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This paper presents an analysis of a hundred and one handwritten essays by master students in Informatics. The students reflected on their experiences of working with pen and paper for reading and writing as a mandatory assignment for the duration of a five-week intensive course. Taking an inductive approach, reflexive thematic analysis was used to identify patterns of meaning across the full dataset. The essays elicited insightful student reflections on learning, knowing, and being. One overarching theme, New connections, and four sub-theses were identified: Handwriting as note making, Being present for learning, Freedom to think, and Materiality of reading and writing. This study contributes to an improved understanding of the affordances of paper and laptops in the lecture room, based on a student-centred approach, and reflects on how student perspectives can be implemented during lectures.

Although the lack of diversity in newsrooms and reporting remains a serious issue in the journalism industry, college journalism education and student media provide a critical opportunity for change. Yet prior research has found notable diversity gaps in both. This study analyzed the state of diversity at a Midwestern university student newspaper and found significant gaps in coverage of diverse populations. The findings suggest the need for more comprehensive diversity education within the college classroom and campus media advising. This is important not only for more representative student media, but also for the future of journalism.

Conference proceedings are valuable sources for research, providing insights into individual or organisational projects. Australian library and information services (LIS) professionals have the opportunity to contribute to a robust conference culture, including the biennial library technology VALA conference. Practice-driven conferences can offer interpretations of LIS practitioner experiences, however, there is limited research focusing on Australian LIS conference proceedings. The VALA conference papers offer a unique record of technology's impact, influence, and implementation in Australian LIS organisations over the last forty years. This article will outline the objective and methodology of an ongoing research project undertaking historical analysis of VALA conference papers. The research project seeks to examine key themes, theories, and tools discussed in VALA conference papers and will attempt to identify if evolving technology influences the practices and attitudes of Australian LIS practitioners. The article will identify the research methods and the content analysis techniques that will be used in the project, and present preliminary results from a pilot study presented at the 2023 RAILS conference. [ABSTRACT FROM AUTHOR]

The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions. In this paper, we argue that the EUI can be seen as a case of a transnational institution building process representing a potentially significant structural reform for European higher education. Anchored in new institutionalism, we explore the regulative, normative, and cultural-cognitive dimensions of the EUI. Methodologically, this study analyzes the perspectives of European policy actors (n = 4), a set of policy documents (n = 13) and the mission statements of the EUI's partnerships funded before 2022 (n = 41). The results show that the EUI emerges as the 'next level of cooperation' in European HE since it aims to transform European cooperation (regulative dimension), to create and diffuse a new model for European HE following a challenge-based approach (normative dimension), and to work as a way to reinforce and institutionalize European and global scripts for European HE (cultural-cognitive dimension).

Mission statements have become increasingly important for the accreditation of business universities and colleges. Thus, understanding similarities and differences in the content of business school mission statements is especially timely. The mission statement is also the first component of the strategic management process. It provides the framework or context within which strategies are formulated. This descriptive/informative study aims to present a background that describes and explains institutional mission statements and removes the so-called uncertainty encompassing the foci while preserving exceptional quality--a necessary quality for a compelling mission statement. We question whether all California State University (CSU) and The State University of New York (SUNY) business colleges/schools have developed enduring and inspiring mission statements for their employees and students? While no specific rule regarding length exists, we examined the word count length of these two school system mission statements. Institutions must not make their mission statements too long or too short, or they will risk losing focus and missing essential elements to guide their organization. The mission statement must be long enough to achieve its purpose. Based on our findings, we recommend that all CSU and SUNY campuses embrace a more straightforward, easy-to-understand, hard-hitting, lasting, and inspirational mission statement for their business colleges/schools, one directly relevant to faculty, staff, students, and their families.

Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher-order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall-based instead of higher taxonomy of cognitive domain.

