Search

The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users' perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of taskbased learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted taskbased learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major Findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendations for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research Findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners' needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched. [ABSTRACT FROM AUTHOR]

Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education. The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting. Partly based on the same survey, this work presents a case study investigating education students’ perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey’s open-ended questions in a qualitative analysis. The analysis also draws on the students’ written reflections on their experiences. The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently mentioned are the ability to work asynchronously and from different places. Furthermore, a majority of the reports on commenting on and editing each other’s work were positive, mentioning that it is an advantage to be able to correct spelling errors and bad formulations, that it is educational, that one may contribute with ideas that the others do not have, and that it improves the final text. Larger issues on the negative side were fear of insulting or misunderstanding, and difficulties because of various work modes. Also qualitative results indicate that females are more concerned with group size than males, but less preoccupied with technical difficulties. Furthermore, younger students appear more concerned about the importance of preparation and planning than older ones. The major conclusions are that EtherPad and Google Docs facilitate new ways of approaching communication, for different collaborative writing work modes as well as in different settings. However, the setting in which the tool is used exerts an influence on the way students perceive its usefulness. Recommendations derived from students’ perception of factors of success for using the collaborative writing tool include the following: group size should preferably not exceed three persons; the students ought to be prepared for technical difficulties and have a contingency plan; and they should have time in advance to discuss their work mode and agree on rules for commenting on and editing each other’s work. [ABSTRACT FROM AUTHOR]

This is the fourth issue of Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) special series that includes a selection of best papers presented at Chais Conference on Instructional Technologies Research 2012: Learning in the Technological Era. The 7th Chais conference was held at The Open University of Israel, Raanana, Israel, on February 15-16, 2012, and was organized by its Research Center for Innovation in Learning Technologies. This preface presents the mission and activities of the Research Center for Innovation in Learning Technologies at the Open University of Israel. It describes the objectives and themes of the Chais Conference 2012, explains its synergies with IJELLO and the Informing Science Institute, and introduces the papers included in this special selection. [ABSTRACT FROM AUTHOR]

This is the third issue of Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) special series that is based on selected best papers presented at the Sixth Chais Conference on Instructional Technologies Research 2011: Learning in the Technological Era. The conference took place at The Open University of Israel, Raanana, Israel, on February 17, 2011, and was organized by its Research Center for Innovation in Learning Technologies. This preface presents the mission and activities of the Research Center for Innovation in Learning Technologies at the Open University of Israel. It describes the objectives and themes of the Chais Conference 2011, explains its synergies with IJELLO and the Informing Science Institute, and introduces the papers included in this special issue. This paper collection emphasizes the importance of teachers' training, and reflects the growing understanding of their major role in integrating innovative technologies in education. [ABSTRACT FROM AUTHOR]

The adaptation of innovative technologies for learning and teaching faces learners, developers and instructors with a wide range of challenges that should be considered for a successful implementation. This Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) second issue of special series is based on selected best papers presented in the Fifth Chais Conference on Instructional Technologies Research 2010: Learning in the Technological Era, which was held at The Open University of Israel, Raanana, Israel, on February 10, 2010, and was organized by the Chais Research Center for the Integration of Technology in Education. This preface presents the mission and activities of the Chais research center, describes the objectives and themes of the Chais Conference 2010, explains its synergies with IJELLO and the Informing Science Institute, and introduces the papers included in this special issue. [ABSTRACT FROM AUTHOR]

This Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) inaugural issue of special series is based on selected best papers presented in the Fourth Chais Conference on Instructional Technologies Research 2009: Learning in the Technological Era. The Chais conference 2009 was held at The Open University of Israel campus, Raanana, Israel, on February 18, 2009, and was organized by the Chais Research Center for the Integration of Technology in Education. This preface presents the Chais research center's mission and activities, describes the Chais Conference's objectives and themes, explains its synergies with IJELLO and the Informing Science Institute, and introduces the papers included in this issue. [ABSTRACT FROM AUTHOR]

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university. [ABSTRACT FROM AUTHOR]

Aim/Purpose: Although a literature review is the fundamental base for any research, it is often considered tedious and conducted with a lack of methodology and rigor. The paper presents a method for systematically searching and screening literature using modern search technologies. The method focuses on minimizing the amount of manual screening by employing the references among papers. Background: A method to select quality literature effectively using modern search technologies is presented and evaluated. Methodology: The method starts with a keywords search in which the most suitable keywords are identified. In the backward search, promising resources are collected based on the keywords and their reference sections are searched for duplicates to find often cited basic literature. Then, the forward search identifies current literature that cites the basic sources. Contribution: Modern search technologies have the potential to improve the effectiveness of the use of information channels significantly and thus of traditional literature searches. Findings: The selection method was applied to the field of literature review itself and to the field of functional modelling. In both cases, relevant literature was identified within a surprisingly short time. Recommendations for Researchers: Literature reviews should be done systematically by using modern search technologies. Future Research: The presented method may be adapted according to the evolution of search technologies. The tool support for the automated extraction of references should be improved and a quantitative evaluation of the method in comparison to traditional reviews may foster the findings. [ABSTRACT FROM AUTHOR]

Aim/Purpose This is an introductory paper for the developing special series on applied psychology and informing science. It takes into account the spirit of informing science to launch the first of three articles in the series on applied psychology. The paper concludes by raising questions for future investigations. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study investigates the research profile of the papers published in Interdisciplinary Journal of Information, Knowledge, and Management (IJIKM) to provide silhouette information of the journal for the editorial team, researchers, and the audience of the journal. Background Information and knowledge management is an interdisciplinary subject. IJIKM defines intersections of multiple disciplinary research communities for the interdisciplinary subject. Methodology A quantitative study of categorical content analysis was used for a thematic analysis of IJIKM. One hundred fifty nine (159) papers published since the inauguration of the journal in 2006 were coded and analyzed. Contribution The study provides synopsized information about the interdisciplinary research profile of IJIKM, and adds value to the literature of information and knowledge management. Findings The analysis reveals that IJIKM disseminates research papers with a wide range of research themes. Among the research themes, Organizational issues of knowledge/information management, Knowledge management systems/tools, Information/knowledge sharing, Technology for knowledge/information management, Information/knowledge application represent the five main research streams of IJIKM. The total number of papers on organizational issues of knowledge/information management increased from 16% to 28% during the past6 years. Statistical method was the most common research methodology, and summarization was the most common research design applied in the papers of IJIKM. The paper also presents other patterns of participant countries, keywords frequencies, and reference citations. Recommendations for Practitioners Innovation is the key to information and knowledge management. Practitioners of information and knowledge management can share best practices with external sectors. Recommendations for Researchers Researchers can identify opportunities of cross-disciplinary research projects that involve experts in business, education, government, healthcare, technology, and psychology to advance knowledge in information and knowledge management. Impact on Society Information and knowledge management is still a developing field, and readers of this paper can gain more understanding of the dissemination of the literature of information and knowledge management involved in all relevant disciplines. Future Research A longitudinal study could follow up in the future to provide updated and comparative information of the research profile of the journal. [ABSTRACT FROM AUTHOR]

Aim/Purpose Business schools need to design, develop and deliver courses that are relevant to business problem-solving. Current pedagogies do not often provide the insight - or experience - necessary to close the gap between theory and practice. Background The paper describes an initiative to design, develop and deliver courses in business-technology problem-solving that thoroughly immerses students in the actual world of business. Methodology The methodology included case-based analysis where actual cases where selected to model problem-solving scenarios. Contribution Several courses are developed that immerse students into actual problemsolving experiences. Findings The courses will be delivered to business students to assess the impact of immersive/experiential learning. Recommendations for Practitioners Additional courses should be informed by actual cases; the commitment to relevance should be expanded. Recommendations for Researchers Ongoing research to measure the impact of immersive/experiential learning is recommended. Impact on Society Business schools should rethink the content of their courses and the pedagogies that have dominated business schools for many decades. Future Research Additional research will include more courses and additional immersive/experiential pedagogies. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to answer the research question, "What are the development phases of the academic discipline of information technology in the United States?" This is important to understand the reason for the growing talent gap in the information technology (IT) industry by reviewing the evolution of information technology across time, how the discipline was formed, evolved, and gained independence from other information and computing disciplines. Background The COVID-19 pandemic has increased the shortage of IT professionals in the workplace. The root reason for this talent shortage requires understanding from both industry and academic perspectives in order to implement effective initiatives to prepare, recruit, and retain diverse IT professionals at an early stage. Methodology This paper used a systematic literature review methodology and retrieved 143 primary studies from the ACM and IEEE Xplore digital libraries to review the development phases of the IT discipline as a contributing factor in understanding why, when, and how the population of professionals in IT and other relevant computing disciplines has changed and continues to fluctuate. Thematic analysis was applied to the abstracts of the primary studies, which spanned the period of 1982 to 2021. Contribution This paper contributes to the understanding of the discipline of IT in the US and contributes foundations to researchers and educators who are working on strategies to fill the talent gap. Findings Based on the thematic analysis in this paper, the academic discipline of IT has evolved over four phases across a timeline from 1982 to 2021. These phases were: Phase 1 (1982-1991) - Advent of Information Technology; Phase 2 (1992-2001) - Industry IT & DevOps; Phase 3 (2002-2011) - Information Technology and Management in Evolving Industry, Academia, and Research Areas; and Phase 4 (2011-2021) - Information Technology Research & Education. Recommendations for Practitioners IT occupies an independent disciplinary space from computer science, computer engineering, and information systems. The paper suggests that practitioners seeking to fill the talent gap in IT invest in enabling its academic programs. Recommendations for Researchers The depth of the IT disciplinary space and its continued evolution over time is ready for exploration. Continued research in this area may yield a better understanding of its role in society, the skills needed to succeed, and how to build programs to empower students with these skills. Impact on Society Examining the discipline of IT and understanding its independence and interrelated connection with other computing disciplines will help address the shortfalls in academia across the nation by identifying the distinction between each discipline and creating comprehensive programs, degrees, and curricula suitable for various students and professionals across all educational levels. Future Research Future research will integrate papers' introductions and conclusions in addition to abstracts, increase the number of databases and reviewers, as well as incorporate papers that focus on other information and computing disciplines such as computer science and information systems to explore the possibility that IT as a discipline was initially practiced in an existing information or computing discipline before it gained independence. [ABSTRACT FROM AUTHOR]

