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Students as designers with Virtual Reality
No full textThis chapter delves into the role of Virtual Reality (VR) in Technologies education, emphasising its potential to engage students as proactive designers of their educational experiences. The narrative traces the evolution of VR inventions to their contemporary, more accessible forms and, through this historical context, sets the stage for understanding the challenges and growth of VR in educational settings. Aligning VR's capabilities with Constructivist and situated learning theories, the chapter illustrates how VR's interactive environments foster a deeper, hands-on comprehension of complex subjects, where VR enhances learning by enabling students to construct and navigate through historically or scientifically accurate simulations and models. The chapter critically evaluates various VR content creation tools, from simple 360° video platforms to sophisticated game engines such as Unity, focusing on the pedagogical integration of these tools in educational curricula, emphasising the necessity for VR environments to correspond with educational objectives and the need for sustained educator support to leverage these technologies effectively. Lastly, the chapter advocates for the future integration of VR with Artificial Intelligence (AI) to craft more adaptive, personalised learning experiences. This synthesis aims to improve educational methods and practices, transforming students from passive recipients of information to active, engaged participants in their learning journeys.</p
Symbolic or substantive? Can supplier codes of conduct impact ESG performance?
No full textAn undercover investigation found that Mango and Zara sourced from suppliers where employees were compelled to work for 12 hours a day in hazardous conditions ( Forbes, 2024 ). There are many such examples, exposing the dependence of major organizations on—often barely visible—suppliers. To deal with issues such as those illustrated in this example, major organizations may use supplier codes of conduct (SCCs)— legally binding documents through which organizations manage and monitor their suppliers' ethical and socially responsible practices. The first observation is that some organizations adopt SCCs when others do not, raising the very question of whether their adoption really fosters ethical and socially responsible practices—whether they are symbolic or substantive. Second, for organizations that adopt SCCs, there is significant variation in practices. We conduct an unsupervised machine learning approach whereby the text of each SCC is analyzed to assess variation in topics. We find three categories of topics that we label customary , cooperative , and compliance SCCs. The analysis shows that cooperative SCCs are best at fostering environmental and social ESG performance, whereas compliance SCCs are best at fostering social and governance ESG performance. We discuss the theoretical and managerial implications.</p
Online interventions for young people with parents experiencing mental illness or substance use challenges: a systematic review
No full textYoung people with a parent who has a mental health or substance use challenge are at risk of acquiring their own mental health issues. Online interventions present a potentially accessible, effective form of support for this group of young people. The aim of this systematic review was to describe the characteristics of online interventions designed for this cohort, identify change mechanisms, and evaluate their impact. A mixed-methods approach was employed. Search terms, related to online interventions, children, and parental mental illness or substance use, were used across five databases. Every abstract was screened by two authors. Data were extracted by one author and checked by another. Identified studies were appraised using the Mixed Methods Appraisal Tool, with data synthesised using a narrative synthesis approach. PRISMA guidelines were followed. Six studies evaluating four interventions were identified, primarily focusing on prevention and targeting young people aged 12–25. Interventions promoted change through the provision of psychoeducation, anonymity, and peer support. Outcomes across mental health, help seeking and coping varied. Limitations included low participant completion rates, lack of generalisability, and selection bias. There is a need to better articulate theoretical frameworks, increase male participation, and extend reach to those experiencing mental illness or distress when developing online interventions for young people whose parents have mental health or substance use challenges
Postcolonial absences in management education:possibilities and contradictions
No full textThis chapter explores the possibilities of a postcolonial and decolonial approach to management education, as business schools across the globe grapple with ways to include content to address the managerial and organisational challenges posed by the sustainable development goals. The dominant management theories that have been used to address questions of sustainability are inadequate for understanding how Western management knowledge and education has contributed to the crisis of sustainability; and are not relevant for contexts in other parts of the world. How can we do management education differently to foster sustainable ways of doing business and managing organisations? Drawing from the bodies of the postcolonial and decolonial lens it offers a dual means of transforming management education in a way that addresses the inadequacies of current management approaches. Integrating postcolonial and decolonial theory into management education is essential for contributing to social and environmental sustainability
Teachers who stay in hard-to-staff schools:school responses to the teacher shortage crisis
No full textIn this paper, we report on some early findings from a project that explores the experiences of teacher shortages in hard-to-staff schools in Australia. We provide an in-depth account of the experiences of teachers who remain at schools characterised by unfilled vacancies, high staff turnover and a limited casual relief workforce. These experiences are often overlooked because most studies concerning teacher shortages typically analyse such issues through a labour market lens, concentrating on supply and demand and the extent and causes of the shortages. We use a work-storied approach that includes data from purposeful conversations, walking interviews, work-shadowing and journals, to examine the impact of teacher shortages on schools with low scores on the index of community socio-educational advantage across rural and metropolitan. This research explores how school leaders and teachers who remain in their roles respond to the challenges of teacher shortages. It examines the strategies they respond to these issues, focusing on how they adapt and modify organisational structures and norms to manage the impacts. We demonstrate how teacher shortages cause ripple effects across schools that create challenges beyond filling vacancies: the hard-to-staff schools in our study must simultaneously manage high teacher turnover, attrition, induction, out-of-field teaching, teacher workload capacity, and student behaviour issues. Ultimately, the current workforce conditions force strategic responses to unfilled vacancies and high teacher turnover in ways that intensify the already high-pressure working conditions for teachers and school leaders.</p
Can global talent management be good for society?