Adoption of digital technology by older adults has become an important topic in academia and the public sphere within the debate on digital inclusion. Likewise, this topic has gained traction in the print media also. This paper assesses the representation of older adults in print media in the past 20 years in The Netherlands and Flanders. A total of 281 articles in the Dutch language were analysed to determine the representation of older adults and their level of agency. We found that they were represented in three manners: a) ambassadors of digital skill acquisition; b) naturally lacking in digital skills; or c) not alone in being helpless. These representations clearly increased during the COVIS-19 crisis. Some representations can be problematic, as the relationship between older adults and digital inclusion is not envisioned positively. Furthermore, they receive no agency to participate actively in the discussion surrounding their own digital inclusion and are too often used as the automatic example of the digitally illiterate – which is not particularly encouraging older adults towards digital skills acquisition.

Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher‑order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall‑based instead of higher taxonomy of cognitive domain. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) often function in an environment where various institutional pressures force them to position themselves on a national-international orientation scale in order to gain legitimacy in the eyes of different constituents with different expectations. Empirical insights, however, on how HEIs respond to these forces and position themselves within this debate are largely lacking. Hence, this study builds on organizational identity theory and institutional theory to assess the national and international identity claims expressed by the mission statements, a dominant organizational identity narrative, of HEIs as well as institutional factors affecting the selected position. A mixed methods analysis of the mission statements of 120 US universities indicates that universities' identity claims can be classified in five categories of national claims and five of international claims. The findings suggest that institutional forces affect the position of universities on the national/international continuum but that universities' attempts to reconcile these pressures are much more refined than expected as universities try to strike a subtle balance between being similar and different.

Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Facebook pages mentioning the phrase "critical race" to examine how educators address the claim of teaching CRT and how the local community responds. We use sentiment analysis to examine the emotions of these posts and how they are distributed across states. We also explore the sentiment of subsequent community reactions reflected in the comments of each post, including negative emotions such as anger and fear, and positive emotions such as trust. This study has implications for how school districts can help to stop cycles of fearful rhetoric and engage with stakeholders in ways that unite a school community around shared priorities.

Schools develop mission statements in part to communicate their purposes of schooling to internal and external audiences. The goal of this study is to employ text analytic techniques to analyze school mission statements. Focusing on Arizona and New Jersey's schools, we seek to understand: 1) what themes (topics) emerge from their mission statements, 2) whether local context (politics) and institutional factors (being a charter) mediate topic prevalence, and 3) how similar school mission statements are to one another overall and across select factors. Using structural topic modeling we find that five topics emerge as particularly prevalent, and they address key purposes within the US context related to social, academic, and civic development with an emphasis on a safe environment and a sense of community. Local political leanings have a minor impact on the prevalence of topics but being a charter has a distinct influence. Compared to regular schools, charters are more likely to include themes related to preparing for college, academic approaches, and character and family ties, but they place lower emphasis on community and citizenship themes. School missions display moderate levels of similarity, indicating that a common set vocabulary has permeated schools' missions, though differences remain, including between states. Overall, this study deepens our understanding of the varieties of schools' missions and reveals text analytic techniques are well suited for uncovering them.

The European Commission recently incentivized universities to establish alliances in order to institutionalise regional collaboration through the European Universities Initiative (EUI). Alliances are envisioned to maintain Europe's global position and enhance regional integration. Their mission statements are ways of signalling identity and legitimacy and are used for strategic planning and performance frameworks. This study explores how 31 EUI alliances communicate their identity using insights from institutional theory and strategic balance. Findings reveal that EUI alliances anchor their identity within low risk and easily accepted areas of value to stakeholders and project homogenisation in regionally institutionalised areas. However, alliance missions also articulate in varying levels of detail a range of ambitions in claims, which demonstrate areas alliances chose to distinguish themselves. The findings provide insight into how alliances exert bounded agency within a regional initiative and highlight potentially competing tensions within the initiative.

This article examines the results of a study comparing writing centers' mission statements with their statements about changes due to COVID-19. Of the 100 center websites examined, 28 had both mission and COVID statements. Our study unpacks trends found across those 28 websites. Using a content analysis approach, we coded content on these websites for writing pedagogy, political identities, and strategies for addressing COVID. The results suggest that while process pedagogy is the dominant ideology invoked in mission statements, equity in the writing center is a growing concern. The results also suggest that when various centers addressed community safety when discussing COVID, they missed an opportunity to link concerns for community safety with diversity, equity, and access. The results open spaces for discussions about how centers can best convey their ideologies to students via websites and help students feel seen, heard, and understood.

