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This paper seeks to illuminate new perspectives on the concept of crisis in globalised higher education (HE) by focusing on knowledge generated by doctoral research. Doctoral research is a significant part of research and knowledge building in HE, particularly in science, and doctoral students contribute to the research capacity and knowledge building of institutions. This source of knowledge offers alternative perspectives on crisis in HE, providing a rich source of research which is often under-consulted. Using the British Library's digital repository EThOS, a collection of around 637,000 doctoral studies carried out in British universities, the research harnesses Generative Artificial Intelligence approaches in order to analyse the ways in which crisis is defined and constructed in doctoral research since 2000. Through a pilot study using a prototype of a new AI tool, the paper offers both conceptual and methodological insights into constructions of crisis in this under-used field of research.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

Orphan works are works that are still protected by copyright and whose owners cannot be identified or located by prospective users for copyright clearance. Many countries have addressed this issue since the emergence of the problem, and it remains a legitimate subject of inquiry in this present day. However, Malaysia is yet to initiate public consultations and formulate legislative and non-legislative solutions to the orphan work problem. Hence, this paper aspires to underline the challenges and obstacles in exploiting the orphan works in Malaysia. It starts with a brief introduction to the orphan works problem and its causes. It further highlights the legal and policy uncertainties about the orphan work phenomenon in Malaysia and its implication to higher learning education. Besides, this paper also examines the current practices in the United Kingdom and Canada. Finally, this paper proposes some suggestions into what Parliament and policymakers have to do and avoid when solving Malaysia's orphan work phenomenon. It is hoped that the access to the orphan works in Malaysia would not be problematised, thereby liberating them from the copyright orphanage.

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article proposes that we should take a broader and more critical approach to the rise of 'digital capitalism', and to the ubiquity of digital media in everyday life. In this sense, the paper argues that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media. This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph are also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

This paper provides a critical analysis of the United Kingdom's higher education Key Information Set (KIS), which was implemented following the 2011 UK White Paper 'Students at the Heart of the System'. It argues that one of the central tenets of the KIS -- providing information that students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further, it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being something of value to society as a whole. It will be of particular interest to academics and policy makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies.

Migrant nurses form an increasing proportion of the nursing workforce, with the United Kingdom (UK) being the third most popular destination for overseas nurses in the world. The migrant nurse workforce is highly susceptible to policy changes at the macro or professional level of the donor and recipient countries. Freedom of information requests were issued to 19 National Health Service [NHS] Trusts in England to determine their involvement in overseas nurse recruitment activity from 1998 onwards. These indicate a notable shift away from active European Union (EU) recruitment and towards overseas countries particularly the Philippines and India. Reasons given were as follows: diminishing returns from EU sources, high attrition among EU nurses and the introduction of English language tests for EU nurses in July 2016. This led to Trusts revisiting their recruitment strategies by increasing more direct/less resource-intensive methods and expanding their focus outside of the EU. Trusts frequently utilised private recruitment companies for their recruitment drives, including consulting and influencing the Trusts' workforce strategies. Policy adjustments have numerous influences on the composition of the overseas nursing workforce. While the NHS continues its efforts in expanding its international nursing workforce, this should not be at the expense of ethical and sustainable recruitment practices, which may be compromised indirectly as a result., (© 2019 John Wiley & Sons Ltd.)

Contemporary North-South research collaborations are fraught with power relations originating in colonialism. Debates about research ethics have tended to turn around the "procedural ethics" formal model and the "everyday ethics" practical model. We build on that to suggest a second debate that scrutinises ethics and power relations not only in the researcher-researched relationship but also in the relationships within research teams and ethics review boards. The research asked: how can we shift power in research to decolonise research and build more equitable partnerships? We explored this with data obtained through collaborative autoethnography in a multi-country development research programme, Evidence and Collaboration for Inclusive Development (ECID). This included regular self-reflective meetings, visual methods, a self-evaluation survey, and blogs addressing power issues. Coordinated from London, the research had all the cards to adopt a 'colonial' gaze in which the North would 'research' the South. The case narrates the journey of the research team to decentralise power in the programme, which included sharing control over the selection of research topics, and the research design, budget, and publications. Drawing from the lessons learned from the research approach that was adopted in ECID, this paper offers an 8-step model towards decolonising research ethics.

