Search

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and up-skilling academic tutors for AI.

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and up-skilling academic tutors for AI.

CCP6 assesses the climate change impacts and risks to ecosystems and human systems in Polar Regions, as well as options for adaptation and climate resilient development.

CCP6 assesses the climate change impacts and risks to ecosystems and human systems in Polar Regions, as well as options for adaptation and climate resilient development.

This paper presents a case study that reflects on teaching an economic unit, Cost-benefit analysis (CBA), to a diverse undergraduate student body at the researcher’s institution. CBA is an applied economic technique that attempts to assess the economic efficiency of proposed public policies through the systematic prediction of social costs and social benefits. Students in this CBA unit are required to complete an online test, CBA report and a final examination. In the CBA Report, the students perform analytical work to explain the relationships among events, identify options, evaluate choices, and predict the effects of actions. This paper investigates the performance of four different student cohorts from 2019 to 2022. This paper aims to understand the differences in undergraduate students’ learning of CBA based on the diversity among students, and in particular whether any specific student demographic (defined by gender, age, course progress level, study load and domestic vs international students) experienced a disproportional impact. The findings are then used to contribute improvement in the teaching and learning of the unit in higher education.

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two ‘approaches’ (the ‘Three Pillars of Trauma-informed Care’ and ‘Trust Based Relational Intervention’) along with associated trauma literature underpinned the development of the MI tool.

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

My doctoral inquiry focused on understanding the experiences of mature aged female higher education students who had experienced domestic violence. Guided by the concepts of Bourdieu’s (1977) capital, field, and habitus this feminist narrative inquiry analysed the life histories of nine women from across the Australian state of New South Wales in relation to their resources and engagement within higher education. The findings presented in this paper point to the women’s success through sheer determination and perseverance, the choosing to limit engagement outside of the classroom, and frustrations over a lack of understanding.

Positioning is a safety measure and a disaster management method used in the mining industry. Therefore, a positioning system is vital to ensure safety and reduce the risks to life of the workers at mine sites. The major challenge with existing positioning systems located in underground mines is the sending the collected positioning data to the positioning server through the energy-constrained, stationary wireless network nodes. This research is the first to identify the power challenge in sending positioning data in underground mines. By exploiting the mining environment, the authors of this paper propose to use Bluetooth Low Energy (BLE) communications and a cluster-based miner detection system that reduces the frequency of positioning data transmission to the positioning server, hence the burden on the energy-constrained stationary nodes. Furthermore, the proposed architecture minimises the frequency of scanning, which is the highest power-consuming radio state in the BLE wireless protocol. This paper concludes through empirical evaluation that the most power-efficient BLE neighbour discovery configuration for SRNs of the proposed cluster-based data transmission wireless network is to use a 50% duty cycled 10ms scan interval. Moreover, in our future work, we expect to evaluate the power and latency performances of a BLE Stationary Reference Node (SRN) and a mobile Cluster Head node (CH) using an Omnett++ simulation model.

The risk of explosions in coal mines is an important subject that requires a comprehensive understanding of explosion dynamics, mining operations, and mining safety. Recent spontaneous combustion events in New South Wales (NSW) and Queensland have resulted in mine evacuations due to a Trigger Action Response Plan (TARP) being activated at the evacuation level. A sound basis is required for defining the high-risk working zones, mine operational exclusion zones for both emergency activities and mine design considerations, and public exclusion zones during emergency situations. This paper presents a methodology for predicting and defining explosion risk around the coal mine portals developed using Computational Fluid Dynamics (CFD) and experimental results from an advanced blast simulator simulating blast waves exiting a portal entry and propagating over an outside mine site terrain. The methodology can be applied to generate exclusion zones that account for the effects of blast waves emanating from the mine openings. A worked example is provided at the end of the paper as a reference to engineers for the development of mine exclusion zones from blast wave effects.