Aim/Purpose A literature review is often criticized for the absence of coherent construction, synthesis of topics, and well-reasoned analysis. A framework is needed for novice researchers to organize and present information obtained from the literature review. Background Information and communication technologies advancement have yielded overwhelming information. The massive availability of information poses several challenges, including storage, processing, meaningful organization, and presentation for future consumption. Information System Researchers have developed frameworks, guidelines, and tools for gathering, filtering, processing, storing, and organizing information. Interestingly, information system researchers have vast information that needs meaningful organization and presentation to the research fraternity while conducting a literature review on a research topic. Methodology This paper describes a framework called LACTiC (Location, Author, Continuum, Time, and Category) that we adapted from another framework called LATCH (Location, Alphabetical, Time, Category, and Hierarchy). LATCH was used to organize and present information on e-commerce websites for seamless navigation. We evaluated the LACTiC framework. Contribution Information System Researchers can use the LACTiC framework to organize information obtained from literature review. Findings The evaluation reveals that most researchers from information systems organize information obtained from the literature review category-wise, followed by continuum, author, time, and location. Recommendations for Researchers Overall, the framework works well and can be helpful for researchers for an initial idea for organizing information obtained from the literature review. Future Research To conceptualize the framework, the study was carried out using Information Systems related literature. To generalize the proposed framework, we may suggest that the study can be extended to other areas of business management, such as marketing, finance, operation, decision sciences, accounting, and economics. [ABSTRACT FROM AUTHOR]

Aim/Purpose The goal of this essay is to critically reflect on the emerging trend for PhDs by Prospective Publication (PbPP) in Australian Business Schools and to explore its appropriateness for fledgling academics. Background The PbPP is a relatively new and increasingly popular alternative to traditional PhD by monograph (PbM). It is the idea that a doctorate can be completed by writing a series of papers that are published, or close to being published, as journal articles or book chapters. For students, it offers the chance to get a head-start on their publishing careers and helps them find their first academic jobs. For supervisors working in an academic environment increasingly characterized by 'publish or perish' dynamics, it guarantees meaningful rewards from doctoral supervision. However, despite the attractiveness of publishing during candidature, it is a very different way to complete a doctorate with many challenges for students, supervisors, and institutions. Methodology We adopted critical collaborative autoethnography. Through this method, we reflect on our experience supervising and administrating PbPP students and integrate our reflections with the literature on PbPPs to highlight policy concerns and our position on them. Contribution We argue that the primary goal of the PbPP is to produce students who can conduct research collaboratively after graduation, as opposed to people who can conduct independent research, although the two outcomes are not mutually exclusive. We also argue that assessment of PbPP should be significantly enhanced to determine the nature of the student's contribution to the thesis, their understanding of research design, and their broader understanding of their subject. Finally, we argue that despite the attractiveness of PbPP, it can only be successfully attempted by students with elite levels of intellect, dedication, critical analytical skills, language skills, resilience, and patience and supervisors with expertise in the field of study, experience of publishing different types of paper, familiarity with the working of the journal publication process, and workload capacity. Findings PbPP theses should be examined by viva voce. Viva voce examinations of PbPP theses should determine (1) the nature of the doctoral candidates' contribution to the thesis, (2) whether it is sufficient for the award of a doctorate, (3) the contributions of the papers to advancing the field of research, and (4) the students' understanding of the theory in their field. Viva voce examinations of PbPP theses should seek to discover the student's ability to contribute to collaborative efforts of research teams. PbPP students should also sit an examination of their understanding of research philosophy, design, methodologies, and related topics. It should be externally set, administered, and marked by an independent examination board. PbPP candidates need to demonstrate excellent 'research English' language skills before commencing. Recommendations for Practitioners PbPP candidates need excellent intellectual skills - as a rough guide, probably in the top quartile of doctoral candidates. PbPP candidates need to be resilient and able to cope with failure, criticism, and rejection. PbPP candidates need high levels of patience. PbPP candidates should be encouraged to produce their first manuscript early in their candidature. PbPP supervision requires supervisors with advanced levels of subject knowledge, research skills, and publishing outputs. PbPP supervision requires expertise across various forms of research and types of output. Due to the wide range of skills and experience, PbPP supervision is likely to require a team approach. Recommendations for Researchers As the PbPP grows in popularity, it challenges educational researchers to explore this emerging phenomenon. Does it take a particular type of person to thrive through this process? Does it need supervisors with particular characteristics? How does the experience of PbPP supervisors differ to the experience of PbM supervisors? Do PbPP graduates differ in their abilities to PbM graduates? Impact on Society People graduating with PhDs typically enter influential and important jobs in society. It is vital that they have the knowledge, skills, and abilities that the qualification confers. In Australia, the PbPP challenges this credibility due to issues of co-authorship, selective study, and shallow assessment. These matters need to be understood and rectified to prevent a loss of credibility in Australia's Higher Education institutions and its graduates. Future Research Are there any differences in the knowledge, skills, and abilities of PbPP and PbM graduates? Studies are needed of the characteristics prospective PbPP students need to be successful taking this doctoral route. How does the nature of supervision differ between PbPP and PbM? What is the impact on the skills and abilities supervisors need and the implications for workload? What jobs do PbPP graduates go into and does this differ to PbM graduates? What resistance will the proposals made in this essay meet? [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to investigate and understand the intentions of management undergraduate students in Hangzhou, China, regarding the adoption of Artificial Intelligence (AI) technologies in their education. It addresses the need to explore the factors influencing AI adoption in the educational context and contribute to the ongoing discourse on technology integration in higher education. Background The paper addresses the problem by conducting a comprehensive investigation into the perceptions of management undergraduate students in Hangzhou, China, regarding the adoption of AI in education. The study explores various factors, including Perceived Relative Advantage and Trialability, to shed light on the nuanced dynamics influencing AI technology adoption in the context of higher education. Methodology The study employs a quantitative research approach, utilizing the Confirmatory Tetrad Analysis (CTA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) methodologies. The research sample consists of management undergraduate students in Hangzhou, China, and the methods include data screening, principal component analysis, confirmatory tetrad analysis, and evaluation of the measurement and structural models. We used a random sampling method to distribute 420 online, self-administered questionnaires among management students aged 18 to 21 at universities in Hangzhou. Contribution This paper explores how management students in Hangzhou, China, perceive the adoption of AI in education. It identifies factors that influence AI adoption intention. Furthermore, the study emphasizes the complex nature of technology adoption in the changing educational technology landscape. It offers a thorough comprehension of this process while challenging and expanding the existing literature by revealing the insignificant impacts of certain factors. This highlights the need for an approach to AI integration in education that is context-specific and culturally sensitive. Findings The study highlights students' positive attitudes toward integrating AI in educational settings. Perceived relative advantage and trialability were found to impact AI adoption intention significantly. AI adoption is influenced by social and cultural contexts rather than factors like compatibility, complexity, and observability. Peer influence, instructor guidance, and the university environment were identified as pivotal in shaping students' attitudes toward AI technologies. Recommendations for Practitioners To promote the use of AI among management students in Hangzhou, practitioners should highlight the benefits and the ease of testing these technologies. It is essential to create communication strategies tailored to the student's needs, consider cultural differences, and utilize the influence of peers and instructors. Establishing a supportive environment within the university that encourages innovation through policies and regulations is vital. Additionally, it is recommended that students' attitudes towards AI be monitored constantly, and strategies adjusted accordingly to keep up with the changing technological landscape. Recommendations for Researchers Researchers should conduct cross-disciplinary and cross-cultural studies with qualitative and longitudinal research designs to understand factors affecting AI adoption in education. It is essential to investigate compatibility, complexity, observability, individual attitudes, prior experience, and the evolving role of peers and instructors. Impact on Society The study's insights into the positive attitudes of management students in Hangzhou, China, toward AI adoption in education have broader societal implications. It reflects a readiness for transformative educational experiences in a region known for technological advancements. However, the study also underscores the importance of cautious integration, considering associated risks like data privacy and biases to ensure equitable benefits and uphold educational values. Future Research Future research should delve into AI adoption in various academic disciplines and regions, employing longitudinal designs and qualitative methods to understand cultural influences and the roles of peers and instructors. Investigating moderating factors influencing specific factors' relationship with AI adoption intention is essential for a comprehensive understanding. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. 310 Methodology In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies pro-gram. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more skilled professionals in their working lives. Additionally, classroom practices that incorporate both traditional tools and newer techno-logical tools for learning might be most effective because they provide flexibility to find the best learning tool(s) for the task. Recommendations for Researchers Participants preferred books and paper for learning. One reason was that paper helped them remember information better. More research needs to be done on the learning benefits of using more tactile mediums, such as paper for reading and writing. Impact on Society The findings from this study suggest that some learners may benefit more from the use of digital technology than others. Institutions and organizations need to provide flexibility when it comes to technology implementation for both students and faculty. This flexibility can accommodate different learning styles and preferences and not isolate individuals in the classroom or workplace who may be slower to adapt to new technologies. Future Research Future research is needed to investigate student attitudes towards digital technology at higher education institutions in other parts of the world. In addition, this study focused mostly on student perceptions of learning tools and devices in the classroom. More research needs to be done on the impact technology has on learning per se – specifically how certain tools may help learners more effectively complete different educational tasks. [ABSTRACT FROM AUTHOR]