Prior research has analyzed the purpose and composition of athletic mission statements, but no prior work has moved beyond athletic mission statements and toward athletic diversity mission statements. Specifically, this study sought to understand the prevalence of both athletic mission and diversity mission statements and how National Collegiate Athletic Association (NCAA) programs address diversity in both types of statements. Through a content analysis of 250 NCAA websites from both public and private institutions, this study found 62% of institutions published an athletics mission statement on their institutional website, while only 11.6% published diversity mission statements. Linguistic analyses suggest mission statements largely focus on students and speak of diversity in terms of women and gender, while diversity mission statements focus on both students and coaches and speak of diversity in terms of women, gender, race, and sexual orientation. Implications for research, practice, and equity and diversity in NCAA programs is addressed.

This study investigates the views of contemporary Muslim jurists about withdrawing treatment of the terminally ill. Its aim is threefold. Firstly, it analyses jurists' views concerning core themes within the process of withdrawing treatment. Secondly, it provides insight into fatwas about withdrawing treatment. Thirdly, it compares these views with current medical standards in Europe and the Atlantic world on withdrawing treatment. The data consisted of six papers by Muslim jurists presented at the conference of the Islamic Fiqh Council in 2015. We conducted a directed content analysis (DCA) through a predetermined framework and compiled an overview of all previous fatwas referred to in the papers, which are also analysed. The results show that the general consensus is that if health cannot be restored, treatment may be withdrawn at the request of the patient and/or his family or on the initiative of the doctor. The accompanying fatwa emphasizes the importance of life-prolonging treatment if this does not harm the patient. It becomes apparent in the fatwa that the doctor has the monopoly in decision-making, which is inconsistent with current medical standards in Europe. Managing disclosure in view of the importance of maintaining the hope of Muslim patients may challenge the doctor's obligation to share a diagnosis with them. [ABSTRACT FROM AUTHOR]

The study develops and presents a concept of Virtual Internationalization (VI) in higher education, which refers to internationalization implemented using information and communications technology (ICT). VI is contextualized with the inclusiveness of international experiences and with external challenges to internationalization (posed, for example, by the COVID-19 pandemic). Conceived as an institution-spanning concept, VI is developed from the ACE-CIGE model of Comprehensive Internationalization. It is inferred from actual practice based on a content analysis of conference abstracts from relevant fields, employing coding and computer-assisted text analysis (CATA). Based on the findings, the VI concept includes "strategies and articulated institutional commitment" as a transversal category and "online and distance education" (ODE) as an additional category in contrast to the concept of Comprehensive Internationalization. This research furthermore considers two dimensions of VI: one that is directly internationalization-related and the other concerned with broader aims of the combination of the virtual and the international. It concludes with a perspective on a "new normal" of hybrid internationalization in higher education.

As a result of globalization and the digital revolution, the concept of creativity has become increasingly central to education policy and practice. On the one hand, the calls for creativity are driven by an economic imperative. The argument is that there has been a shift from an industrial-based economy to a knowledge-based economy to a creative economy. The calls for creativity are also driven by the social and personal development of individuals, approaching the concept more holistically. The increasing importance attached to the creativity concept has already resulted in the growth of the degree-, certificate- and award-bearing programs across higher education institutions. Building on a social constructivist perspective and adopting critical discourse analysis, this study examines how universities approach the conceptualization and institutionalization of the concept of creativity by undertaking content analysis of creativity related program mission statements and curriculum materials.

This study analyzes the internal and external forces that led to the creation and revisions of a community college's mission statement over the course of its 53-year history. We used discourse-historical analysis to examine published college mission statements, transcripts of interviews with the founding dean of the college, and the college's archives (including meeting minutes, accreditation reports, and other internal correspondence). Emerging findings were further contextualized through additional primary sources. We found that the college's founders were influenced by the humanistic education movement and crafted a mission statement that reflected humanistic ideals of self-actualization and positive growth for the betterment of humanity. This original mission statement was nearly unaltered for the first 15 years of the college's existence. However, external forces, including the rise of neoliberalism within education, led to a complete rewrite of the mission statement. The revised statement, reflecting a neoliberal understanding of the purpose of community college education, remains in place. This study demonstrates the influence of external forces, including those contrary to the college's founding principles, on its mission. Given the fact that community colleges serve a vast majority of disadvantaged students, the impact of neoliberal policy is particularly concerning.