This paper presents a case study that reflects on teaching an economic unit, Cost-benefit analysis (CBA), to a diverse undergraduate student body at the researcher’s institution. CBA is an applied economic technique that attempts to assess the economic efficiency of proposed public policies through the systematic prediction of social costs and social benefits. Students in this CBA unit are required to complete an online test, CBA report and a final examination. In the CBA Report, the students perform analytical work to explain the relationships among events, identify options, evaluate choices, and predict the effects of actions. This paper investigates the performance of four different student cohorts from 2019 to 2022. This paper aims to understand the differences in undergraduate students’ learning of CBA based on the diversity among students, and in particular whether any specific student demographic (defined by gender, age, course progress level, study load and domestic vs international students) experienced a disproportional impact. The findings are then used to contribute improvement in the teaching and learning of the unit in higher education.

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two ‘approaches’ (the ‘Three Pillars of Trauma-informed Care’ and ‘Trust Based Relational Intervention’) along with associated trauma literature underpinned the development of the MI tool.

This paper explores the ethical quandary faced by researchers whose work advocates for non-human animals and whose results conflict with prevalent anthropocentric societal narratives. To problematise the concept of research bias, we qualitatively analyse contemporary political debates surrounding the treatment of animals to ascertain if, how, when, and by whom research can be conducted with scientific integrity whilst advocating for more ethical treatment of other animals. By taking a holistic approach to the issues of bias presented within the remit of human-animal studies (research concerning human-animal relations), this paper firstly addresses the historic ways in which accusations of bias are interwoven within the animal protection movement. We then explore the ongoing ways in which research concerning animal interests are politically targeted due to the threat such research presents to anthropocentric governing policies and societal practices. Finally, we analyse the legitimate causes of bias represented within the emerging field of human-animal studies. Overall, this paper highlights the pitfalls of research that advocates for animals whilst revealing the actual issues of bias that warrant further attention by the academic community.

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

This study provides an overview of corruption in Timor-Leste. The extent of corruption in the government and public service. This paper asks: who are the stakeholders? How can they work together? How do these actors manage or fail to manage corruption? More broadly, which successful collaboration mechanisms can be identified from the literature about how to reduce corruption? To provide an answer, in this paper, the literature on an overview of Timor-Leste (TL) corruption is extensively reviewed, with a focus on five particular sectors: an overview of corruption in Timor Leste, primary drivers of corruption, corruption in crucial sectors, legal and institutional framework, other stakeholders, lesson learned from Developed Countries. The paper gives solutions include the nine broad areas of corruption risk mapping, subsidy registers and sunset clauses, transparency initiatives, anti-corruption laws, shared-ownership models between fragile developing countries, partnership with developed countries as continues learning and improvement, national and local culture sensibilities, international connectivity of public corruption perception index, and invested in human capital development.

The aim of this paper is to analyze the phenomenon related to business ethical purposes from a different perspective, using the philosophical lens developed by Immanuel Kant. This work is also oriented to identify the most important research topics related to business ethics through the combination of a different framework. The present paper intends to offer a conceptual contribution to the ongoing debate on the theme of ethics in corporate social responsibility, highlighting the main problematic aspects that emerge from the analysis of the literature and the observation of reality in the light of the philosophical framework of Kant. This paper, therefore, examines and applies the deontological view of Kant and his distinction between the ‘categorical’ and ‘hypothetic’ imperative. This ethical view is useful to prevent instrumental acceptance of ethical codes and sustainability reports; in fact, during the making of the work, several well-known practices are presented, which are far from behaving in a moral way (i.e., General Electrics, Lehman Brothers, and so on).