Background Recent times have seen an increasing pressure for publication during candidature in Australian universities for a range of strategic goals that are responsive to the current academic environment. Completing a thesis by publication (TBP) can further these goals, and, while this approach is no longer new, relatively little is known about its application in the context of the Humanities and Social Sciences (HSS). Methodology We performed an analysis of recently conferred TBPs to gain insights into the prevalence of the model in HSS, and to identify the number and nature of publications typically included in this context. Contribution Our findings can further our collective understanding of the practicalities and possibilities of the thesis by publication in this disciplinary context, providing valuable insights for current and prospective research candidates in this area. Findings An average of 4.5 papers are included in TBPs, although there is wide range in the number and nature of papers. Of interest is the inclusion of scholarly works that are unpublished, or where the candidate is not the first author. There appears to be a heavy reliance on traditional types of scholarly publications, namely journal articles and conference proceedings. Impact on Society This paper illustrates the current status of the relatively new TBP in the HSS context and makes a contribution to a range of pertinent contemporary academic debates such as authorship during candidature. Future Research This paper presents a range of opportunities for further research, including investigating the characteristics of universities that effectively foster the inclusion of publications in the HSS doctoral thesis. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study aimed to evaluate the extant research on data science education (DSE) to identify the existing gaps, opportunities, and challenges, and make recommendations for current and future DSE. Background There has been an increase in the number of data science programs especially because of the increased appreciation of data as a multidisciplinary strategic resource. This has resulted in a greater need for skills in data science to extract meaningful insights from data. However, the data science programs are not enough to meet the demand for data science skills. While there is growth in data science programs, they appear more as a rebranding of existing engineering, computer science, mathematics, and statistics programs. Methodology A scoping review was adopted for the period 2010-2021 using six scholarly multidisciplinary databases: Google Scholar, IEEE Xplore, ACM Digital Library, ScienceDirect, Scopus, and the AIS Basket of eight journals. The study was narrowed down to 91 research articles and adopted a classification coding framework and correlation analysis for analysis. Contribution We theoretically contribute to the growing body of knowledge about the need to scale up data science through multidisciplinary pedagogies and disciplines as the demand grows. This paves the way for future research to understand which programs can provide current and future data scientists the skills and competencies relevant to societal needs. Findings The key results revealed the limited emphasis on DSE, especially in non-STEM (Science, Technology, Engineering, and Mathematics) disciplines. In addition, the results identified the need to find a suitable pedagogy or a set of pedagogies because of the multidisciplinary nature of DSE. Further, there is currently no existing framework to guide the design and development of DSE at various education levels, leading to sometimes inadequate programs. The study also noted the importance of various stakeholders who can contribute towards DSE and thus create opportunities in the DSE ecosystem. Most of the research studies reviewed were case studies that presented more STEM programs as compared to non-STEM. Recommendations for Practitioners We recommend CRoss Industry Standard Process for Data Mining (CRISPDM) as a framework to adopt collaborative pedagogies to teach data science. This research implies that it is important for academia, policymakers, and data science content developers to work closely with organizations to understand their needs. Recommendations for Researchers We recommend future research into programs that can provide current and future data scientists the skills and competencies relevant to societal needs and how interdisciplinarity within these programs can be integrated. Impact on Society Data science expertise is essential for tackling societal issues and generating beneficial effects. The main problem is that data is diverse and always changing, necessitating ongoing (up)skilling. Academic institutions must therefore stay current with new advances, changing data, and organizational requirements. Industry experts might share views based on their practical knowledge. The DSE ecosystem can be shaped by collaborating with numerous stakeholders and being aware of each stakeholder's function in order to advance data science internationally. Future Research The study found that there are a number of research opportunities that can be explored to improve the implementation of DSE, for instance, how can CRISPDM be integrated into collaborative pedagogies to provide a fully comprehensive data science curriculum?. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study seeks to determine the impact of a card game intervention in improving the English verbal communication of nursing students from culturally and linguistically diverse backgrounds. Background Many international students studying in Australia experience setbacks in their university studies due to English language difficulties. This paper outlines how an educational card game designed can be played by nursing students from culturally and linguistically diverse (CALD) backgrounds as an intervention for their English verbal communication development. Methodology The study used a descriptive qualitative approach to analyse the learning experiences of forty-five (N=45) nursing students from CALD backgrounds undertaking their second semester at a metropolitan university in Victoria, Australia after being introduced to an educational card game developed by the first author. The card game was designed to explore the use of English pragmatic markers, which are words, phrases, or verbal cues that signal or emphasise the intentions of the speaker. Following the intervention, participants were queried in a survey about their experiences with English language speaking and how the game improved their verbal communication skills. Contribution This paper provides knowledge about how a game can be designed to enhance the English verbal communication skills of nursing students from CALD backgrounds which could help them in their clinical placements and their adjustment into Australian society. Findings Three intertwining themes that emerged from the data analysis were education content, skills development, and fun and creativity. These themes signify the importance of providing opportunities for learners to creatively practise the educational content in simulative contextualised situations within a safe, comfortable, and inclusive learning environment. Recommendations for Practitioners Educators still need to consider the importance of inclusivity of students from culturally and linguistically diverse (CALD) backgrounds as part of successful integration into the culture of their host countries. Recommendations for Researchers The findings emphasise the need for educators and researchers to understand the challenges facing these students in relation to marginalisation and discrimination and how they can design an intervention that is engaging and inclusive. Impact on Society The findings also put forward the awareness of pragmatics as part of both English language learning and integration into the society of a host country as students learn how to express intention appropriately in various interactions. Furthermore, the themes presented in this paper suggest that not only should an educational game or an intervention contain relevant educational content and practical activities for skills development, but they must also be enjoyable by encouraging creativity and social interaction. Future Research The results of this study also open possible future studies that involves the adaptation of a digital version of the card game or possible implementation of the game in other health professional programs in universities and other educational institutes. [ABSTRACT FROM AUTHOR]