"Landscapes of Learning," in the conference title, prompts a literal reading of landscape and its place in film analysis. This article considers landscape's mental and emotional dimensions and the discovery of landscape as a malleable analytical concept. A critique of film as a visual text is invited. Particular analytical approaches to film follow, through notions of soundscape and, using Gilles Deleuze's work on cinema, through orientations such as 'the tectonics of sensation' (percept and affect) and 'the mise-en-scène of the brain' (landscape as a mental construct). These concerns and their implications put us in a position to approach the rest of the conference title's focus on hearts, minds and stories, both in terms of film study in the English classroom and in the light of questions and approaches that open up a film for students.

Fingermarks used in forensic investigation are biometric elements widely utilized in identification thanks to their unique and classifiable characteristics. Despite numerous studies investigating fingermark development on different surfaces, few studies have addressed the skin surface of deceased individuals, given the challenging nature of this substrate. This study investigated the transfer and development of fingermarks on human skin that had been systematically deposited over the forehead, neck, and wrist. Additionally, gender, age, and the time elapsed since deposition were issued as additional factors impacting fingermark development. Therefore, we prepared a study setting representing a crime scene by modelling the scene and then utilized 400 fingermarks. The marks transferred to thermal paper were developed by applying ThermaNin and magnetic black fingermark powder as fingermark development methods and then photographed. They were then evaluated for their suitability for identification via scoring and statistical analysis. The results indicated that 36% of all marks obtained from the skin of living persons and 66% of those from skin surfaces of dead bodies received the highest score and were assessed as suitable for identification. Despite the negative effect of increased time since deposition, it was revealed that the ThermaNin method yielded better results than magnetic black fingermark powder. [ABSTRACT FROM AUTHOR]

In this paper, I propose a model of plurimethodological approach in ELT textbook design, in which one unit is based on the communicative PPP unit model, where the unit ends with a final communicative task, and the following unit is based on the action-oriented unit model, where the unit is a mini-project unit as a whole. Such a textbook model is based on the concept of plurimethodological pair-unit, where the communicative approach and the action-oriented approach are combined in coherence and synergy. In such a plurimethodological textbook design, the topics of the two successive units (one PPP unit and the other mini-project unit) are the same or closely related, so that the unit based on the PPP model will provide the students with much of the language and documentary resources needed to complete the mini-project in the following unit. The mini-project unit will provide the students with additional language and documentary resources for carrying out the miniproject, but as there will be less language and documentary work for students in this unit, students will be better able to concentrate on carrying out the miniproject. [Note: The page range (228-241) shown on the PDF is incorrect. The correct page range is 228-240.]

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: To describe the co‐designing process of an online support programme with and for informal carers of people with heart failure. Design: A co‐design process built on core concepts and ideas embedded in co‐design methodology. Data sources: Our co‐design process included three phases involving 32 informal caregivers and 25 content creators; (1) Identification of topics and content through literature searches, focus group interviews and user group sessions; (2) Development of the online support programme and; (3) Refinement and finalization which included testing a paper prototype followed by testing the online version and testing and approval of the final version of the support programme. Outcomes: The co‐design process resulted in a support programme consisting of 15 different modules relevant to informal carers, delivered on a National Health Portal. Conclusion: Co‐design is an explorative process where researchers need to balance a range of potentially conflicting factors and to ensure that the end users are genuinely included in the process. Relevance to clinical practice: Emphasizing equal involvement of end users (e.g. carers or patients) in the design and development of healthcare interventions aligns with contemporary ideas of person‐centred care and provides a valuable learning opportunity for those involved. Furthermore, a co‐designed online support programme has the capacity to be both accessible and meet end users' information and support needs, thereby optimizing their self‐care abilities. Additionally, an online support programme provides the opportunity to address current challenges regarding scarce resources and the lack of healthcare personnel. Reporting methods: Consolidated criteria for reporting qualitative research (COREQ). Patient or public contribution: Both informal carers and content creators were involved in developing the support programme. [ABSTRACT FROM AUTHOR]

