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Based on a research project comprising data from an interview study and a survey with teachers and school principals in four German federal states ("Bundesländer"), this paper questions the claim that the side effects of accountability in education are bound to high-stakes contexts, and also provides evidence of side effects occurring in no- and low-stakes contexts. The findings suggest that side effects cannot be fully explained by certain implementation features of accountability regimes (e.g., high stakes), but should rather be understood as a result of implementation features as well as systematic effects of accountability in education.

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

In this keynote address given at the International Association for Citizenship, Social and Economics Education (IACSEE) Conference in July 2015, Sabine Manzel focused on participation and decision-making as key competences for democracy. She analysed with standardized videography how both of these competences are realized in classroom interaction.

This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students (M[subscript age] = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedures for the subdimensions of students dealing with emotionally challenging classroom situations show that two factors can be distinguished each for students' appraisals, for students' adaptive behavior, for students' maladaptive behavior, and for students' desired teacher behavior. The questionnaire and subscales demonstrate good reliability and validity values. Thus, the DECCS questionnaire shows good psychometric properties and is well suited for determining how students deal with emotionally challenging classroom situations.

Four experiments were conducted to test whether recent developments in display technology would suffice to eliminate the well-known disadvantages in reading from screen as compared with paper. Proofreading speed and performance were equal for a TFT-LCD and a paper display, but there were more symptoms of eyestrain in the screen condition accompanied by a strong preference for paper (Experiment 1). These results were replicated using a longer reading duration (Experiment 2). Additional experiments were conducted to test hypotheses about the reasons for the higher amount of eyestrain associated with reading from screen. Reduced screen luminance did not change the pattern of results (Experiment 3), but positioning both displays in equal inclination angles eliminated the differences in eyestrain symptoms and increased proofreading speed in the screen condition (Experiment 4). A paper-like positioning of TFT-LCDs seems to enable unimpaired reading without evidence of increased physical strain. Practitioner Summary: Given the developments in screen technology, a re-assessment of the differences in proofreading speed and performance, well-being, and preference between computer screen and paper was conducted. State-of-the-art TFT-LCDs enable unimpaired reading, but a book-like positioning of screens seems necessary to minimise eyestrain symptoms. [ABSTRACT FROM AUTHOR]

The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe's most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA). The findings reveal that some international students' concerns are not fully addressed by higher education institutions. The main problem areas identified with respect to host support services were admission, living costs, including accommodation and money concerns, and IT and bank issues. It is strongly recommended that universities address the problematic areas through student support services by assessing international students' opinions and needs.

The alarming results of large studies such as the National Assessment of Educational Progress (NAEP; National Center for Education Statistics, 2012) point to an urgent need for writing support and call for specific and effective methods to foster writing competencies. The main purpose of this paper is to describe an innovative peer-assisted approach designed to foster text composition. Topping's (2001) step-by-step-algorithm was converted into a board game consisting of highly structured and motivating materials in order to encourage struggling writers to work on their text production skills. Our concept is based on two effective instructional strategies: "direct instruction" (Kame'enui, Fien, & Korgesaar, 2013) and "positive role modeling" (Macklem, 2011). In addition to describing our concept, this paper reports on initial experiences with this method in two German secondary school classes. A total of 47 fifth-grade students and their teachers were involved in a formative evaluation of our approach as a means of identifying strengths and weaknesses as seen by the participants. The feedback of both students and teachers was encouraging, giving rise to the hope that the concept presented in this paper can be smoothly implemented into everyday classroom routines and serve as an aid for children and youth with learning disabilities (LD) and other struggling writers to improve on their text production abilities. Our study was a pilot study and, consequently, we are unable to provide information on how effective the intervention actually is. Summative evaluation of the performance gains will be the subject of future research.

The role of industry in the higher education system is becoming more prevalent, as universities integrate a practical element into their curricula. However, the level of development of cooperative education and work-integrated learning varies from country to country. In Germany, cooperative education and work-integrated learning has a long tradition, due to vocational institutions having strong links with industry. In contrast, the work-integrated study models in Asia, such as in Thailand, offer limited levels of practical experience, as part of the higher education curricula. In addition, Thailand continues to experience a lack of skilled graduates, who are exposed to work-integrated learning during their studies. The study on which this paper is based seeks to benchmark study models in Thailand, against the German Duale Hochschule Baden-Wuerttemberg (DHBW) study model, in order to identify development opportunities in the Thai model, focusing on the aim of meeting the needs of industry. The Office of Higher Education Commission in Thailand hopes to address the inherent issues, through implementing the recommendations made in this paper.