Aim/Purpose Recent research highlights the growing decline in doctoral students' mental health and wellbeing, caused not only by the pressures, stress, and isolation of doctoral studies but also by existential issues around personal development and future prospects. Consequently, we argue that there is an urgent need to reassess the supervisory process to support doctoral students in addressing these concerns. This paper offers a potential solution to this challenge by exploring and examining how integrating coaching methods into doctoral supervision can support doctoral students' growth and development, thereby increasing their wellbeing and human flourishing. Coaching aims to help individuals produce optimal performance and improvements in personal and professional settings by deploying a series of tools and models. Coaching is essentially a non-directive form of development, enabling people to identify goals and skills and then extracting the capacity people have within themselves to achieve their ambitions. This paper explores how coaching methods could be made a regular feature of doctoral supervision. Background The need to reconfigure doctoral supervision as a practice to address humanistic issues regarding whole-person development, self-actualisation, and personal worth is nothing new. Over the years, researchers have produced models of doctoral supervision, highlighting the growing need for supervision to incorporate more pastoral and emancipatory elements, which facilitate personal growth instead of focusing purely on academic function and criticality. Although coaching is identified in previous studies as being a valuable addition, nothing examines how to modify existing supervision practices to accommodate more pastoral elements. Methodology This paper offers a conceptual analysis whereby the argument primarily synthesizes existing research on doctoral supervision to understand why coaching methods may provide a solution to the evolving requirements of student welfare and emancipation. Since the commentary in this paper is not based on the findings of an empirical study, the following two conceptual research questions frame the discussion. First, are coaching methods beneficial when supervising doctoral students? Second, what are the challenges when implementing and integrating coaching methods into existing doctoral supervisory practice? The paper utilises the Normalisation Process Theory as a 'thinking tool' to help answer these questions. The theory evaluates phenomena in applied social research settings to help understand how complex practices are made workable and integrated into context-dependent ways. Therefore, the theory acts as an analytical tool, enabling researchers to think through implementation issues when designing complex interventions and their evaluation. Contribution This paper contributes to knowledge by highlighting ways in which management responsible for a doctoral provision in higher education settings can modify their organisational structures and systems to encourage coaching methods to become a normalised part of doctoral supervision, thereby legitimising its practice. Findings The Normalisation Process Theory has value because it produces a roadmap for integrating and implementing new or modified practices into existing systems of operation. It, therefore, assists by producing an output that enables a current/new practice to be dissected and categorised under specific headings. In this research context, this output assisted in understanding the operational challenges when considering the normalisation of a practice. The theory helped generate something managers tasked with managing doctoral provision could consider (i.e., institutional paradigms, policies, regulations, etc.) when thinking about what may need to be reconfigured to enable coaching methods to become an integrated and normalised part of doctoral supervision over time. Recommendations for Practitioners It is recommended that practitioners consider the integration of coaching methods into supervision. First, once implemented, it requires monitoring to ensure the practice's quality and consistency amongst the supervisory community. Secondly, to assess the impact of the practice on other services within the organisation, such as student services or faith services, and thirdly, to ensure training in coaching methods is made timely and relevant to assist all academics involved in doctoral supervision. Recommendations for Researchers The authors recommend collecting empirical evidence using the Normalisation Process Theory to evaluate the integration and normalisation of a range of practices in higher education settings. Moreover, once implemented, more research is required on the long-term value of coaching methods within doctoral settings. Impact on Society Doctoral education is increasingly significant in a world where knowledge is fundamental to generating economic growth. Identified as having the technical and professional skills needed to fuel the knowledge-based economy, student wellbeing, and mental health must be optimal to ensure they can contribute to the knowledge-based economy as effectively as possible. Future Research More research must be conducted on how doctoral supervision can become more humanistic; for example, by focusing on student self-awareness, reflection, and reframing instead of just the traditional academic function. Consequently, improving these facets is vital in developing sustained wellbeing and life-long success. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this paper is to provide a model to help explain why ideas about reality differ. Background Misinformation is an important topic that in the past several years has gained prominence. The author developed a model of informing. Methodology The methodology is model extension and creation, in this case to extend an existing model of informing so as to accommodate disinformation. Contribution The principal contribution is providing, perhaps, the first model that explains how differing beliefs of reality are created. It also introduces the concept of created reality. Recommendations for Researchers The model can be applied to a variety of situations to assist researchers in understanding created realities. Impact on Society The paper extends our understanding of how and why different people understand and believe reality differently. Future Research We recommend that researchers across the disciplines test and build on this model of created realities. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements - to publish and to complete on time - as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the "norm," the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates' completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper examines the impact of the transformational, servant, and paternalistic leadership styles on employee performance at the middle and senior levels. Background Transdisciplinary research promotes the integration and development of various sciences. It provides more choices for leaders to adopt ways and practical activities to promote enterprise development. Complexity leadership theory emphasizes that effectively functioning organizations need distinct forms of leadership to work together. Leaders rely on different leadership practices in an emergent collaborative context, and finding an optimal balance is challenging. Many scholars have attempted to explore which leadership styles have a more significant impact on employees by distinguishing and defining types of leadership styles and explaining the process by which they influence employee behavior and performance. Various scholars have further explored and empirically demonstrated the impact of these three types of leadership styles (transformational, servant, paternalistic)on employee performance. While transformational and servant leadership have their roots in the West, paternalistic leadership has roots in China. Few scholars have conducted comparative studies on their positive impact on employee performance. How do these three leadership styles affect employee performance at the middle and senior levels in the Chinese context? Which combination of middle and senior leadership styles performs best? These are the second area that this paper will attempt to explore. Methodology This study constructs a three-tier model at the senior, middle, and grassroots levels. A questionnaire survey was used to collect data. SPSS 22.0 and Amos were used for data analysis. Contribution Through its construction of a three-tier model (senior, middle, and grassroots levels), the paper explores the combined effect of three leadership styles (transformational, servant, and paternalistic) on grassroots employees. It explores the impact of senior leaders across levels on grassroots employee performance, which is expected to provide a valuable addition to theories on leadership styles. It is also instructive to examine which leadership style performs better and what middle and senior leadership configurations are more conducive to driving beneficial employee behavior and, ultimately, corporate growth. Findings The transformational, servant, and paternalistic leadership styles, both at the top and middle levels, have a significant positive relationship with employee performance; the middle leadership style plays a positive mediating role between the top leadership style and employee performance. In terms of impact on employee performance, transformational leadership shows the best results at both the top and middle levels, with paternalistic leadership second and servant leadership at the same level. Regarding which middle and senior leadership style pairing is the best, the sample is relatively small, and the gap between various pairing combinations is not evident from the data. If the sample size is enlarged, the coefficient will likely expand year-on-year. Therefore, we can assume that the pairing effect of top servant leadership and middle transformational leadership is the best, top paternalistic leadership and middle transformational leadership is the second-best, and the combination of top paternalistic leadership and middle-level servant leadership leaders is the weakest. Recommendations for researchers This paper extends the study of top and middle leadership's combined effect on employee performance as a positive response to the call for multi-layer or crosslayer analysis in leadership research. The findings further enrich the literature on leadership style-related theories. The middle leadership style plays a positive mediating role between the top leadership style and employee performance. The trickle-down effect is further verified, i.e., the top leadership will have a permeating influence on employees through the middle leadership, and the top's influence on the middle is generally more significant than the influence on grassroots employees. However, the difference between the influence of the middle leadership on the grassroots and that of the top on the grassroots is not apparent, which is inconsistent with the trickle-down effect that the middle leadership communicates more with the grassroots and has more influence on the grassroots, and further verification is needed. All three types of leaders positively affected employee performance, with the best being transformational leadership, paternalistic leadership, and servant leadership. This finding is consistent with some scholars and inconsistent with some scholars. The interested scholars can do further research. The better performance of diverse pairings in middle and senior leadership combinations is consistent with previous research suggesting that leadership styles have their own strengths and can be complementary. This paper further provides a comparative study of multiple leadership styles to validate the recognition and adaptability of leadership styles and further explain the complex relationship between leadership styles and employee job performance. Scholars can conduct comparative research on other leadership styles, and there may be different results. Recommendations for Practitioners The findings of this paper have some reference value for the choice of leadership behaviors of corporate managers and the formation of middle and senior leadership teams. Transformational, paternalistic, and servant leadership all positively influence employee performance. All play a positive mediating role at the middle level; therefore, adopting any of these leadership behaviors has a positive effect on the company. Although transformational leadership performs better in the middle to the senior portfolio, transformational, servant, and paternalistic leadership have their strengths. They can be complementary in improving employee performance, so servant and paternalistic leadership styles still need to be considered in the context of information technology and Chinese culture. In addition, companies should pay more attention to middle leadership because it mediates the influence of senior leadership on employees. Practicing leaders will gain from this research by balancing leadership roles according to individual characteristics, organizational characteristics, and stages of growth. Business leaders should also adapt their leadership style and management style to meet the changing needs of the company in order to achieve the goal of stable and sustainable development. Future Research Because of the cross-sectional data taken, the findings' generalizability still needs further validation. There are many types of leadership styles, and there are other types of leadership styles that can be explored comparatively, perhaps leading to different findings. From another point of view, various leaders have their strengths, and they are not mutually hindering. More research is needed on team formation in a variety of contexts. Organic organizational structure enables knowledge creation and integration through the process of organizational learning through deep and continuous social interaction or dialogue. So we can further examine the influence process of leaders on employees from how to give full play to their advantages, such as improving shared leadership and shared communication. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The paper introduces new concepts including cognitive mapping, cognitive message processing, and message resonance. Background: This paper draws upon philosophy, psychology, physiology, communications, and introspection to develop the theory of cognitive mapping. Methodology: Theory development. Contribution: The theory offers new ways to conceptualize the informing process. Findings: Cognitive mapping has a far-reaching explanatory power on message resonance. Recommendations for Researchers: The theory of cognitive mapping offers a new conceptualization for those exploring the informing process that is ripe for exploration and theory testing. Future Research: This paper forms a building block toward the development of a fuller model of the informing process. [ABSTRACT FROM AUTHOR]

Aim/Purpose: 5G and IoT are two path-breaking technologies, and they are like wall and climbers, where IoT as a climber is growing tremendously, taking the support of 5G as a wall. The main challenge that emerges here is to secure the ecosystem created by the collaboration of 5G and IoT, which consists of a network, users, endpoints, devices, and data. Other than underlying and hereditary security issues, they bring many Zero-day vulnerabilities, which always pose a risk. This paper proposes a security solution using network slicing, where each slice serves customers with different problems. Background: 5G and IoT are a combination of technology that will enhance the user experience and add many security issues to existing ones like DDoS, DoS. This paper aims to solve some of these problems by using network slicing and implementing an Intrusion Detection System to identify and isolate the compromised resources. Methodology: This paper proposes a 5G-IoT architecture using network slicing. Research here is an advancement to our previous implementation, a Python-based software divided into five different modules. This paper's amplification includes induction of security using pattern matching intrusion detection methods and conducting tests in five different scenarios, with 1000 up to 5000 devices in different security modes. This enhancement in security helps differentiate and isolate attacks on IoT endpoints, base stations, and slices. Contribution: Network slicing is a known security technique; we have used it as a platform and developed a solution to host IoT devices with peculiar requirements and enhance their security by identifying intruders. This paper gives a different solution for implementing security while using slicing technology. Findings: The study entails and simulates how the IoT ecosystem can be variedly deployed on 5G networks using network slicing for different types of IoT devices and users. Simulation done in this research proves that the suggested architecture can be successfully implemented on IoT users with peculiar requirements in a network slicing environment. Recommendations for Practitioners: Practitioners can implement this solution in any live or production IoT environment to enhance security. This solution helps them get a cost-effective method for deploying IoT devices on a 5G network, which would otherwise have been an expensive technology to implement. Recommendations for Researchers: Researchers can enhance the simulations by amplifying the different types of IoT devices on varied hardware. They can even perform the simulation on a real network to unearth the actual impact. Impact on Society: This research provides an affordable and modest solution for securing the IoT ecosystem on a 5G network using network slicing technology, which will eventually benefit society as an end-user. This research can be of great assistance to all those working towards implementing security in IoT ecosystems. Future Research: All the configuration and slicing resources allocation done in this research was performed manually; it can be automated to improve accuracy and results. Our future direction will include machine learning techniques to make this application and intrusion detection more intelligent and advanced. This simulation can be combined and performed with smart network devices to obtain more varied results. A proof-of-concept system can be implemented on a real 5G network to amplify the concept further. [ABSTRACT FROM AUTHOR]