The data paper is an emerging academic genre that focuses on the description of research data objects. However, there is a lack of empirical knowledge about this rising genre in quantitative science studies, particularly from the perspective of its linguistic features. To fill this gap, this research aims to offer a first quantitative examination of which rhetorical moves—rhetorical units performing a coherent narrative function—are used in data paper abstracts, as well as how these moves are used. To this end, we developed a new classification scheme for rhetorical moves in data paper abstracts by expanding a well‐received system that focuses on English‐language research article abstracts. We used this expanded scheme to classify and analyze rhetorical moves used in two flagship data journals, Scientific Data and Data in Brief. We found that data papers exhibit a combination of introduction, method, results, and discussion‐ and data‐oriented moves and that the usage differences between the journals can be largely explained by journal policies concerning abstract and paper structure. This research offers a novel examination of how the data paper, a data‐oriented knowledge representation, is composed, which greatly contributes to a deeper understanding of research data and its publication in the scholarly communication system. [ABSTRACT FROM AUTHOR]

The "Memorandum on Lifelong Learning" was launched in October 2000 by the European Commission and has been debated ever since in all member states of the European Union, leading to the publication of a follow-up document in 2001 which promoted a "European area of lifelong learning". The "Memorandum" was a unique document in terms of both form and content, and its outcome and immediate impact were remarkable. But what is the long-term effect of this document, considering policymaking processes and scholarly debates in various EU member states and beyond? The authors of this article aim to answer this question by highlighting the "Memorandum's" "key messages" and analysing how it is referenced in academic papers and publications. Their main findings confirm the "Memorandum's" significant impact, including a long-term one, particularly in raising awareness of the importance of adult education in the political debate. Despite a decrease in explicit references to the document in policy papers over the past ten years, other more recent references to the "Memorandum" can still be identified in the latest policy documents and academic debates. Scholarly papers are particularly interested in critical content analysis, pointing out the strengths and limitations of the "Memorandum" and its follow-up document. During the past decade, the academic debate has become more active than in the first ten years since the "Memorandum's" publication, demonstrating its long-term impact on various sectors in the field of lifelong learning, even outside Europe.

This study aims to highlight the current trends in the literature on sustainability by applying a bibliometric review of papers on sustainability published in Environment, Development and Sustainability. Bibliometric analysis is a quantitative approach to bibliographic materials that highlights the core theoretical and empirical research on a specific field. In addition, it allows the classification of previous studies. Previous bibliometric reviewers were limited to sustainability papers in specific industries, while this study considers all papers on sustainability to provide further insights on overall sustainability topics. The analysis was based on keyword cartography analysis, bibliometric authors' citation analysis, bibliometric papers' citation analysis, bibliometric references' co-citation analysis, journals' co-citation cartography, and qualitative content analysis. A total of 997 articles on sustainability were reviewed. Bibliometric analysis was performed using VOSviewer and content analysis was performed using WordStat. Six major clusters were identified: environmental sustainability, sustainable development, urban sustainability, ecological footprint, environment, and climate change. In addition, the results reveal that Environment, Development and Sustainability has increasingly experienced important growth in research papers and citations, reflecting its significant contribution to the sustainability research field. In addition, this study presents recommendations for future research opportunities in the field of sustainability. The findings of this study have implications for sustainability research, such as the assessment of environmental and social sustainability in multinational institutional contexts and across industries as well as the examination of the impact of environmental and social sustainability on different corporate aspects and decisions. This study is the only one to review the key topics on which papers published in Environment, Development and Sustainability are focused and can be largely used for sustainability practices. This study provides an overview of how the literature on sustainability has developed, as well as a summary of the most productive authors, along with countries, organizations, and journal sources. This offers an opportunity for future research to focus on this topic. [ABSTRACT FROM AUTHOR]

