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The British Journal of Music Therapy : A 25-year retrospective
No full textTo mark 25 years of the British Journal of Music Therapy (BJMT) since the millennium in 2000, we have invited editors of the journal over the past quarter century to reflect on their time in this role and offer their thoughts about the music therapy profession. Their responses are presented here with minimal editing and without commentary as a contribution to the history of BJMT and its role in the music therapy profession. Exceptionally for BJMT, this article has not been peer- reviewed, but all authors have read each other’s contributions and offered corrections of fact where needed. We are grateful to them for the time and effort they have put into responding to this initiative. Each contributor was asked to reflect on the issues they faced during their time as editor, and to choose articles published under their editorship which they felt represented significant developments in practice or thinking in the profession. They were also invited to give their thoughts on the current and future role for BJMT. Articles are not referenced in the standard way but titles, authors, year of publication and BJMT issue numbers are given, with active links in the online edition of the journal
Managing Transnational Education Partnerships – An Evolving Journey
No full textFor public universities, managing the transnational delivery of commercial educational services to students in overseas territories has been fraught with challenges. Unlike multinational corporations, which evolved over time to extract global resources and manufacture and sell goods and services to customers around the world, universities are generally conservative institutions embedded in their local communities, underpinned by archaic governance arrangements and academic convention, and shaped by decades of national public policy
How efficient is your robot server? Examining the antecedents of perceived efficiency of service robots in restaurants
Full text linkPurpose – This study aims to examine the factors shaping the perceived efficiency of service robots in restaurant environments, as well as the mediating roles of functional, emotional, social and epistemic values.
Design/methodology/approach – A survey (n = 155) was conducted with restaurant customers who had prior experience with robotic service. Data were analysed using regression and mediation analysis (PROCESS model) in SPSS 29.
Findings – Personalisation, authenticity and the service environment significantly increased perceived efficiency. Among the perceived value dimensions, only functional and epistemic values were found to mediate these relationships significantly.
Originality/value – This study highlights the importance of practical utility and novelty in shaping customer evaluations of service robots. Theoretically, it integrates the technology acceptance model, service-dominant logic and expectancy-confirmation theory to offer a more detailed understanding of customer–robot interaction in the context of robotic restaurant services. Practically, it provides guidance for designing robotic services that enhance both functional and epistemic value
Bio-banding influences talent experts' ratings of psycho-social behaviours during 11 v 11 soccer match-play.
Full text linkSelection into talent programmes is determined by perceptions of talent experts (i.e. professional academy scouts or coaches). Biological maturity status and/or timing can influence psycho-social behaviours in match-play. This study examined whether bio-banding (i.e. grouping players by biological maturity) influences talent experts' ratings of psycho-social behaviours. Using the Hull Soccer Behavioural Scoring Tool (HSBST), 14 talent experts rated 118 trained/developmental, male, adolescent (age: 13.7 ± 0.8 years) soccer players during six 20-minute, chronological age and bio-banded 11v11 matches. Players were bio-banded using percentage of predicted adult height (%PAH) using modified band thresholds relevant to peak height velocity (PHV; 96%PAH, post-PHV). Dependent sample t-tests between the whole group ratings identified significant differences ( < 0.05) between formats. Decision-making and composure ratings increased in pre-PHV, with X-factor improving for circa-PHV players. Perceptions of resilience, competitiveness and confidence had to ( = 0.26-0.65) reductions for early maturers. Bio-banding significantly enhanced perceptions of competitiveness, confidence, composure and X-factor in on-time maturers ( = 0.011-0.049). Data indicates bio-banding positively influences perceptions of composure, competitiveness, decision-making and X-factor by talent experts, particularly for less biologically advanced players. Bio-banding may alter talent experts' observations of psycho-social behaviours, potentially improving (de)selection accuracy by assessing talent more holistically
Extra-curricular sport: A figurational analysis of gendered activity provision, behavioural expectations, and peer group dynamics in one secondary school in England
Full text linkThis article provides a figurational analysis of extra-curricular sport within one secondary school in England. Viewing Physical Education (PE) as involving gendered and age-based networks of interdependencies, we examine how extra-curricular sport was provided, how pupils’ behaviour was enabled and constrained, and how teacher-pupil relations became closer and more informal with age. Generated through participant observations, pupil focus groups and teacher interviews, ethnographic data is thematically analysed and interpreted through Elias’s (1978) concepts of figuration, power and habitus. Despite no differences in boys’ and girls’ rates of engagement, the provision of extra-curricular sport reflected PE’s long-standing traditions concerning gender appropriateness. Whilst attendance in lunchtime sport clubs and afterschool sport practices reduced with age, opportunities for and engagement in inter-school sport fixtures became more frequent with age. Particularly evident within minibus journeys, such opportunities heightened pupils’ expressions of their sporting and gendered habitus, and degrees of informality within teacher-pupil relations. Such relations were partly enabled by the temporary removal of constraining PE policy and teachers’ coaching pedagogy. However, one unintended consequence of more informal teacher-pupil relations was some pupils’ perceptions of teacher favouritism, heightening power imbalances between sporty and less sporty pupils. As such, we recommend that the Department for Education’s (2024) vision of extra-curricular sport being tailored towards a culture of participation, targeting less active pupils, is at the forefront of PE teachers’ planning and delivery of extra-curricular sport
Artificial intelligence readiness among healthcare students in Nigeria: A cross-sectional study assessing knowledge gaps, exposure, and adoption willingness
Full text linkBackground
Artificial intelligence (AI) is rapidly transforming healthcare globally, yet its adoption in developing countries remains limited. As future practitioners, the readiness of healthcare students is crucial for successful AI integration, but this remains unexplored in the Nigerian context.