Aim/Purpose The main goal of this systematic literature review was to look for studies that provide information relevant to business intelligence's (BI) framework development and implementation in the tourism sector. This paper tries to classify the tourism sectors where BI is implemented, group various BI functionalities, and identify common problems encountered by previous research. Background There has been an increased need for BI implementation to support decisionmaking in the tourism sector. Tourism stakeholders such as management of destination, accommodation, transportation, and public administration need a guideline to understand functional requirements before implementation. This paper addresses the problem by comprehensively reviewing the functionalities and issues that need to be considered based on previous business intelligence framework development and implementation in tourism sectors. Contribution The paper could be of interest to relevant stakeholders in the tourism industry because it provides an overview of the capabilities and limitations of business intelligence for tourism. To our knowledge, this is the first study to identify and classify the BI functionalities needed for tourism sectors and implementation issues related to organizations, people, and technologies that need to be considered. Findings BI functionalities identified in this study include basic functions such as data analysis, reports, dashboards, data visualization, performance metrics, and key performance indicator, and advanced functions such as predictive analytics, trend indicators, strategic planning tools, profitability analysis, benchmarking, budgeting, and forecasting. When implementing BI, the issues that need to be considered include organizational, people and process, and technological issues. Recommendations for Practitioners As data is a major issue in BI implementation, tourism stakeholders, especially in developing countries, may need to build a tourism data center or centralized coordination regulated by the government. They can implement basic functions first before implementing more advanced features later. Recommendations for Researchers We recommend further studying the BI implementation barriers by employing a perspective of an adoption framework such as the technology, organization, and environment (TOE) framework. Impact on Society This research has a potential impact on improving the tourism industry's performance by providing insight to stakeholders about what is needed to help them make more accurate decisions using business intelligence. Future Research Future research may involve collaboration between practitioners and academics in developing various BI architectures specific to each tourism industry, such as destination management, hospitality, or transportation. [ABSTRACT FROM AUTHOR]

Aim/Purpose Systematic literature reviews seek to locate all studies that contain material of relevance to a research question and to synthesize the relevant outcomes of those studies. The primary aim of this paper was to synthesize both research and practice reports on micro-credentials (MCRs). Background There has been an increase in reports and research on the plausibility of MCRs to support dynamic human skills development for an increasingly impatient and rapidly changing digital world. The integration of fast-paced emerging technologies and digitalization necessitate alternative learning paradigms. MCRs offer time, financial, and space flexibility and can be stacked into a larger qualification, thereby allowing for a broader range of transdisciplinary competencies within a qualification. However, MCRs often lack the academic rigor required for accreditation within existing disciplines. Methodology The study followed the PRISMA framework (Preferred Reporting Items for Systematic Reviews and Meta Analyses), which offers a rigorous method to enhance reporting quality. The study used both academic research and practice reports. Contribution The paper makes a theoretical contribution to the discourse about the need for innovation within existing educational paradigms for continued relevance in a changing world. It also contributes to the debate on the role of MCRs in bridging the gap between practice and academia despite the growing difference between their interests, and the role that MCRs play in the social-economic plans of countries. Findings The key findings are that investments in MCRs are mainly in the Science, Technology, Engineering and Mathematics (STEM) and Education sectors, and have taken place mainly in high-income countries and regions - contexts that particularly value practice-accredited MCRs. Low-income countries, by contrast, remain traditional and insist on MCRs that are formally accredited by a recognized academic institution. This contributes to a widening skills gap between low- and high-income countries or regions, which results in greater global disparities. There is also a growing divide between academia and practice concerning their interest in MCRs (a reflection of the rigor versus relevance debate), which partially explains why many global and larger organizations have gone on to create their own learning institutions. Recommendations for Practitioners We recommend that educational mechanisms consider the critical importance of MCRs as part of innovative efforts for life-wide (different sectors) and lifelong (same sector) learning, especially in low-income countries. MCRs provide dynamic mechanisms to fill skills gaps in an increasing ruthless international battle for talent. Recommendations for Researchers We recommend focused research into skills and career pathways using MCRs while at the same time remaining responsive to transdisciplinary efforts and sensitive to global and local changes within any sector. Impact on Society Work and society have transformed over time, and more so in the new digital age, yet academia has been slow in adapting to the changes, forcing organizations to create their own learning institutions or to use MCRs to fill the skills gap. The purpose of education goes beyond preparing individuals for work, extending further to creating an environment where individuals and governments seek their own social and economic outcomes. MCRs provide a flexible means for co-creation between individuals, education, organizations, and government that could stem global rising unemployment, social exclusion, and redundancy. Future Research Future research should focus on the co-creation of MCRs between practitioners and academia. [ABSTRACT FROM AUTHOR]

Aim/Purpose The aim of this paper is to examine the influences of KM-centred strategies on innovation capability among Malaysian R&D firms. It also deepens understanding of the pathways and conditions to improve the innovation capability by assessing the mediating role of both KM practices, i.e., knowledge exploration practices, and knowledge exploitation practices. Background Knowledge is the main organisational resource that is able to generate a competitive advantage through innovation. It is a critical success driver for both knowledge exploration and exploitation for firms to achieve sustainable competitive advantages. Methodology A total of 320 questionnaires were disseminated to Malaysian R&D firms and the response rate was 47 percent. The paper utilised structural equation modelling and cross-sectional design to test hypotheses in the proposed research model. Contribution This paper provides useful information and valuable initiatives in exploring the mediating role of knowledge exploration and knowledge exploitation in influencing innovation in Malaysian R&D firms. It helps R&D firms to frame their KM activities to drive the capability of creating and retaining a greater value onto their core business competencies. Findings The findings indicate that all three KM-centred strategies (leadership, HR practices, and culture) have a direct effect on innovation. In addition, KM exploration practices mediate HR practices on innovation while KM exploitation mediates both leadership and HR practices on innovation. Recommendations for Practitioners This paper serves as a guide for R&D managers to determine the gaps and appropriate actions to collectively achieve the desired R&D results and national innovation. It helps R&D firms frame their KM activities to enhance the capability of creating and retaining a greater value to their core business competencies. Recommendations for Researchers This paper contributes significantly to knowledge management and innovation research by establishing new associations among KM-centred strategies, i.e., leadership, HR practices, and culture, both KM practices (knowledge exploration and knowledge exploitation), and innovation. Impact on Society This paper highlights the important role of knowledge leaders and the practice of effective HR practices to help R&D firms to create a positive environment that facilitates both knowledge exploration and knowledge exploitation in enhancing innovation capabilities. Future Research Further research could use a longitudinal sample to examine relationships of causality, offering a more comprehensive view of the effect of KM factors on innovation over the long term. Future research should also try to incorporate information from new external sources, such as customers or suppliers. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants' experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world's challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants' reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings The results of the exploratory qualitative analysis of the participants' experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes. [ABSTRACT FROM AUTHOR]