The correction practice of scientific publications is usually used to correct publication errors by issuing correction notices, and it is less explored compared to retraction practice. The aim of this study is to present an overview of correction practice and to explore the citation situation of correction notices in library and information science (LIS) journals, using 720 correction notices in the Web of Science from 2001–2020. Through bibliometrics and content analysis, we found the correcting rate of LIS was relatively low. The main types of corrected errors occurred in authorship, figure or table, references, etc. Most corrected errors were trivial or minor. The citation situation of correction notices was more complex than expected and could be classified into five types. It was relatively rare to cite both the corrected paper and correction notice in a standardized manner. The remaining four types of citation were unreasonable, which could influence citation practice and reduce the citations of corrected papers. We concluded that the appearance of the correction notice had affected the citation of the corrected papers to some extent, and researchers and databases needed to pay attention to this problem. We also provided some suggestions for improving correction practice. [ABSTRACT FROM AUTHOR]

Purpose: This paper studies the Digital Service Innovation (DSI) concept by systematically reviewing earlier studies from various scholarly communities. This study aims to recognize how recent advances in DSI literature from different research streams complement and can be incorporated into the growing digital servitization literature to define better and understand DSI. Design/methodology/approach: After systematically identifying 123 relevant articles, this study employed complementary methods, such as author bibliographic coupling, linguistic text mining/textual analysis and qualitative content analyses. Findings: This paper first maps the intellectual structure and boundaries of the DSI-related communities and qualitatively assesses their characteristics. These communities are (1) Innovation for digital servitization, (2) Service innovation in the digital age and (3) Adoption of novel e-services enabled by information system development. Next, the composition of the DSI concept is examined and depicted to comprehend the notion's critical dimensions. The findings discuss the range of theories and methods in the existing research, including antecedents, processes and outcomes of DSI. Originality/value: This study reviews, extends the understanding of origins and critically evaluates DSI-related research. Moreover, the paper redefines and clarifies the structure and boundaries of the DSI-concept. In doing so, it elaborates on the substance of DSI and identifies the essential themes for its understanding and conceptualization. Thus, the study helps the future development of the concept and allows knowledge accumulation by bridging adjacent research communities. It helps researchers and managers navigate the foggy emerging research landscape. [ABSTRACT FROM AUTHOR]

Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, COVID-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.

Computational Thinking (CT) has become popular in recent years and has been recognized as an essential skill for everyone in the digital age. CT literature, however, is at an early stage of development, and there is no consensus among researchers/scholars in the field. To date, many have been unable to concretely explain what CT is, or how to teach and assess this broad skill set. This is particularly evident in different educational contexts and settings such as higher education versus elementary education. The purpose of this cumulative literature review is to examine papers that focus on CT in terms of elementary education, elementary-aged learners, and related issues/considerations in order to provide a better understanding of the CT in an elementary context. An inductive qualitative content analysis was conducted on 58 papers set in elementary school settings about CT from 2010-2020. Five main themes emerged from the review: exploiting tangible blocks in a physical coding environment, integrating "Scratch" into various disciplines through programming, "Scratch" gaming for computational thinking, evaluating computational thinking skills through "Scratch" projects, and teaching and learning methods/factors affecting CT in children. Implications for practice and directions for future research are discussed.

Citations are valuable capital in the academy as the number of citations is the most frequently used indicator in evaluating the quality of papers, journals, researchers, and universities. Thus, the characteristics of highly cited articles (HCA) have become a common research topic but the approach has been mainly descriptive with no profound critical reflection of what kind of research is cited, where the research is from, where the research is published, and what do these things mean for edtech research. This paper contributes to this need by providing a descriptive and critical analysis of 200 highly cited articles from 10 edtech journals. To summarize the key findings, a 'typical' edtech HCA is a Western-based review article or quantitative research paper reporting positive findings from higher education, published in a high-impact factor general edtech journal by a major publisher.

While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen's opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they -- sometimes with conflicting interests -- collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations ("non-commitment," "case closure," "disengagement for irrelevance," and "placation") to evade citizens' equity-oriented demands and stakeholders' three counter strategies ("mobilising" other stakeholders into a coalition, "reopening the case" pointing out a new problem, and "appealing" by affirming relevance). The state's discrete refusals and stakeholders' conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations.