Objectives
This study aimed to assess AI readiness among healthcare students at a major Nigerian university by evaluating their foundational knowledge, practical exposure, and willingness to adopt AI technologies in clinical practice.
Methods
A cross-sectional study was conducted among 551 healthcare students at Obafemi Awolowo University using a semi-structured, validated questionnaire. The instrument utilized distinct sections with open-ended questions to objectively measure AI knowledge, assess exposure to AI applications, and gauge attitudes toward AI adoption. Data were analyzed using descriptive statistics and one-way ANOVA, with statistical significance set at p < 0.05.
Results
A significant knowledge-perception paradox emerged: while 60 % of students believed they had high AI knowledge; objective assessment showed 92 % had low knowledge levels. Foundational concepts were poorly understood, with only 12 % correctly defining machine learning. Despite this, students expressed overwhelmingly positive attitudes, with 90.8 % believing AI would improve workflow efficiency and 84.4 % willing to undertake AI training. Practical exposure to AI was minimal, with electronic record keeping being the most frequently encountered application (43.4 %). Knowledge levels were significantly associated with willingness to adopt AI (p < 0.05), as students with higher knowledge showed greater confidence but also a more critical awareness of AI’s limitations.
Conclusion
Nigerian healthcare students show strong enthusiasm for AI adoption but have significant knowledge gaps and limited practical exposure. However, substantial concerns exist regarding the translation of expressed willingness into actual practice, particularly among early-year students who lack clinical exposure to understand AI limitations, bias, and real-world implementation challenges. These findings highlight an urgent need for AI curriculum integration and infrastructure development to prepare future healthcare professionals for an increasingly AI-driven healthcare landscape
On ideological and creative forces
Full text linkLiterature on the relationship between creativity and ideology is comprised of two broad schools of thought: either creativity is the limit to ideology and vice-versa, or creativity is subordinate to ideological systems. These arguments are typically a response to the rejection of the concept of ideology and subsequent valorisation of a politics of creativity by the poststructuralist philosophers of the 20th century. The first school draws on poststructuralist arguments to claim that ideologies are the local limit to political creativity. The second school claims that the poststructuralist ethics of creativity is ideological as it reenforces neoliberalism. However, both positions fail to address the paradox of creativity and ideology. To surpass an ideology, one must create an alternative, but creativity is always shaped by its ideological conditions. Furthermore, ideologies always have the potential to undo themselves, and creativity can always be re-incorporated into the dominant mode of politics. Thus, I draw on the work of Gilles Deleuze, Michel Foucault, and Catherine Malabou to re-conceptualise ideology and address this paradox. I argue that ideological forces produce meaning by creatively returning to old systems of thought. Simultaneously, creative forces can only disrupt meaning if they are conditioned by the ideologies they depart from. Thus, ideology and creativity are best understood as co-constitutive forces that produce meaning. This reconceptualisation allows for a better understanding of ideologies as primarily adaptable systems of thought that avoid being transformed by events and creatively re-enforce particular ways to practice politics
The evolving nature of teacher–pupil relations with challenging, white, working-class pupils – A figurational perspective
Full text linkUtilising covert and overt lesson observations, guided conversations and focus group interviews with KS4 male pupils placed in the lowest academic band, and the key sociological concepts of Norbert Elias’ figurational sociology to frame the data, this paper explores the nature and evolution of the relationships that these challenging, white, working-class male pupils formed with a range of staff at their large, mainstream academy and the local further education college. The data reveals that the low academic aspirations and educational engagement of these pupils came to impact negatively on the majority of relationships that they developed with school teaching staff although this was not the case for the PE staff at the school. However, as these pupils grew older, it was the college tutors delivering vocational courses three mornings a week that emerged as the members of staff that were most able to generate and develop positive and productive teacher-pupil relationships with these pupils