Aim/Purpose The integration of knowledge through the transdisciplinary method with the three concepts civilization, ideology, and geopolitics (CIG) enables the analysis of international relations in a new perspective and the informing strategists of countries, organizations, analysts, clients, etc. These three concepts express the transdisciplinarity that offers a new theoretical explanation and the informing science approach. Background The integration of knowledge using the three concepts for the analysis of international relations has found adequate explanations from 1890 until the withdrawal of the United States from Afghanistan. Therefore, the CIG model theoretically and practically finds support for more than a century, as argued in the paper. Methodology The present paper uses a mixed theory based on transdisciplinary methodology and informing science. The literature was reviewed to find and build the theoretical basis and provide appropriate examples. The theory is also based on the model used by Francis Fukuyama in his books on building and dissolution of states (middle-range theory). Contribution This paper enables the rethinking of the limitations of research on a theoretical and practical basis that is done in many scientific circles, not to eliminate others but to enrich science even more. Findings In the paper, the main findings are the following: Integrating the three CIG concepts according to the transdisciplinary method offers a new perspective to explain international relations using the IS method; The integration of the three concepts is worthwhile after 1980, when the model of cabinet governments falls, Bismarck falls, and public opinion starts to emerge; It was after 1980 that theories of civilization and geopolitics began to emerge along with ideologies to apply in practice; These three concepts offer explanations based on a CIG zone and in the periphery of the CIG zone. In the CIG zone the security sphere is more stable and long-term, while in periphery the cooperation is temporary and not long termed; The paper shows that the Cold War period is divided into two periods; The paper also finds that CIG explains with examples the events that happened after the Cold War and until present days; The paper also shows, based on the strategies of the superpowers, how they are extending their influence based on the CIG concepts. The paper also shows new patterns of cooperation and clashes between the superpowers' security zones, which also provide an explanatory perspective for the USA withdrawal from Afghanistan. (We do not talk in the paper about the Afghanistan issue and USA withdrawal). Recommendations for Practitioners The attributes identified by the transdisciplinary implementation of the three concepts express the evolution and behaviour of major policies and, as such, constitute a scheme for practitioners to analyse international relations and build strategies on an integrative rather than an exclusionary basis. Recommendations for Researchers Scientific attributes in the integration of knowledge give researchers a more open and comprehensive perspective to make more accurate and practical analyses of international relations. According to this model, other theories are enriched that use the transdisciplinary method, IS, and the CIG as a model for the integration of knowledge. Impact on Society This type of model enables an accurate understanding of cooperation between companies, their representatives, and the creation of safer areas and plans. Through this model, society no longer belongs to the abstract but is part of the analysis. Future Research Researchers and practitioners of this CIG model can find answers such as "Why did the USA fail in Afghanistan and why was it successful in Kosovo?" as well as other questions about finding a solution for Iraq, cooperation with China, etc. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aimed to explore the impact of compassion fatigue, compassion satisfaction, and burn-out among the general population during the pandemic. Background The paper has attempted to explore compassion fatigue, compassion satisfaction, and burn-out among the population at large, especially during the pandemic. This area has not been explored as yet. Methodology A simple random sample of 98 males and 88 females was collected anonymously through a Google form survey. Part A collected demographic data and Part B comprised of 15 statements with 5 each for compassion fatigue, compassion satisfaction, and burn-out, adapted from a Compassion Fatigue/Satisfaction Self-Test. ANOVA single factor was employed for the three variables of compassion fatigue, compassion satisfaction, and burn-out using a 0.05 significance level. Correlations among the variables were also analyzed. Contribution The present paper contributes to covering the research gap of investigating the presence of compassion fatigue, compassion satisfaction, and burn-out among the population at large comprising the age group of 18 to 60+ and from different professions. Findings The findings revealed significant differences in the levels of compassion fatigue, compassion satisfaction, and burn-out in the population at large during the pandemic. Impact on Society The paper addresses issues in society at large. Future Research The findings can be further strengthened by extending it to a larger sample size across different nations and, specifically, studying gender differences during such adverse pandemic situations. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The exorbitant cost of traditional textbooks, which particularly impact lowincome, underrepresented minority groups, can be a barrier to student success in higher education that contributes to educational inequities. The aim of this multi-methodology study, conducted at a mid-Atlantic minority-serving institution that serves primarily first-generation and lower-income learners, is to explore the impact of, and student satisfaction with, a one-price persemester unlimited e-book subscription service and digital learning solution that includes a number of embedded interactive features, adaptive student learning activities, and learning outcome assessments. In addition, the paper is purposed to inform individuals in higher education so that they can make knowledgeable decisions when considering various book acquisition options. Background: A mid-Atlantic minority-serving institution becomes an early adopter of a one-price per semester unlimited e-book and interactive digital learning subscription service. Following adoption, a quantitative assessment regime was conducted to inform the institution. Methodology: Pass-fail rates for selected courses were compared before and following implementation and cost savings estimates in U.S. dollars were generated in collaboration with the bookstore and publisher. Additionally, student satisfaction and perceived learning efficacy survey were created and distributed. Contribution: This paper contributes significantly to the literature as it includes a population that is frequently neglected in studies that primarily are concentrated at traditionally white institutions (TWIs) with very low enrollments of Black students. Findings: A positive increase in course pass rates was found. Most students expressed having been concerned about paying for books in prior semesters, that college textbooks cost too much, have struggled to purchase textbooks in the past, believe that the subscription plan helps students save money, and would like to see widespread adoption. With respect to the digital learning solution, the students found it easy to use, appreciated the integrated interactive features, believed the system helped them to learn more and stay on schedule, and were largely in agreement that they would like it adopted in more of their classes. When correlations, crosstabulations, and Chi-Square tests were conducted, students who indicated having the greatest financial concerns were stronger in their satisfaction with the unlimited e-book subscription plan and most likely to want to see a similar plan adopted in all of their courses. Recommendations for Practitioners: To better meet the needs of students, remove barriers to student success, and improve student learning outcomes, universities must play a role in delivering affordable student-centered course content. Recommendations for Researchers: E-book subscription services are a relatively new model and one that requires extensive exploration in order to examine the impact on student learning outcomes as well as perceived learner satisfaction. Impact on Society: The implications of this study are that the adoption of an unlimited e-book subscription that includes access to high-quality digital learning resources positions institutions of higher education well in the instance of a global pandemic or other catastrophic events that causes the sudden pivot to remote instruction. Additionally, such a system has both a positive impact on student achievement as well as perceived favorably by students. Further, the adoption of a low-cost subscription option is particularly beneficial to students who struggle financially. Future Research: It is the goal of the authors to partner with scholars at a broad range of institutions to further extend this line of inquiry. [ABSTRACT FROM AUTHOR]

Aim/Purpose: Designing augmented reality (AR) experiences for education, health or entertainment involves multidisciplinary teams making design decisions across several areas. The goal of this paper is to present a classification schema that describes the design choices when constructing an AR interactive experience. Background: Existing extended reality schema often focuses on single dimensions of an AR experience, with limited attention to design choices. These schemata, combined with an analysis of a diverse range of AR applications, form the basis for the schema synthesized in this paper. Methodology: An extensive literature review and scoring of existing classifications were completed to enable a definition of seven design dimensions. To validate the design dimensions, the literature was mapped to the seven-design choice to represent opportunities when designing AR iterative experiences. Contribution: The classification scheme of seven dimensions can be applied to communicating design considerations and alternative design scenarios where teams of domain specialists need to collaborate to build AR experiences for a defined purpose. Findings: The dimensions of nature of reality, location (setting), feedback, objects, concepts explored, participant presence and interactive agency, and style describe features common to most AR experiences. Classification within each dimension facilitates ideation for novel experiences and proximity to neighbours recommends feasible implementation strategies. Recommendations for Practitioners: To support professionals, this paper presents a comprehensive classification schema and design rationale for AR. When designing an AR experience, the schema serves as a design template and is intended to ensure comprehensive discussion and decision making across the spectrum of design choices. Recommendations for Researchers: The classification schema presents a standardized and complete framework for the review of literature and AR applications that other researchers will benefit from to more readily identify relevant related work. Impact on Society: The potential of AR has not been fully realized. The classification scheme presented in this paper provides opportunities to deliberately design and evaluate novel forms of AR experience. Future Research: The classification schema can be extended to include explicit support for the design of virtual and extended reality applications. [ABSTRACT FROM AUTHOR]

Aim/Purpose To explore the incidence of addiction potential within the Iranian public working population, describing how many Iranian public employees fall within the diagnostic categories of low, moderate, and high addiction potential. Also, to investigate the predicting role of occupational variables such as perceived stress, job security, and job satisfaction on addiction potential and belonging to low, moderate, and high addiction potential diagnostic categories. Background Substance addiction among employees can lead to several negative consequences at the individual and organizational levels. Also, it is the fourth cause of death in Iran. However, few studies have been conducted on the topic among employees, and non among Iranian employees. Methodology The study participants were 430 employees working in governmental offices of the North Khorasan province, Iran. Descriptive statistical analysis and multiple linear regression analysis were conducted to explore the incidence of addiction potential within the analyzed population and to investigate whether occupational variables such as perceived stress, job security, and job satisfaction predicted low, moderate, or high addiction potential. Contribution This paper suggests that perceived stress might act as a risk factor for developing addiction, whereas job security and job satisfaction might be protective factors against the likelihood of addiction development. Findings More than half of the sample showed moderate to high addiction potential. Perceived stress was positively related to addiction potential. Job security and job satisfaction were negatively related to addiction potential. Recommendations for Practitioners Managers and policymakers may find a valuable strategy to reduce employees' substance addiction risks in the design, development, and implementation of initiatives and interventions that prevent or reduce perceived stress and improve job satisfaction and job security. Recommendations for Researchers When addressing the topic of substance addiction, researchers should focus on the preventative side of investigating it; that is, addiction risk rather than already unfolded addiction. Also, researchers should be mindful of the cultural context in which studies are conducted. Impact on Society Substance addiction threatens the sustainability of communities and societies worldwide. Providing applied psychological findings, this paper can inform the broader public and help individuals, groups, communities, and institutions to address this issue in a science-based fashion. Future Research Future research might investigate other relevant occupational predictors in relation to employee addiction potential, such as leadership style, work-life balance, and worktime schedule, or expand on the relevant causal chain by including personality traits such as neuroticism. [ABSTRACT FROM AUTHOR]

Aim/Purpose Parasocial relationships are today established on social media between influencers and their followers. While marketing effects are well-researched, little is known about the meaning of such relationships and the psychological mechanisms behind them. This study, therefore, explores the questions: "How do followers on Instagram interpret explicit fiction cues from influencers?" and "What does this reveal about the meaning of parasocial attachment?" Background With a billion-dollar advertising industry and leading in influencing opinion, Instagram is a significant societal and economic player. One factor for the effective influence of consumers is the relationship between influencer and follower. Research shows that disclosing advertisements surprisingly does not harm credibility, and sometimes even leads to greater trustworthiness and, in turn, willingness to purchase. While such reverse dynamics are measurable, the mechanisms behind them remain largely unexplored. Methodology The study follows an explorative approach with in-depth interviews, which are analyzed with Mayring's content analysis under a reconstructive paradigm. The findings are discussed through the lens of critical psychology. Contribution Firstly, this study contributes to the understanding of the communicative dynamics of influencer-follower communication alongside the reality-fiction-gap model, and, secondly, it contributes empirical insights through the analysis of 22 explorative interviews. Findings The findings show (a) how followers rationalize fiction cues and justify compulsive decision-making, (b) how followers are vulnerable to influences, and (c) how parasocial attachment formation overshadows rational logic and agency. The findings are discussed with regard to mechanisms, vulnerabilities, rationalizations and cognitive bias, and the social self, as well as the ethics of influencer marketing and politics. Recommendations for Practitioners The paper has relevance for professionals working with children, the youth, and adults, in understanding their relationships and their meaning both on the individual and societal level. Such improve insights and adequate measures in pedagogy, education, health, and therapy. Furthermore, critical perspectives on parasociallity and its mechanisms can contribute to ethical policymaking. Recommendations for Researchers The contribution is relevant to relationship research, group dynamics and societal organizing, well-being, identity, and health perspectives, within psychology, sociology, media studies, and pedagogy to management. Impact on Society This paper contributes to comprehending nowadays relationships and processes of identification through a systemic lens and develops a critical reflection on current conditions in life. Future Research Future research might seek to understand more about (a) quantifiable vulnerabilities, such as attachment styles, dispositions, and demographics, (b) usage patterns and possible factors of prevention, (c) cognitive and emotional mechanisms involved with larger samples, (d) the impact on relationships and well-being, and (e) possible conditions for the potential of parasocial attachment. [ABSTRACT FROM AUTHOR]