The Defined Benefit Division of UniSuper is a large defined benefit superannuation scheme in Australia for public universities. Unlike public service superannuation schemes in Australia, it is not guaranteed by the employers. This has previously led to a reduction in benefits of the scheme due to expected funding shortfalls. This paper examines longstanding and more recent issues with the funding of the Defined Benefit Division. Recent changes to superannuation laws in Australia may result in further benefit reductions for the scheme in the future. Should new eligible employees join the Defined Benefit Division? What form of retirement benefit should be taken by retiring Defined Benefit Division members? The paper examines these two key questions. Employees who are contemplating joining the Defined Benefit Division, or those Defined Benefit Division members about to retire, have some very important decisions to make.

This study provides an overview of corruption in Timor-Leste. The extent of corruption in the government and public service. This paper asks: who are the stakeholders? How can they work together? How do these actors manage or fail to manage corruption? More broadly, which successful collaboration mechanisms can be identified from the literature about how to reduce corruption? To provide an answer, in this paper, the literature on an overview of Timor-Leste (TL) corruption is extensively reviewed, with a focus on five particular sectors: an overview of corruption in Timor Leste, primary drivers of corruption, corruption in crucial sectors, legal and institutional framework, other stakeholders, lesson learned from Developed Countries. The paper gives solutions include the nine broad areas of corruption risk mapping, subsidy registers and sunset clauses, transparency initiatives, anti-corruption laws, shared-ownership models between fragile developing countries, partnership with developed countries as continues learning and improvement, national and local culture sensibilities, international connectivity of public corruption perception index, and invested in human capital development.

The Defined Benefit Division of UniSuper is a large defined benefit superannuation scheme in Australia for public universities. Unlike public service superannuation schemes in Australia, it is not guaranteed by the employers. This has previously led to a reduction in benefits of the scheme due to expected funding shortfalls. This paper examines longstanding and more recent issues with the funding of the Defined Benefit Division. Recent changes to superannuation laws in Australia may result in further benefit reductions for the scheme in the future. Should new eligible employees join the Defined Benefit Division? What form of retirement benefit should be taken by retiring Defined Benefit Division members? The paper examines these two key questions. Employees who are contemplating joining the Defined Benefit Division, or those Defined Benefit Division members about to retire, have some very important decisions to make.

From the perspective of institutional change in IPO regulation, this paper discusses the relationship between IPO pricing regulation and audit fees in China. This paper finds that the audit fees of IPO companies are higher in the stage of pricing regulation in comparison to the stage of pricing marketization. We also find auditors charge higher audit fees for private companies than state-owned companies during the IPO pricing regulation period. Furthermore, in regions with tightened legislation, IPO audit fees are higher in the IPO pricing regulation period.

Geographical Indications (G.I.s) mean a particular product belonging to a specific Geographical Environment, having a specific traditional knowledge which separates it from similar looking products. Certification is beneficial to both the producer as it can ensure him a premium price and the consumer as it generates the willingness to pay higher on quality assurance.GI also facilitates rural sustainable development as its uniqueness generates conservation of the resources in the concerned community. Bibliometric analysis is the scientific analysis of all the academic work done pertaining to a certain topic under study. It streamlines all the work done in a specific field and is also helpful in highlighting the areas where to focus for research. The main objective of this paper is to study the trend of development of the topic through the analysis of the entire academic work done. Data for the period from 2001 to 2021 was collected from web of science database and analyzed by using R package and VOS viewer software. Overall, 194 research papers were shortlisted. GI certification prevents commercial fraud, it ensures Bio-diversity conservation. Academic contribution has been maximum in the year 2019. Most relevant sources were Sustainability, British food journal. Among the most relevant keywords, frequency of words like Geographical Indications, quality, terroir, food, governance, certification, etc were on the higher side. Europe and USA dominate in certifications and contributions to GI Tagging followed by some developing countries like India, Mexico, Brazil. This study holds great relevance to people from all dimensions of life. There is a need to increase research in this area. The study will suggest several new dimensions to research which will be very much beneficial for the academicians, policy makers and particularly the rural community.

