flexible project management styles in a setting that is dominated by prescriptive project management traditions. Based on information from 20 interviews and document analysis we identify five areas of tension between agile and prescriptive project management. Living lab managers, supported by researchers, buffer these tensions through boundary work that shapes the openness of the projects in rather unexpected ways.

The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers' motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.

This study examined whether and how moral judgment components (moral reasoning and moral value evaluation) combined with self-serving cognitive distortions are related to peer bullying (including associated participant roles) among adolescents. A total of 522 adolescents (49% males) from grades 1 to 4 of three public secondary schools in Spain (M[subscript age] = 14.6 years, range 12-18 years) completed questionnaires on moral judgment, self-serving cognitive distortions, and bullying. Bullies and bully-victims showed the lowest levels of moral judgment and the highest levels of self-serving cognitive distortions. In contrast, moral judgment was highest and self-serving cognitive distortions lowest for defenders and bystanders. Self-serving cognitive distortions mediated completely the relationship between moral reasoning and bullying, and partially between moral evaluation and bullying. Multigroup analyses indicated that the strength of the relationships between the moral judgment components and self-serving cognitive distortions varied across adolescents' role. Anti-bullying intervention programs should include the facilitation of moral reasoning and valuing as well as the reduction of self-serving cognitive distortions.

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students' subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students' self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students' goal orientedness in learning about sex/gender. (3) Students' struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

Programming education is strongly emerging in elementary and high school. Diversity and inclusion are important topics, however, insights on suited programming materials for younger learners with visual impairments are lacking. A wide range of programming materials for children exists, diverse in both what is being programmed (output) and how this is done (input), yet often relying on visual features. An understanding of the usability and accessibility aspects of these different materials is important to inform educational practice and to increase understanding of what makes programming materials suited for low vision and blind children. The aim of this study is to explore the usability and accessibility of programming materials currently used in education to low vision and blind children in the Netherlands. A focus group was conducted with six teachers or IT experts, all working with the target group in special education. The thematic analysis of the discussion of 25 materials (including unplugged lessons, robots and robotic kits, block-based and text-based languages) showed the potential of several materials, especially unplugged lessons, and the continuing search for suited materials and workforms specifically for the blind children. Furthermore, prioritizing "fun" and close connections to children's daily life as well as careful explorations of usability at the cognitive level came forward as important factors for future research and development in programming materials for low vision and blind children. These insights can contribute to obtaining an inclusive approach to programming for young learners.

An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development economics course in the Global North using as examples topics that are commonly taught and show how gender-aware scholarly articles, classroom activities, and assignments can complement a course based on a standard textbook or set of articles. They engender three main sections of a prototype development economics course: meanings and measures of economic development; strategies for economic development; and salient issues in development; and they add a forward-looking section on creating equitable development.

Objective: This study examined depressive symptomatology (DS) across the academic year in first-year undergraduate students and the influence of DS on anxiety, stress, body esteem, physical activity, and sleep. Participants: Participants were first-year undergraduate students (N= 164). Methods: Participants completed validated self-report measures each quarter. A repeated measures ANCOVA was conducted to examine changes in DS over time. Students were categorized as reporting subclinical (SCD) or clinical (CD) depressive symptoms. A repeated measures MANCOVA was conducted to examine the effect of time and DS groups on primary outcomes. Results: No significant main effects of time were observed for outcomes. Significant between-subjects effects were observed with CD participants reporting significantly higher anxiety and stress and lower sleep than SCD participants. Conclusions: First-year undergraduates with CD may have increased risk for negative markers of psychological and physical health outcomes. Universities should prioritize the psychological and physical health of their first-year students.