Purpose: To give an overview of the multicenter Prostate Cancer Outcomes (PCO) study, involving paper-based and web-based collection of patient-reported outcome measures (PROM) in patients undergoing local treatment for prostate cancer in certified centers in Germany. The PCO study is part of the larger Movember-funded TrueNTH Global Registry. The article reports on the study's design and provides a brief progress report after the first 2 years of data collection. Methods: Prostate cancer centers (PCCs) certified according to German Cancer Society requirements were invited to participate in collecting patient-reported information on symptoms and function before and at least once (at 12 months) after treatment. The data were matched with disease and treatment information. This report describes progress in patient inclusion, response rate, and variations between centers relative to online/paper use, and also data quality, including recruitment variations relative to treatment in the first participating PCCs. Results: PCC participation increased over time; 44 centers had transferred data for 3094 patients at the time of this report. Patient recruitment varied widely across centers. Recruitment was highest among patients undergoing radical prostatectomy. The completeness of the data was good, except for comorbidity information. Conclusions: The PCO study benefits from a quality improvement system first established over 10 years ago, requiring collection and harmonization of a predefined clinical dataset across centers. Nevertheless, establishing a PROM routine requires substantial effort on the part of providers and constant monitoring in order to achieve high-quality data. The findings reported here may be useful for guiding implementation in similar initiatives. [ABSTRACT FROM AUTHOR]

Researchers increasingly engage with the digital archives built by libraries, archives, and museums, but many institutions still seek to learn more about researchers' needs and practices with these digital collections. This paper presents a user assessment study for "Emblematica Online," a research digital library that provides digitized versions of emblem books from leading rare book collections. This paper examines the ways in which scholars engage with the special collections contained within "Emblematica Online" through analysis of interviews. The authors propose that the diverse and complex uses of digital special collections require libraries and archives to consider expanding the capabilities of their digital content and platforms.

This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities that are student-centred, integrate new media in the classroom, and invest on cooperative learning methods. The present attempt aimed to develop a context-based and cooperative learning approach for teaching electrochemistry to tenth-grade students, and the paper summarizes these activities, and the results from their testing and evaluation. Implications for teaching/learning in lower secondary chemistry are also discussed.

Introduction: A number of theoretical works focus on the potential revolutionary impact of the Internet and other Information and Communication Technologies (ICT) upon Competitive Intelligence, but only a few empirical research papers can be found on it. Is the real impact still unknown, or is it too insignificant to talk about? The present paper searches for the answers to this question both in literature and on the field, focusing on the point where the impact is expected to be the greatest: Information Gathering. Method: Important empirical essays in academic literature were overviewed, including American and also French surveys. Based on literature, hypotheses were established and tested on an existing database, containing information on more than 500 firms collected over two consecutive years. The sample was constructed through telephone interviews and was destined to test the effect of information and communication technologies on several aspects of management. Analysis: Hypotheses were classed into seven groups with respect to the influence of external environment, internal structure and development of IT on the information acquisition activities of firms. Quantitative methods were used to carry out tests on the sample. Results: Internal structure shows only partial influence, but for IT and external environment, the correlation was high. On the other hand, firms are still underdeveloped. Conclusion: The presented results provide better understanding of the level of development of Information Gathering in firms and of the factors influencing it, and suggest new ways for further research in order to understand why firms are still underdeveloped.

Patient-reported outcomes are an important tool in clinical research. In the setting of cancer treatments, benefit of therapy is essentially characterised by improvement of survival as well as quality of life ( QoL). A standardised instrument to assess QoL is the standardised QoL questionnaire of the European Organisation for Research and Treatment ( EORTC QLQ- C30 questionnaire). QoL instruments provide data on different aspects (domains) of the framework of QoL. Using these questionnaires in studies provides data on how a treatment affects QoL in a group of patients. The goal of our concept is to individualise QoL and to use validated instruments in order to integrate patients' perspectives and aims into treatment assessment, planning and control. We propose to use the domains of the EORTC QLQ- C30 and to ask the patient to determine which objectives besides survival are relevant for him and should be achieved by treatment. These individual goals can be used in a process of shared decision-making to choose and monitor treatment. In clinical studies, this approach would allow to recruit more patients who would most probably benefit from the therapy. In addition, supportive data could be gathered in correlation to treatment goals and actual benefits. [ABSTRACT FROM AUTHOR]

Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called "Cascade Model." Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.