The aim of this paper is to analyze the phenomenon related to business ethical purposes from a different perspective, using the philosophical lens developed by Immanuel Kant. This work is also oriented to identify the most important research topics related to business ethics through the combination of a different framework. The present paper intends to offer a conceptual contribution to the ongoing debate on the theme of ethics in corporate social responsibility, highlighting the main problematic aspects that emerge from the analysis of the literature and the observation of reality in the light of the philosophical framework of Kant. This paper, therefore, examines and applies the deontological view of Kant and his distinction between the ‘categorical’ and ‘hypothetic’ imperative. This ethical view is useful to prevent instrumental acceptance of ethical codes and sustainability reports; in fact, during the making of the work, several well-known practices are presented, which are far from behaving in a moral way (i.e., General Electrics, Lehman Brothers, and so on).

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework.

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from defici

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, “Other than scheduling alternatives, what does the block offer HE institutions?”, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more.

The risk of explosions in coal mines is an important subject that requires a comprehensive understanding of explosion dynamics, mining operations, and mining safety. Recent spontaneous combustion events in New South Wales (NSW) and Queensland have resulted in mine evacuations due to a Trigger Action Response Plan (TARP) being activated at the evacuation level. A sound basis is required for defining the high-risk working zones, mine operational exclusion zones for both emergency activities and mine design considerations, and public exclusion zones during emergency situations. This paper presents a methodology for predicting and defining explosion risk around the coal mine portals developed using Computational Fluid Dynamics (CFD) and experimental results from an advanced blast simulator simulating blast waves exiting a portal entry and propagating over an outside mine site terrain. The methodology can be applied to generate exclusion zones that account for the effects of blast waves emanating from the mine openings. A worked example is provided at the end of the paper as a reference to engineers for the development of mine exclusion zones from blast wave effects.

Positioning is a safety measure and a disaster management method used in the mining industry. Therefore, a positioning system is vital to ensure safety and reduce the risks to life of the workers at mine sites. The major challenge with existing positioning systems located in underground mines is the sending the collected positioning data to the positioning server through the energy-constrained, stationary wireless network nodes. This research is the first to identify the power challenge in sending positioning data in underground mines. By exploiting the mining environment, the authors of this paper propose to use Bluetooth Low Energy (BLE) communications and a cluster-based miner detection system that reduces the frequency of positioning data transmission to the positioning server, hence the burden on the energy-constrained stationary nodes. Furthermore, the proposed architecture minimises the frequency of scanning, which is the highest power-consuming radio state in the BLE wireless protocol. This paper concludes through empirical evaluation that the most power-efficient BLE neighbour discovery configuration for SRNs of the proposed cluster-based data transmission wireless network is to use a 50% duty cycled 10ms scan interval. Moreover, in our future work, we expect to evaluate the power and latency performances of a BLE Stationary Reference Node (SRN) and a mobile Cluster Head node (CH) using an Omnett++ simulation model.

From the perspective of institutional change in IPO regulation, this paper discusses the relationship between IPO pricing regulation and audit fees in China. This paper finds that the audit fees of IPO companies are higher in the stage of pricing regulation in comparison to the stage of pricing marketization. We also find auditors charge higher audit fees for private companies than state-owned companies during the IPO pricing regulation period. Furthermore, in regions with tightened legislation, IPO audit fees are higher in the IPO pricing regulation period.

This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, “Other than scheduling alternatives, what does the block offer HE institutions?”, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more.

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework.