Aim/Purpose The aim of the present paper is to present a Noise Decision (ND) scale. First, it reports the development and validation of the instrument aimed at examining organizational factors that have an influence on decision-making and the level of noise. Second, it validates this rating scale by testing its discriminant and convergent validity with other measures to assess decision-making qualities. Background According to the literature, the concept of noise is the unwanted variability present in judgments. The notion of noise concerns the systematic influence to which individuals are exposed in their environment. The literature in the field has found that noise reduction improves the perception of work performance. Methodology The first study involves the development of a scale (composed of 36 items) consisting of semi-structured interviews, item development, and principal component analysis. The second study involves validation and convergent validity of this scale. In the first study, there were 43 employees from three medium-sized Italian multinationals. For the second study, a sample of 867 subjects was analysed. Contribution This paper introduces the first scale aimed at assessing noise within individuals and, in the organizational context, within employees and employers. Findings Results show that the estimated internal reliability for each of the ND subscales and also the correlations between the subscales were relatively low, suggesting that ND correctly measures the analyzed components. Furthermore, the validation of the psychometric qualities of the ND allowed for the assertion that the influence of noise is present in the decision-making process within the context of work environments, validating the initial hypotheses. Recommendations for Practitioners This study represents a further starting point for the expansion of the literature on decision-making and consequently represents an additional source for structuring training interventions within organizations. Recommendations for Researchers This paper aims to improve theory and research on decision-making; for example, by providing a possible implementation for scales for evaluating decisionmaking skills. Furthermore, detecting and limiting noise with a systematic method could improve both the quality of decisions and the quality of thought processes. Impact on Society This scale offers the means by which researchers and practitioners can detect the effect of noise and promote training or interventions meant to reduce cognitive biases. Future Research Given the measurement of ND, the study can be a starting point for future research on this topic. Since there is no literature about this construct, it would be necessary to spend more time researching, so that the topic becomes clearer. System noise has been tested by some researchers with a "noise audit," which means giving the same problem to different people and measuring the differences in their responses. Repeating this kind of audit in conjunction with the ND in a specific work environment could be helpful to detect but also measure the influence of noise. [ABSTRACT FROM AUTHOR]

Aim/Purpose This article seeks answers to the following: (1) What describes a 'sense of belonging', inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students' 'sense of belonging'? and (3) What are the state-of-the-art best practices for creating inclusive curriculum design for blended learning?. Background For university students, experiencing a strong 'sense of belonging' with their learning communities is a reliable predictor of academic adjustment and program success. The disruption to usual teaching modes caused by the COVID pandemic has diminished opportunities for social engagement among students and their teachers, intensifying the need to encourage students' belongingness as being ever more important. Methodology This article surveys the literature, pre- and post-COVID, using two complementary search techniques: (1) a systematic scoping review, a top-down strategy, and (2) snowballing, a bottom-up approach, seeking the answers to the three research questions above. Contribution The synthesis presented in the paper provides answers to these questions influenced, in part, by the Community of Inquiry framework and the Universal Design for Learning guidelines. Further, based on our findings from this investigation we offer a set of salient attributes of best practices in designing curriculum for blended learning environments, that is inclusive and fosters a sense of belonging for higher education students. Findings We discovered that belongingness is different for various cohorts. Further, many interventions to improve student wellbeing, and learning experiences on and offline, were built around social, teaching, and cognitive presences. Additionally, our investigation found that blended learning, regardless of the proportion of online versus offline instruction, was generally a positive influence on academic outcomes and student learning. Recommendations for Practitioners The set of attributes presented offers practical and helpful approaches to improve curriculum design to promote higher education students' sense of belonging. Recommendations for Researchers We highlight the lack of specificity in the literature regarding synchronous versus asynchronous learning pedagogy that promotes inclusiveness and a sense of belonging, and we detail our plans for future work will attempt to address this omission. Impact on Society As a result of the COVID pandemic, many higher education institutions made a sudden and rapid transition to online learning exclusively. As institutions start the move back to more traditional modes of learning, this paper highlights the considerations to be made in using blended learning environments. Future Research Our plans include seeking student and academic advice and feedback on approaches that foster a sense of belonging for higher education students. [ABSTRACT FROM AUTHOR]

Aim/Purpose Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students' self-efficacy, instructors can gain valuable insights into their students' ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution Analyzing self-efficacy from several angles provides insight into students. What influences students' confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in 'creating social interactions' and 'acquirement of knowledge and tools' to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, selfefficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study is to introduce an instrument that contains a set of exercises intended to help doctoral students align the key sections of their dissertation document. The exercises are developed after providing cognitive analysis of the factors that make aligning these key sections challenging to many, and after discussing pedagogical tools that can be used to address these challenges. Background Writing doctoral dissertations is a formidable endeavor for numerous students. Among the myriad challenges that are faced is the issue of aligning key sections of the dissertation document. Students often struggle with conceptualizing the alignment among different sections of the various chapters of their dissertation. In this study, we introduce here an instrument that includes a set of exercises to help address the challenges of alignment in chapter one, before the issues spiral and addressing them becomes complicated. Completion of Methodology This paper reviews literature that discusses the underlying challenges that face the writing of doctoral dissertations in general and the alignment of the key sections in particular. It analyzes the cognitive factors that contribute to the challenges and examines the pedagogical tools that can be used to address these challenges. The review of the literature, the analysis of the cognitive, and the examination of pedagogical tools lead to the introduction of an instrument that is designed to help address the challenges of aligning the key sections of doctoral dissertations. Contribution This paper presents an instrument with a set of exercises that are intended to help students align key sections of their doctoral dissertation document. This alignment step is crucial to the successful completion of dissertation documents and is best tackled early in the writing. Delaying alignment or worse, ignoring alignment altogether, can complicate the issue and lead to numerous extra steps and delays. Our developed instrument here can be used to tackle this issue of alignment from the beginning and throughout the writing and completion status of dissertation documents. Findings Students are often faced with challenges when aligning the key sections of a doctoral dissertation. They struggle with conceptualizing the alignment process. They often write each section separately, and independently of other sections of a chapter and a dissertation. However, sections of the dissertation document are interrelated, and each section affects the writing of other sections. For the successful completion of the dissertation, the sections need to be aligned, and it would be best if these issues are tackled from the beginning of the writing and throughout the writing of the dissertation. Recommendations for Practitioners A methodological approach to aligning the sections of a doctoral dissertation is crucial for the resulting treatise to be coherent and present a unified purpose that threads through each chapter consistently. Recommendations for Researchers We recommend that doctoral students follow the exercises we introduced in the instrument provided in this paper or take other similar approaches. Without such an approach, aligning the key sections of a doctoral dissertation will be challenging, the dissertation writing process will be more complicated, and the time necessary to complete it will lengthen. Impact on Society The findings of this research will help doctoral mentors/advisors as they guide students in aligning key sections of their doctoral dissertations. [ABSTRACT FROM AUTHOR]

This paper introduces a six paper series that examines the manner in which complexity impacts the informing process. Two of these papers specifically consider how the objective complexity of the domain being studied changes the nature of the solution--with domains consisting of many interacting elements and changing criteria for success tending to produce highly rugged fitness landscapes that violate the normal assumptions of decomposability that we make in our research and incorporate into our theories. A third paper considers how the concept of utility impacts informing and is impacted by complexity. Another pair of papers examines, first, how the structure of a client's mental models--referred to as structural complexity--changes with repetitive task performance and, then, how various cognitive filters work in concert with this structure during the informing process. The final paper specifically considers client-to-client informing processes, using the diffusion literature to argue that they are indispensible to complex informing and further mapping different models to different levels of informing complexity. Collectively, it is hoped that these papers will spur further research into the processes that enable complex informing. [ABSTRACT FROM AUTHOR]

Focuses on the gap between informing science theory and practice. Significance of systems development life-cycle and prototyping; Measurement of the publication cycle from paper submission to eventual journal publication; Confirmation of the negative perception of practitioners of scholarly informing science publications.

Aim/Purpose In this paper we propose an ecosystem for translational learning that combines core learning principles with a multilevel construct that embraces the tenets of translational research, namely, teaming, translating, and implementing. The goal of the paper is to argue that knowledge of learning sciences is essential at the individual, team, and organizational levels in the translational science enterprise. Background The two decades that we can now call the translational era of health and medicine have not been without challenges. Many inroads have been made in navigating how scientific teaming, translating knowledge across the health spectrum, and implementing change to our health systems, policies, and interventions can serve our changing global environment. These changes to the traditional health science enterprise require new ways of understanding knowledge, forging relationships, and managing this new tradition of science. Competency requirements that have become important to the enterprise are dependent on a deep understanding about how people learn as individuals, in teams, and within organizations and systems. Methodology An individual, team, and organizational conceptual framework for learning in translational ecosystems is developed drawing on the learning science literature, a synthesis of 9 key learning principles and integrated with core competencies for translational science. Contribution / Findings The translational learning ecosystem is a means by which to understand how translational science competencies can be reinforced by core learning principles as teaming, translating, and implementation intersect as part of the translational science enterprise. Recommendations for Practitioners This paper connects learning science to tailored principles in a simplified way so that those working translational science with less knowledge of theories of learning and pedagogy may be able to access it in a clear and concise way. Recommendations for Researchers This paper provides a framework for researchers who engage in the education of translational scientists as well as those who are charged with training new scientists in an emerging field critical to health and medicine. Impact on Society This paper allows for greater inclusion of learning science as a critical aspect of the sciences that seek to help move discovery and research to policy and social impact. Future Research The translational ecosystem described can serve to expand how teaching and learning impact scientific advances. In addition, it serves as a means in which to understand the impact of learning on micro, meso, and macro levels. [ABSTRACT FROM AUTHOR]