This paper relates most closely to David Raffe's writing on "policy borrowing" across countries and across time and his illumination for policy purposes of transition concepts such as "pathways". The discussion makes the point that concepts can both illuminate empirical reality as well as distort it. The paper then moves on to issues of policy borrowing involving cross-national comparison drawing on the themes of historical, cultural and language difference, and the limitations this places on valid inference from statistical comparisons alone. The discussion embraces David's discussion of the merits of "home internationals" as a means of taking a step towards comparative understanding and the complications that language differences introduce. Examples will be taken from a late 1980s' comparative study involving the transition to work in Germany and England. In line with Melvin Kohn's principles for comparative research, the case is made for a combination of (quantitative) survey-based enquiry and (qualitative) case study to address the problems of comparative meaning and equivalence. The optimum solution is a "dialogue" between variables and cases as Charles Ragin describes it. Conclusions will finally be drawn about David's lasting contribution to the understanding and development of transition systems, processes, opportunities and rising inequalities.

Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach: The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter "et al." (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings: The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value: The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.

The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like "digital literacy" or "computer and information literacy" (CIL) is constantly gaining in importance. In the IEA's ("International Association for the Evaluation of Educational Achievement") ICILS 2013 ("International Computer and Information Literacy Study"), the aforementioned competencies were investigated--along with CIL learning contexts and outcomes (such as school-level factors in different education systems)--for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students' CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.

Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

Despite advances made there is still an implementation gap with regard to Education for Sustainable Development (ESD) in formal educational systems at the school level. The present paper focuses on sustainability reporting as a recently emerging practice in the school sector. It presents the approach and findings of an exploratory interview study at three pioneer schools in Germany that have started to establish sustainability reporting mechanisms. The study has examined how the reporting process is evaluated by project managers with regard to its benefits and challenges. Findings support the potential of sustainability reporting at schools to contribute to an increase in students' participation in sustainability-related activities at school, create accountability concerning the school's efforts, help structure the existing sustainability projects and demonstrate new possible courses of action. The high expenditure of time, the teachers' high workload and lack of support given to the teachers have been identified as major challenges of the reporting process. Further directions for future research into reporting practices at schools are given.

During the post-formation phase, young ventures are often in danger of sliding into bankruptcy. The entrepreneur has to deal with a multitude of complex problems, decisions have to be made under time pressure or uncertainty, and upcoming crises have to be perceived in time. This paper presents seven critical incidents that are (1) realistic, typical, and likely to emerge during the first years of a start-up's existence, (2) assumed to cause severe financial crises for the new venture, but (3) possible to be overcome by the entrepreneur if he makes appropriate decisions. Seven incidents were developed on a theoretical basis and then empirically validated by questionnaires presented to (future) entrepreneurs and start-up counsellors (n = 627) as well as to a sample of students who are at least interested or even engaged in the field of entrepreneurship (n = 367). The incidents reveal likely challenges for entrepreneurs in the post-formation phase. This discovery opens new perspectives for preparing entrepreneurs to deal with the typical risks of the post-formation phase. For example, these lessons provide opportunity for an application within case-oriented courses of entrepreneurship in higher and vocational education and opportunity for reflection on probable emerging crises in start-up counselling.

This paper reports follow-up findings for an Mentalization based treatment (MBT) parenting intervention delivered to a community mental health sample. Parents completed the 12-week version of the Lighthouse Parenting Program (LPP) and were evaluated on parenting practices, parent-child relationships, parental mental health indicators, and child problem behaviour levels. We evaluated the extent to which improvements in mentalizing at follow-up mediated changes in parenting, parental adjustment, mental health, and child outcomes. Results included a reduction in parental coercive behaviours and child problems, improved parent-child relationship, and better parental psychological adjustment and mental health. Improvement in self-focused mentalizing were observed. Self-focused mentalizing mediated the changes in most outcomes from baseline to 3-month follow-up. These results provide strong preliminary evidence that the LPP improves parent and child outcomes. [ABSTRACT FROM AUTHOR]