India's commitment to Electric Vehicles (EV) is a prime program furthering the country's achievement of Sustainable Development Goal (SDG) number 7. However, in spite of the much-needed policy push, EV adoption in India has been slow, both in private ownership and in public mobility. The average Indian commuter still depends heavily on public transport such as public buses, railways and rickshaws. Thus, the success of the EV transition in India lies in the speed with which e-vehicles can be developed and adopted in public transport solutions. This study assesses the feasibility of converting the public transport fleet (buses and 3 wheelers) into e-vehicles for the city of Pune. Pune records high per capita private vehicle ownership, resulting in high traffic congestion, traffic indiscipline issues and high vehicular fatalities. It is thus imperative that not only should public transport usage increase in the city, but it should also be electric, such that sustainability goals are achieved. This study presents a techno-economic analysis of greening Pune's public transport fleet. This paper begins with section 1, which introduces the EV landscape in India. Section 2 details the Total Cost of Ownership (TCO) framework, which evaluates financial costs associated with EVs in public transport fleets. Section 3 presents model results from the TCO analysis. Payback calculations are also presented to understand the minimum number of years to realise EV investment payback. Section 4 finally concludes this paper by presenting demand-side and supply-side interventions for a speedy EV transition for public transport fleets in Pune Metro Region.

This paper is to establish a fit-for-purpose conceptual framework for the IT Operating model to handle emerging requirements in IT. Currently, there is no standard one size fits all kind of Operating Model. This paper brings a flexible IT Operating model to address emerging requirements. We examined today's various IT operating models suggested by Institutions and experts. Based on our study, we have proposed a conceptual framework for the IT Operating Model by carefully analysing the dimensions and mapping them to elements of IT Strategy and Operations discussed in this paper, giving an adaptive framework that can address various requirements. Our research shows a dearth of consistent framework and definition of an IT Operating Model. Hence, we see many facets of the operating model of organizations. Research, Advisory, and Consulting firms have given definitions and articulated the IT operating model to resolve this challenge. However, they need to be more consistent and address diverse requirements. This paper introduces a conceptual framework of the operating model to address the requirements of digital technology-related disruptions. This paper extends the existing body of knowledge around emerging IT Operating Models, and enhances it to create a conceptual framework. In doing this, we have also tried leveraging the existing knowledge body.

Purpose: Organizations have evolved to be entities that focus primarily on efficient systems and procedures. This approach was followed by devising techniques or methodologies for employees to conform to these systems or processes. The employee orientation has often been to conform to the status quo rather than to challenge it. Most of the managers believe that cohesion at workplace can be achieved through alignment of behaviors at the workplace. Contrary to this belief, Henry Mintzberg explains, that innovative organizations need to be flexible, reject bureaucracy and most importantly; avoid emphasis on control mechanisms. Hence, the perennial relationship between nonconformance and innovative work behavior is at question here. Also, the ninth Sustainable Development Goal (SDG 9) is fostering innovation. This paper attempts to understand and decipher this relationship between constructive nonconformity (CNC) and innovative work behavior (IWB). Methodology/Approach: Primary data was collected using standardized questionnaire(s) that have been tested in varied contexts. The research question was framed as ‘Does constructive nonconformity influence innovative work behavior?’ The study is based on a survey data conducted on over 459 knowledge workers from an ITES firm in Pune. Findings: The findings indicate that characteristics depicted by constructive nonconformists tend to showcase innovative work behavior. If a constructive nonconformist is allowed to thrive in any work environment, then the goal of innovative work behavior can definitely be achieved. Practical Implications: The paper could have profound implications on managerial decision making, especially in the ITES (Information Technology Enabled Services) sector. The sample is from a single sector, i.e., ITES in India. Future research would benefit from examining the above relationships in other sectors. Hence, the scope for future research in this area is enormous, both contextually and conceptually.

This paper is to establish a fit-for-purpose conceptual framework for the IT Operating model to handle emerging requirements in IT. Currently, there is no standard one size fits all kind of Operating Model. This paper brings a flexible IT Operating model to address emerging requirements. We examined today's various IT operating models suggested by Institutions and experts. Based on our study, we have proposed a conceptual framework for the IT Operating Model by carefully analysing the dimensions and mapping them to elements of IT Strategy and Operations discussed in this paper, giving an adaptive framework that can address various requirements. Our research shows a dearth of consistent framework and definition of an IT Operating Model. Hence, we see many facets of the operating model of organizations. Research, Advisory, and Consulting firms have given definitions and articulated the IT operating model to resolve this challenge. However, they need to be more consistent and address diverse requirements. This paper introduces a conceptual framework of the operating model to address the requirements of digital technology-related disruptions. This paper extends the existing body of knowledge around emerging IT Operating Models, and enhances it to create a conceptual framework. In doing this, we have also tried leveraging the existing knowledge body.