Aim/Purpose Labeling a journal as "predatory" can do great damage to the journal and the individuals that have contributed to it. This paper considers whether the predatory classification has outlived its usefulness and what might replace it. Background With the advent of open access publishing, the term "predatory" has increasingly been used to identify academic journals, conferences, and publishers whose practices are driven by profit or self-interest rather than the advancement of science. Absent clear standards for determining what is predatory and what is not, concerns have been raised about the misuse of the label. Methodology Mixed methods: A brief review of the literature, some illustrative case studies, and conceptual analysis. Contribution The paper provides recommendations for reducing the impact of illegitimate journals. Findings Current predatory classifications are being assigned with little or no systematic research and virtually no accountability. The predatory/not predatory distinction does not accommodate alternative journal missions. Recommendations for Researchers The distinction between legitimate and illegitimate journals requires consideration of each journal's mission. To serve as a useful guide, a process akin to that used for accrediting institutions needs to be put in place. Impact on Society Avoiding unnecessary damage to the careers of researchers starting out. Future Research Refining the initial classification scheme proposed in the paper. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper, although conceived earlier than the emergence of COVID-19 pandemic, addresses the problem of informing agility as part of organizational agility that has become a rather important issue for business survival. Background While the general issues of business informing, and business intelligence (BI) in particular, have been widely researched, the dynamics of informing, their ability to act in accord with changes in business and preserve the key competencies has not been widely researched. In particular, the research on BI agility is rather scattered, and many issues need to be clarified. Methodology A series of in-depth interviews with BI professionals to determine relations between organizational agility and BI agility, and to round up a set of key factors of BI agility. Contribution The paper clarifies a candidate set of key factors of BI agility and gives ground for future research in relations with areas like corporate and BI resilience and culture. Findings The interview results show the relations between organizational changes, and changes in BI activities. BI has limited potential in recognizing important external changes but can be rather helpful in making decision choices and detecting internal problems. Lack of communication between business and IT people, existence of data silos and shadow BI, and general inadequacy of organizational and BI culture are the key factors impairing BI agility. Recommendations for Practitioners There are practical issues around BI agility that need solving, like the reasonable coverage of standards or creation of a dedicated unit to care about BI potential. Recommendations for Researchers The research is still in its starting phase, but additional interesting directions start to emerge, like relations between BI agility, resilience and corporate agility, or the role of informing culture and BI culture for BI agility issues. Impact on Society Agile business, especially in times of global shocks like COVID-19, loses less value and has more chances to survive. Future Research Most likely this will be focused on the relations between BI agility, resilience, and corporate agility, and the role of informing culture and BI culture for BI agility issues. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In order to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a student satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. [ABSTRACT FROM AUTHOR]

Aim/Purpose Grounded Theory (GT) has grown and developed into several strands making its application all the more problematic, argumentative and remaining potentially as a research methodology to avoid when it comes to doctoral research, early-career research. Thus, the purpose of this paper is to revisit GT as a general approach and present an evolved and more considered step-by-step guide to conduct research using this methodology. A leadership development context is applied in this paper to examine how this methodology could work for a new generation of researchers, i.e., new to doctoral research or an early career researcher. Background Since its academic inception in the seminal text in 1967 (Glaser & Strauss, 1967), GT has emerged and developed to become a popular choice for researchers contemplating qualitative data approaches amongst a variety of subject backgrounds. However, the divergent development and criticized approaches within GT families can lead researchers to avoid such a research methodology. This can especially be the case within doctoral research or other early-career research. Indeed, a specific/explicit GT guideline or framework to assist doctoral students in conducting GT research does not currently exist. Methodology There is a general review of GT approaches followed by theoretical development of a framework and an applied doctoral example. Contribution The three evolved methods in GT research and the developed supporting author-designed three-phase research framework will contribute to two aspects. Firstly, the step-by-step guideline can reduce the sense of confusion within an area where criticisms and conflicting approaches exist. This will hopefully assist the next generation of GT researchers in conducting their research through detailed processes and applications. Secondly, there is arguably a need for more GT applications and evolvements to further enrich the body of knowledge that exists in this area and further support a diversity of subject research. Findings The authors outline numerous differences and similarities within divergent GT practices. By integrating Glaser's four core principles and three evolved methods, the authors design a three-phase research framework that presents a transparent step-by-step guide. This framework attempts to mitigate criticisms within GT approaches whilst maintaining clarity, flexibility, depth, and rigour within a study. Recommendations for Practitioners Three GT evolvements (the two-step literature review method, two-step opencoding method, and two-step theory-constitute method) provides greater clarity within a rigorous author-designed three-phase research framework that demonstrates a transparent step-by-step guide. These techniques can encourage a new generation of GT researcher through confident and structured analytical techniques. Recommendations for Researchers We hope the presented framework and concise view of GT in action will inspire other doctoral students and new GT researchers to conduct GT research following an evolved GT framework. Impact on Society The debates and innovations around GT, like in this paper, are needed within a methodological society to keep the area contemporary and constantly evolving. Future Research The framework presented will need further testing beyond the parameters set out here. We hope future research can adopt the evolved GT techniques and procedures to enforce research quality overall and inspire further GT methodological developments. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. Background Contract cheating is an increasing challenge for higher education institutions, governments and societies worldwide. However, relatively little is known about the prevalence of online thesis writing services and the ways in which these companies attract doctoral students as customers. Methodology This study has a three-step textual analysis methodological approach: firstly, identifying contract cheating websites that target doctoral students; secondly, applying a top-down thematic approach to the literature to identify potential vulnerabilities; and, thirdly, using these themes in a textual analysis to interrogate the language used on these websites. Contribution Much of the current research into contract cheating has focused on coursework students. This study builds on the small sub-field of scholarship that has investigated contract cheating in a research writing context, and in contradistinction to previous studies, analyses the persuasive language features used by online contract cheating websites in the context of commonly reported doctoral student challenges. This is a novel approach not yet explored in the literature. Findings The analysis reveals that contract cheating websites include specific language to appeal to doctoral students' vulnerabilities across four common themes: 'balancing work and personal life', 'the complexity of doctoral academic writing', 'self-efficacy' and 'academic career progression'. Recommendations for Practitioners The themes present in this study highlight the critical role thesis supervisors can play in supporting doctoral students' thesis writing progression, as well as the value of peer learning groups in building self-efficacy. The limited research literature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students. Recommendations for Researchers Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students. Impact on Society The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so doing, combats the reputational risks it can have on universities and the potential safety risks for the general public. Future Research Semi-structured interviews and focus groups with doctoral students and supervisors that explore their awareness of contract cheating for thesis writing and their ability to identify research writing that has been completed by a third-party. [ABSTRACT FROM AUTHOR]

Aim/Purpose To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates' academic writing output and strategies. Background This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates' writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates' overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates' ability to write about their research. Recommendations for Practitioners Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates' mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendations for Researchers Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this paper is to detail the experiential learning processes of an 11-week doctoral-level intermediate mixed methods research (MMR) course in which student-researchers conceptualized and implemented an MMR study to apply theoretical and methodological learning in a practical manner. Our aim is to emphasize the value of an applied MMR course for improved student learning and curriculum planning for faculty by highlighting meaningful insights on study design, data integration, team collaboration, and the challenges and opportunities involved in project execution within a time-limited academic course. Background MMR courses are increasingly being integrated into graduate programs, yet few offer intermediate or advanced courses that go beyond introductory topics and engage students in applied learning. Furthermore, most articles on MMR courses are written from the instructor perspective and not from the student perspective. Methodology This article is organized by each week of the course curriculum, and the output of the research project, couched within reflections of the applied process, is presented. While this paper is grounded in an experiential reflection of learning, the research project itself is referred to frequently to help elucidate and capture this learning in a systematic way. The applied study employed an explanatory sequential mixed methods design to examine career satisfaction and career preference changes over time in doctoral candidates and graduates. Contribution This paper contributes to higher education by providing a student-led exemplar of applied learning in MMR pedagogy for doctoral students irrespective of discipline and research topic. It provides a sample research project, executed start to finish with a guiding blueprint that can be adapted by faculty and students in various academic departments, within a quarter or semester long course. Findings Ultimately, this course led to increased confidence and preparation to conduct interdisciplinary mixed methods research. Unique to mixed methods research, the areas in which we witnessed the most growth included developing mixed methods research questions, choosing a design based on these questions, and engaging in data integration. Recommendations for Practitioners We provide the following recommendations to instructors interested in developing intermediate- or advanced-level MMR courses: a) obtain input from students on what they are most interested in learning during course conceptualization or early on in implementation; b) consider that a great deal of time outside of the classroom may need to be dedicated to the class project, which may impact the feasibility and successful execution of an experiential course; and c) sufficient class time is dedicated to data integration from quantitative and qualitative inputs. Recommendations for Researchers Researchers interested in further examining learning and proficiency garnered from MMR and other research courses may benefit from including students as co-researchers. In addition, engaging in systematic qualitative research on student and professor experiences in learning and teaching MMR courses could highlight further areas for course refinement and topics for future research. Impact on Society Given the increasing prevalence of MMR being included in research funding announcements as a preferred methodology, it is imperative to rigorously train researchers in mixed methods research at varying levels of advancement (i.e., introductory, intermediate, and advanced). Future Research Our small explanatory sequential mixed methods study began as a class project, yet highlighted areas that could be studied further for doctoral candidates and graduates in clinically oriented fields, such as learning what types or qualities of training and mentorship may yield more career preparedness and satisfaction. [ABSTRACT FROM AUTHOR]