Background: Creating a holistic picture of children and youth who suffer from acquired aphasia or another (developmental) language disorders is very difficult due to missing diagnostic instruments covering participation. Szenario-Kids is a new diagnostic instrument to measure multimodal communication abilities in everyday life situations of children and youth aged 6 to 16 years. Aims: We aimed to examine feasibility and psychometric properties of the model-based Szenario-Kids in the healthy population, to build the basis for later test evaluation in the language-impaired patient group. Method: Szenario-Kids was administered to n = 57 children and youth without communication deficits (mean age 9.16 years; German as native language). The diagnostic instrument was presented twice within two weeks, complemented by standardized diagnostic instruments to cover all communication modalities and enable correlation of performance between tests. Results: Data analysis showed good practicability, satisfying parallelism of test versions A and B (p = 0.098-0.845), acceptable to excellent reliability (Cronbach's [alpha] = 0.781-0.920) and high interrater reliability (ICC = 0.733-0.960), very strong test-retest correlation (r = 0.736-0.893) and moderate to strong concurrent validity (r = -0.475-0.611; p [less than or equal to] 0.01). Conclusions: The analysis of feasibility and psychometric properties revealed promising results for the group without communication deficits. Neurolinguistic underpinnings can be explained within our Multimodal Communication Model (MCM). Thus, the evaluation of Szenario-Kids in language-impaired children and youth is a next step.

Prior studies have indicated that prosocial behavior might be a protective factor for developing internalizing and externalizing behavioral problems. However, little research has been conducted on within-person changes of prosocial behavior and behavioral problems over time. With random-intercept cross-lagged panel models (RI-CLPMs), the current study analyzed longitudinal associations between prosocial behavior and behavioral problems in two twin cohorts (98% Western European): in early childhood (age M = 4.77, SD = .58, 52% girls, N = 440) and middle childhood (age M = 7.94, SD = .67, 51% girls, N = 512). To obtain robust results, two parental reported questionnaires and an observational task were used as prosocial behavior assessments. In line with the literature, we found a significant between-person association between externalizing behavior and parent reported prosocial behavior in middle childhood, but not in early childhood. Some evidence indicated that changes in externalizing problems affect later prosocial behavior in middle childhood. Overall, however, the RI-CLPMs provided most support for the hypothesis that within-person changes in prosocial behavior are not related to within-person changes in behavioral problems. Thus, our findings did not support the hypothesis that increased prosocial behavior directly results in decreased behavioral problems, but emphasizes the need to take into account the multifaceted nature of prosocial behavior.

The application of restrictions plays a great part in daily support of people with moderate intellectual disability (ID). In this study we examine the evaluation of relatives of restrictions applied to their family members with moderate ID. Relatives are key and permanent figures in the lives of people with moderate intellectual disability. Moreover, relatives in their role as representatives are authorized to make decisions in case people with moderate ID are not able to oversee the consequences of their actions. To explore relatives' evaluation of restrictions, we conducted semi-structured interviews with 10 relatives. Qualitative analysis was carried out using a thematic approach. We found that respondents consider restrictions necessary when they promote physical well-being, safety and indistinctive, 'normal', appearance of their family members with ID. In applying these restrictions a 'rules are rules' and a 'tailor-made rules' approach can be discerned. The 'tailor-made approach' provides space for dialogue with people with moderate ID. In this dialogue the criteria of proportionality, effectiveness, and subsidiarity are helpful. In using these criteria, the application of a restriction has to be in proportion, has to lead to the desired effect, and, finally, should be as unintrusive as possible for the person concerned. As such, it is recommended that, in dialogue, support staff, people with moderate ID themselves, and their relatives seek ways to examine what kinds of restrictions are justified for people with moderate ID.

Courses in computer science curricula often involve group programming assignments. Instructors are required to take several decisions on assignment setup and monitoring, team formation policies, and grading systems. Group programming projects provide unique monitoring opportunities due to the availability of both product and process data, as well as challenges in team composition, with students of varying levels of prior programming experience. To gain insights into the experiences and perceptions of students about the assignment setup and grading policies in group programming projects, we interviewed 20 computer science students from four universities. The thematic analysis highlighted factors in group composition that are considered important, as well as advantages and disadvantages of the self-selection of the teams. It also indicated three grading strategies experienced by the students, namely, being assigned the same group grade, individual grades distributed by the instructor, and grade distribution determined by the team, with perceptions about them varying greatly. Several practices for monitoring team contributions were identified. Checking the source code repositories was considered useful in recognizing slacking members, but automated metrics are not always representative of the work distribution. The analysis also uncovered student perceptions on the grading factors for programming assignments, including coding efficiency and skill.