Purpose: Organizations have evolved to be entities that focus primarily on efficient systems and procedures. This approach was followed by devising techniques or methodologies for employees to conform to these systems or processes. The employee orientation has often been to conform to the status quo rather than to challenge it. Most of the managers believe that cohesion at workplace can be achieved through alignment of behaviors at the workplace. Contrary to this belief, Henry Mintzberg explains, that innovative organizations need to be flexible, reject bureaucracy and most importantly; avoid emphasis on control mechanisms. Hence, the perennial relationship between nonconformance and innovative work behavior is at question here. Also, the ninth Sustainable Development Goal (SDG 9) is fostering innovation. This paper attempts to understand and decipher this relationship between constructive nonconformity (CNC) and innovative work behavior (IWB). Methodology/Approach: Primary data was collected using standardized questionnaire(s) that have been tested in varied contexts. The research question was framed as ‘Does constructive nonconformity influence innovative work behavior?’ The study is based on a survey data conducted on over 459 knowledge workers from an ITES firm in Pune. Findings: The findings indicate that characteristics depicted by constructive nonconformists tend to showcase innovative work behavior. If a constructive nonconformist is allowed to thrive in any work environment, then the goal of innovative work behavior can definitely be achieved. Practical Implications: The paper could have profound implications on managerial decision making, especially in the ITES (Information Technology Enabled Services) sector. The sample is from a single sector, i.e., ITES in India. Future research would benefit from examining the above relationships in other sectors. Hence, the scope for future research in this area is enormous, both contextually and conceptually.

Geographical Indications (G.I.s) mean a particular product belonging to a specific Geographical Environment, having a specific traditional knowledge which separates it from similar looking products. Certification is beneficial to both the producer as it can ensure him a premium price and the consumer as it generates the willingness to pay higher on quality assurance.GI also facilitates rural sustainable development as its uniqueness generates conservation of the resources in the concerned community. Bibliometric analysis is the scientific analysis of all the academic work done pertaining to a certain topic under study. It streamlines all the work done in a specific field and is also helpful in highlighting the areas where to focus for research. The main objective of this paper is to study the trend of development of the topic through the analysis of the entire academic work done. Data for the period from 2001 to 2021 was collected from web of science database and analyzed by using R package and VOS viewer software. Overall, 194 research papers were shortlisted. GI certification prevents commercial fraud, it ensures Bio-diversity conservation. Academic contribution has been maximum in the year 2019. Most relevant sources were Sustainability, British food journal. Among the most relevant keywords, frequency of words like Geographical Indications, quality, terroir, food, governance, certification, etc were on the higher side. Europe and USA dominate in certifications and contributions to GI Tagging followed by some developing countries like India, Mexico, Brazil. This study holds great relevance to people from all dimensions of life. There is a need to increase research in this area. The study will suggest several new dimensions to research which will be very much beneficial for the academicians, policy makers and particularly the rural community.