Research on engineering practice is scarce and sharing of qualitative research data can reduce the effort required for an aspiring researcher to obtain enough data from engineering workplaces to draw generalizable conclusions, both qualitative and quantitative. This paper describes how a large shareable qualitative data set on engineering practices was accumulated from 350 interviews and 12 field studies performed by the principal investigator and by students conducting PhD and capstone research projects. Ethical research practice required that sharing and reuse of qualitative data be considered from the start. The researchers' interests and methods were aligned to maintain sufficient consistency to support subsequent analysis and re-analysis of data. Analysis helped to answer questions of fundamental significance for engineering educators: what do engineers do, and why are the performances of engineering enterprises so different in South Asia compared with similar enterprises in Australia? Analysis also demonstrated the overwhelming significance of technical collaboration in engineering practice. Conceiving engineering practice as a series of technical collaboration performances requires a more elaborate understanding of social interactions than is currently the case in engineering schools. Another finding is that global engineering competency could be better described in terms of "working with people who collaborate differently". Research helped to demonstrate that formal treatment of technical collaboration in an engineering curriculum could help avoid student misconceptions about engineering practice that hinder their subsequent engineering performances.

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and implemented within an intercreative environment. The methodology is quantitative and data collection was conducted using self-administered questionnaires with closed or semi-closed questions. This study includes the so-called sMOOCs, which stress intercreativity to work towards collective intelligence.

Purpose: Concepts of values-based leadership posit that school principals' professional practice must be informed by values to ensure coherently purposeful activities. Contingency models stress the contextual dependency of professional practice and the need to match activities to local opportunities and constraints. The purpose of this paper is to reconcile both positions from an integrative perspective and to illustrate examples of "values-based contingency leadership" (Day et al., 2001). Design/methodology/approach: Analyses draw on survey data from 56 German schools in order to relate professional values stated by the principals as well as organizational features of their schools to teacher ratings on leadership behaviour (n = 910). Instead of scrutinizing singular variables in isolation, a typological approach serves to identify value profiles as well as organizational configurations. Analyses of variance are applied to examine the combined effects of both factors on leadership behaviour. Findings: Interactional effects in the sample indicate that contextual influences are not homogenous across differing value profiles of principals who operate under equal conditions. Descriptive patterns of leadership behaviour within each organizational configuration reveal how principals accentuate leadership activities according to their value profile. Research limitations/implications: Due to the low statistical power of the small sample, findings are clearly exploratory in nature. However, replication and extension studies seem fruitful, as effect sizes of value-context interactions are consistent with theoretical assumptions and not artificially inflated by common-source variance. Originality/value: This paper elaborates and exemplifies the moderating role of values in contextual influences on leadership behaviour. It also provides deeper insights into the content and structure of professional values advocated by school principals.

Purpose: This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived psychological safety in work relations with colleagues and supervisors on individuals' reflection at work. Design/Methodology/Approach: A sample of 84 client advisors who had recently been affected by major changes in retail banking workplaces participated in the study. The participants completed a questionnaire consisting of instruments to map their self-rated personal initiative, self-efficacy beliefs, reflection at work and perception of psychological safety in work relations with colleagues and supervisors. The data were analysed by performing correlation analyses and hierarchical regression analyses. Findings: The results revealed that both individuals' personal initiative and self-efficacy significantly positively affect reflection at work. An individual's perception of psychological safety--particularly among peers--positively predicts reflection. Originality/Value: This paper enriches the research on reflection in professional work, particularly against the backdrop of workplace changes. This is done by emphasising the power of individuals' proactive role and initiative-taking work behaviour; positive beliefs in their own capabilities, e.g. managing the various opportunities involved in workplace changes; and their perception of a psychologically safe environment within a work group that is characterised by interpersonal trust, mutual respect and supportive cooperation.

This paper focuses on the views of 16-17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video, which were shared with their counterparts. The findings show that the decision-making task served to deepen and modify students' views across all nationalities, and the students generally valued and learned from the sharing of views with students of the same age from around the world. However, an important discovery was that the German students' opinions often ran counter to those from the other 3 locations, and the paper cautions against making broad-sweeping generalisations about students' views on socioscientific issues.