No full textCurrent approaches to global talent management (GTM) tend to prioritize high-potential and high-performing employees and performance-focused goals realized inside organizational boundaries, with relatively little attention to societal impacts. We argue for an inclusive approach to GTM and focus on the social context for GTM and outcomes for society at large. We identify four types of GTM and draw direct links between GTM and social cohesion. Finally, we identify actionable recommendations for firms to implement in order to maximize the benefits of GTM and to reach beyond work settings to have a positive impact on the communities in which they operate.</p
University student disclosures of crime, violence, and trauma:findings from a survey of criminology educators across Australia and Aotearoa New Zealand
No full textThis study explores the findings from a survey-based questionnaire investigating the prevalence and predictors of student disclosures of crime, violence, and trauma to criminology educators working at Australian and Aotearoa New Zealand universities. Responses show student disclosures are common, with educators receiving an average of three to four disclosures in the preceding two years. While gender did not predict the number of disclosures received, teaching subjects discussing domestic and family/whānau and/or sexual violence increased the likelihood of disclosures. The study’s findings can help inform the development of university interventions, systems, and resources to improve support for students and staff, enhancing classroom and campus safety.</p
Analytics of Learner-Centered Feedback:A Large-Scale Case Study in Higher Education
No full textFeedback plays a crucial role in guiding students towards achieving their learning goals. The conceptualization of feedback has shifted from teacher-centered to learner-centered approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This case study addresses this gap by examining the alignment of current feedback practices with learner-centered feedback principles in the Computer Science School at an Australian higher education. We gathered feedback data from the Master of Data Science and Bachelor of Computer Science program that were communicated through the Learning Management System. The dataset included feedback from 4959 students, provided by approximately 200 instructors across 95 courses. To ensure a representative sample, 10% of feedback entries from each course were analyzed, resulting in 16,408 feedback sentences. The findings reveal a pronounced emphasis on the sensemaking dimension, particularly in evaluating students’ strengths and weaknesses to help them understand their performance. Feedback patterns varied by student performance, with high achievers receiving affirmations, medium achievers receiving actionable suggestions, and low achievers receiving comprehensive evaluations. Feedback in the Master's program prioritized future impact by offering actionable guidance for advanced tasks, while the Bachelor's program emphasized fostering agency through active student engagement and participation.</p
Cortical stability and chaos during focal seizures:insights from inference-based modeling
No full textObjective. Epilepsy affects millions globally, with a significant subset of patients suffering from drug-resistant focal seizures. Understanding the underlying neurodynamics of seizure initiation and propagation is crucial for advancing treatment and diagnostics. In this study, we present a novel, inference-based approach for analyzing the temporal evolution of cortical stability and chaos during focal epileptic seizures. Approach. Utilizing a multi-region neural mass model, we estimate time-varying synaptic connectivity from intracranial electroencephalography (iEEG) data collected from individuals with drug-resistant focal epilepsy. Main results. Our analysis reveals distinct preictal and ictal phases characterized by shifts in cortical stability, heightened chaos in the ictal phase, and highlight the critical role of inter-regional communication in driving chaotic cortical behaviour. We demonstrate that cortical dynamics are consistently destabilized prior to seizure onset, with a transient reduction in instability at seizure onset, followed by a significant increase throughout the seizure. Significance. This work provides new insights into the mechanisms of seizure generation and offers potential biomarkers for predicting seizure events. Our findings pave the way for innovative therapeutic strategies targeting cortical stability and chaos to manage epilepsy.</p
Relational Cybercrimes:A New Way Forward in Classifying Cybercrimes
No full textCybercrimes are classified as either cyber-dependent or cyber-enabled. We present an alternative classification by introducing a cluster referred to as relational cybercrimes—which includes offences, such as romance scams, cyberstalking, sextortion, and radicalization—hoping this classification may lead to prevention breakthroughs.</p