India's commitment to Electric Vehicles (EV) is a prime program furthering the country's achievement of Sustainable Development Goal (SDG) number 7. However, in spite of the much-needed policy push, EV adoption in India has been slow, both in private ownership and in public mobility. The average Indian commuter still depends heavily on public transport such as public buses, railways and rickshaws. Thus, the success of the EV transition in India lies in the speed with which e-vehicles can be developed and adopted in public transport solutions. This study assesses the feasibility of converting the public transport fleet (buses and 3 wheelers) into e-vehicles for the city of Pune. Pune records high per capita private vehicle ownership, resulting in high traffic congestion, traffic indiscipline issues and high vehicular fatalities. It is thus imperative that not only should public transport usage increase in the city, but it should also be electric, such that sustainability goals are achieved. This study presents a techno-economic analysis of greening Pune's public transport fleet. This paper begins with section 1, which introduces the EV landscape in India. Section 2 details the Total Cost of Ownership (TCO) framework, which evaluates financial costs associated with EVs in public transport fleets. Section 3 presents model results from the TCO analysis. Payback calculations are also presented to understand the minimum number of years to realise EV investment payback. Section 4 finally concludes this paper by presenting demand-side and supply-side interventions for a speedy EV transition for public transport fleets in Pune Metro Region.

Coal measure rocks tend to have anisotropic and elastically non-linear behaviour. Understanding this is a key to understanding strata behaviour in coal mines. This paper discusses which properties matter and how they can be measured. Some new test methods are introduced. The paper also discusses the relevance of geophysics in determining these properties.

The 70 t Sumo is a resin point-anchored, pre-tensioned, post-grouted hollow cable bolt for tunnel roof support, particularly in poor ground conditions. An innovative ancillary product to the 70 t Sumo is the Booster cable, which is designed to reinforce the Sumo and enhance the systems shear and tensile performance. The Booster cable is an 11 mm 7-wire PC strand with a nominal breaking load of 15 tonnes, which is inserted into the hollow centre tube of the 70 t Sumo after grouting, while the grout is still pliable. Theoretically, the Booster can increase the tensile and shear capacity of the 70 t Sumo by up to 20%. The Booster reinforced 70 t Sumo is useful in high demand conditions where additional support strength is required without the need to install new support. This paper will present results from laboratory tests undertaken to quantify the tensile and shear characteristics of the 70 t Sumo reinforced with the Booster cable. A case study of a support trial using Booster reinforced 70 t Sumo cable bolts at a Dendrobium is also presented in this paper. The Booster cable successfully reduced 70 t Sumo cable bolt densities by 25%, from four cables per meter to three.

Compression wave sonic velocity (Vp) is routinely measured in rock testing laboratories. Shear wave sonic velocity (Vs) measurement for further application to geomechanical studies is not routinely conducted. This paper outlines the establishment of a laboratory testing technique including waveform analysis for the determination of shear wave velocity. The paper outlines the measurement of compressional and shear wave sonic velocities using ultrasonic pulse transmission technique, for several hard rock lithologies recovered during routine (NQ/HQ/PQ) exploration core drilling. Shear wave sonic velocities were measured using a pair of shear piezoelectric transducer elements. Measured shear wave sonic velocities are compared with fundamental and empirical formulas used to predict shear wave sonic velocity, in order to verify the method. This paper discusses the need for an Australian Standard that includes a provision for the measurement of shear wave sonic velocity. Measured results are used to calculate dynamic moduli of rock samples and are compared with static moduli. The application of dynamic moduli to geotechnical characterisation of the rock mass is explored.

This paper discusses the impact of a series of professional development workshops for peer leaders to enhance the student learning experience at an Australian enabling education institution over the period of three years (2019–2021). It reports the impact of these workshops on peer leaders’ professional development and, more importantly, on enhancing the learning experience of students participating in Peer Assisted Study Sessions (PASS). The paper also highlights the effect of this initiative on curricular and teaching practices. The insights for this report are drawn from a wide range of data including student and peer leader surveys, reflections, and teacher commentaries. Via the use of NVivo, qualitative data was coded and organised into themes while quantitative data was used as a reference for the discussion of the identified themes. The findings directly support the recommendation that sufficient and contextualised professional development training be provided to promote peer leaders’ impacts on student learning experience and to provide an important source of reference for curricular and teaching practices.