We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation, and evaluation techniques. Most papers assess the correctness of assignments in object-oriented languages. Typically, these tools use a dynamic technique, primarily unit testing, to provide grades and feedback to the students or static analysis techniques to compare a submission with a reference solution or with a set of correct student submissions. However, these techniques' feedback is often limited to whether the unit tests have passed or failed, the expected and actual output, or how they differ from the reference solution. Furthermore, few tools assess the maintainability, readability, or documentation of the source code, with most using static analysis techniques, such as code quality metrics, in conjunction with grading correctness. Additionally, we found that most tools offered fully automated assessment to allow for near-instantaneous feedback and multiple resubmissions, which can increase student satisfaction and provide them with more opportunities to succeed. In terms of techniques used to evaluate the tools' performance, most papers primarily use student surveys or compare the automatic assessment tools to grades or feedback provided by human graders. However, because the evaluation dataset is frequently unavailable, it is more difficult to reproduce results and compare tools to a collection of common assignments.

This paper combines social fiction and academic analysis to envision hopeful futures for higher education. At the heart of the exploration is Phoebe Wagner's speculative fiction piece, "University, Speaking," which personifies a university grappling with environmental, political, and social change. Phoebe Wagner's first-person narrative highlights the power of collective voice, the importance of centering community, and the urgent need to cultivate resilience and adaptability. Through analysis of key themes, this paper connects Phoebe Wagner's fictional vision to contemporary research on the multi-faceted and complex challenges facing universities today. By integrating artistic and academic perspectives, this paper discusses new possibilities for universities navigating disruption and change.

This paper provides an overview of the literature exploring the realities of contingent faculty at U.S. universities and colleges with a focus on STEM. We focus our review of the literature by exploring the experiences of Latinx/é contingent faculty in STEM and propose a series of conceptual frameworks that can be used to explore the hidden professional realities of this population. A focus on the field of STEM, via a deeper exploration of the literature, points to the evolution of contingent faculty in the disciplines and the diversity of the roles they currently fill at our universities and colleges. This paper draws on various frameworks for exploring the experiences of contingent faculty.

This paper aimed to examine the changes in the representations of nature of science (NOS) in Chinese senior high school chemistry textbooks under the influence of the new curriculum ideas. The study was conducted based on an analytical framework in which the aspects of NOS, the approaches to address NOS, and the content relation of NOS aspects were involved. Two series of the new and old chemistry textbooks of required course modules were selected as analysis targets. The results revealed that chemistry textbooks paid more attention to classical views of NOS than contemporary views of NOS. The aspects of NOS were unevenly presented in different chapters of textbooks. The new textbooks covered the NOS aspects more comprehensively and frequently than the old ones. Regarding the approaches, the implicit approach was dominant. Compared with old ones, the proportions of the explicit-reflective and historical-explicit-reflective approaches have increased in new textbooks, but were still not high. Lastly, the content relation of NOS aspects were more of content-embedded than content-generic both in new and in old textbooks. At the end of this paper, the implications of the findings and the suggestions for the further studies were discussed.

We conduct a systematic literature review of the academic literature on activities organised by Higher Education Institutions (HEIs) with the aim of improving skills associated with employability and facilitating labour market outcomes. The search resulted in 87 papers followed by an iterative evaluation of their relevance. Papers in the corpus were analysed using an evaluation research framework and classified in terms of the activities, outputs, and outcomes. The reviewed literature is centred on one of three stakeholders: HEIs, students or employers. It suggests all stakeholders value employability activities for similar reasons. Generally, they are seen as a vital part of HEI education programmes, facilitating the development of diverse skills that are desirable in the labour market as well as de-risking labour market entry for students and appointments for employers by alleviating information asymmetries. The evidence base is dominated by small-scale case studies and evaluations that are not sufficiently robust to infer about causal impacts of employability activities on students' development and labour market outcomes. Moreover, the corpus is skewed towards studies of Work-Related Learning. We set out avenues for future research and argue for a comprehensive evidence base encompassing diverse forms of employability activities, such as larger scale 'embedded employability' activities; a more contextual understanding of employability as an interplay between individual and a particular labour market and education system; and a more robust evidence base tracking students from education into the labour market, allowing for selection effects and identifying heterogeneity of impacts across different activities and demographics.