Purpose: In light of digital advancements, banks need to create customer experiences that strengthen loyalty and trust. For establishing a strong digital banking base, it is crucial for banks to make their processes efficient and fast. The purpose of the paper is to analyze the efficacy of banking functions on implementing Artificial Intelligence for enhancing customer engagement and improving customer satisfaction. It targets banks in metropolitan cities of India having tech-savvy customers, leading a fast-paced life who desire personalization and expect faultless and seamless services. Methodology: The study focusses on front, middle and back-office banking processes. The data for middle and back-office processes is collected through 10 interviews of senior officials and head of IT team in major banks. Literature review and theoretical research is carried out for various international and Indian banks with respect to the integration of AI to improve customer interactions and internal banking processes. For understanding the front-office user experience with AI-Banking, data has been gathered through a survey regarding usage of Chatbots on online banking platforms. A quantitative analysis using the Relative Importance Index reveals major use-cases ranked by customers. Spearman correlation is applied to find the relationship between the two most popular use-cases. Findings: The research paper reveals banking features integrated with AI. Chatbot use-cases on banking platforms are ranked based on customer experience. It is proved that there is a positive correlation (0.247) between the two most popular use-cases. The paper proposes IT Architecture and best practices for the digital banking sector. Practical/Theoretical implications: Based on the complete picture of AI integration with banking operations, evolving Indian banks could focus on the most popular use-cases to attract customers. A comparison with the features developed for various banks may provide a way for

This study aims to assess the impact of Environmental, Social, and Governance (ESG) ratings on the cost of debt of Indian firms from the year 2015 to 2020. One of the challenges that corporate India is going to face moving forward is that regulations with respect to environmental conservation, transparency, corporate social responsibility, and corporate governance will get stricter. This will undoubtedly push the companies to follow better ethical practices, adopt fair employee policies, and safeguard the environmental policies. So, this paper intends to evaluate the ESG lens of Indian companies concerning their financing decisions, viz the cost of debt. The firms under investigation are listed on the NIFTY 500, which reflects the top 500 companies in the eligible universe based on complete market capitalization. Data was sourced from the Bloomberg database. The paper uses cost of debt as the dependent variable; ESG score & individual E, S, G scores as independent variables; Market capitalization, net debt to equity ratio, and percentage of women on board and total debt to total asset ratio as control variables. Since the data was in a panel data format, we performed panel data regression from FY2015 to FY2020, and the method used was Least Squares Method (L.S. and A.R.). Different models were considered and it was found that the cost of debt which is the dependent variable, had a negative coefficient i.e., higher the ESG score, lower the cost of debt component for the firm and according to our model, it could be significantly proven at 10% level.

Among the financial inclusion agenda, financial provisions for the agriculture and rural development sector are more important. In this context, Regional Rural Banks (RRBs) were promoted to support agriculture and rural finance in 1975. This paper is an attempt to evaluate the performance of RRBs concerning their financial performance as well as their performance in meeting the objective of supporting agriculture, microenterprise, and weaker sections finance. This paper has adopted two-stage processes of analysis. In the first stage, Data Envelopment Analysis (DEA) analysis was conducted to evaluate the efficiency of RRBs on four different models i.e. Financial performance, priority sector performance, loans to weaker sections, and agriculture finance. In the second stage, Partial Least Square Structural equation modeling (PLS-SEM) was performed to identify the significance of the linkage between the agriculture, microenterprise, weaker sections, and non-performing assets in defining the financial performance of RRBs. The study's findings suggested that financially RRBs have been more efficient compared to the agriculture finance and loans to weaker sections. The results depict a strong positive significant relationship between agriculture and microenterprise finance on the financial performance of the RRBs. However, the results also depict a non-significant relationship between the weaker sections and non-performing assets on financial performance. This study suggests that RRBs were the victims of poor benchmarking as they were compared with the traditional banking system. They need to be given additional support to promote agriculture and rural lending.