Addressing the ongoing calls to reform teacher education to prepare future teachers to serve students from diverse backgrounds, this introduction reviews recent developments in teacher education to situate our thematic issue on critical teacher education for equitable learning in multilingual classrooms. The five empirical papers and two commentaries included in this issue focus on the connection between language, power, and critical consciousness to address equity concerns in teacher education as it pertains to supporting multilingual learners, asking: how do teacher education programs prepare teachers to work with diverse students in schools where there exists a long-standing history of marginalization and discrimination based on racial, economic, social backgrounds? In this introductory paper, we discuss the contributions of the papers included in the issue and share a vision for new ways for reimagining teacher education for multilingual learners.

Learning that "career" was not a definite sign in Irish Sign Language (ISL) and that "Career Guidance" was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged -- "Inclusion" is not where we presume it to be at.This paper presents the results of the SLR and shares how the answers from a thematic analysis can -- through a Universal Design (UD), and Universal Design for Learning (UDL) (Rose & Meyer, 2002) lens -- guide developments for inclusive Career Guidance.This paper shares the story of "d/Deaf guidance" in the literature; the tensions between theory and practice in relation to inclusion (Quirke, 2022), and the themes identified from the SLR -- themes the Deaf community believe are a Deaf gain.

Introduction: A positive childbirth experience promotes women's health, both during and beyond the perinatal period. Understanding what constitutes a positive childbirth experience is thus critical to providing high‐quality maternity care. Currently, there is no clear, inclusive, woman‐centered definition of a positive childbirth experience to guide practice, education, and research. Aim: To formulate an inclusive woman‐centered definition of a positive childbirth experience. Methods: A six‐step process was undertaken: (a) Key concepts associated with a positive childbirth were derived from a rapid literature review; (b) The key concepts were used by interdisciplinary experts in the author group to create a draft definition; (c) The draft definition was presented to clinicians and researchers during a European research meeting on perinatal mental health; (d) The authors integrated the expert feedback to refine the working definition; (e) A revised definition was shared with women from consumer groups in six countries to confirm its face validity; and (f) A final definition was formulated based on the women's feedback (n = 42). Results: The following definition was formulated: "A positive childbirth experience refers to a woman's experience of interactions and events directly related to childbirth that made her feel supported, in control, safe, and respected; a positive childbirth can make women feel joy, confident, and/or accomplished and may have short and/or long‐term positive impacts on a woman's psychosocial well‐being." Conclusions: This inclusive, woman‐centered definition highlights the importance of provider interactions for facilitating a positive childbirth experience. Feeling supported and having a sense of control, safety, and respect are central tenets. This definition could help to identify and validate positive childbirth experience(s), and to inform practice, education, research, advocacy, and policy‐making. [ABSTRACT FROM AUTHOR]

In this research, we analyzed the content of a practice-based research published in SSCI, ESCI and ERIC indexed journals related to Computational Thinking (CT) between 2019 and 2021. For this purpose, we searched Science Direct, Google Scholar and Web of Science databases and examined 97 papers. We evaluated the papers under the headings of development approaches, learning tools, sub-skills, research groups, measurement tools, and prominent findings. According to the results, while for programming, robotics, Science, Technology, Engineering and Mathematics (STEM), development courses and computer science unplugged approaches were adopted in the development of CT, CT was mostly associated with the field of computer science. Programming and robotics software such as Scratch, Lego Mindstorms, M-Bot, Arduino and Bee-Bot are tools with a block-based coding interface. While there was no consensus on the scope and measurement of CT, CT was generally studied within the framework of abstraction, decomposition, algorithmic thinking, and debugging subskills. CT developments were measured through scales and tests consisting mostly of multiple-choice and open-ended questions. The research focused on primary and secondary school students while it was limited on preschool level. In addition, studies stating that gender is an effective factor in the development of CT in different age groups are in the majority. Whilst trying to integrate CT into courses in schools, the number of development courses for pre-service and in-service teachers is increasing. Within the framework of the results obtained from the research, the differences in the scope, development, measurement, and evaluation of CT are discussed.