Purpose: This paper aims to examine the nature and sufficiency of descriptive information included in open datasets and the nature of comments and questions users write in relation to specific datasets. Open datasets are provided to facilitate civic engagement and government transparency. However, making the data available does not guarantee usage. This paper examined the nature of context-related information provided together with the datasets and identified the challenges users encounter while using the resources. Design/methodology/approach: The authors extracted descriptive text provided together with (often at the top of) datasets (N = 216) and the nature of questions and comments users post in relation to the dataset. They then segmented text descriptions and user comments into "idea units" and applied open-coding with constant comparison method. This allowed them to come up with thematic issues that descriptions focus on and the challenges users encounter. Findings: Results of the analysis revealed that context-related descriptions are limited and normative. Users are expected to figure out how to use the data. Analysis of user comments/questions revealed four areas of challenge they encounter: organization and accessibility of the data, clarity and completeness, usefulness and accuracy and language (spelling and grammar). Data providers can do more to address these issues. Research limitations/implications: The purpose of the study is to understand the nature of open data provision and suggest ways of making open data more accessible to "non expert users". As such, it is not focused on generalizing about open data provision in various countries as such provision may be different based on jurisdiction. Practical implications: The study provides insight about ways of organizing open dataset that the resource can be accessible by the general public. It also provides suggestions about how open data providers could consider users' perspectives including providing continuous support. Originality/value: Research on open data often focuses on technological, policy and political perspectives. Arguably, this is the first study on analysis of context-related information in open-datasets. Datasets do not "speak for themselves" because they require context for analysis and interpretation. Understanding the nature of context-related information in open dataset is original idea.

This paper reflects on a teaching problem highlighted as part of a second-year undergraduate module in sociology, taught at a UK based institution of higher education. The specific teaching problem -- that of student learning as encountered and revealed in seminars -- was nested within other issues; some of which related to the characteristics of the discipline of sociology itself, whilst others, related to more localised issues such as the choice of materials available for students to access and download. Whilst the lecture and course material was fixed, the flexibility of the seminar framework enabled the exploration and implementation of an ad hoc intervention in the form of 'de-classrooming'. This intervention was utilised and developed to enhance the knowledge base and conceptual understanding of the student cohort in relation to "Everyday Life" sociology. The 'declassrooming' intervention proved to be an efficacious pedagogic device, which facilitated dynamic levels of flexibility and creativity by both teacher and learners. As a pedagogic device, it manifested a number of key benefits: such as aiding the clarification of conceptual confusions. Ultimately, the de-classrooming intervention operated to establish an empowered sense of ownership where knowledge and knowledge-generation were concerned, and afforded students unorthodox opportunities for learning enhancement.

People with intellectual disabilities are more likely to experience adverse childhood experiences than those in the general population. Additionally, the conceptualization of 'trauma' is far broader than traditionally understood in order to encompass the far reaching relational nature of people with intellectual disabilities traumatic experiences. This reflective account details the first steps one service took to embrace trauma-informed care as a whole systems approach. The paper is a response to calls following conference presentations about our work, to share the process of the beginning of this journey, it also aims to provide key learning points, practical considerations and questions for reflection in order to support other services to begin their own relationships with trauma-informed care.

Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.

There are theoretical arguments and empirical studies to support the benefits of early participation in an online course. However, little research has been conducted to investigate the relationship between students' early start in online learning and their course performance, which limits its application to online education research and practice. This study aims to fill this gap by examining and quantifying the relationship of early participation in course activities with students' learning performance. Using multilevel logit modeling, the relationship of early participation in online courses and student final performance are modeled with student log data and other individual information from over 30,000 students enrolled in 22 online university courses. Results show that early participation in online course activities is significantly correlated with student final performance. As the first study to quantify the relationship between early participation and students' academic performance, this paper provides important insights for online teaching and learning research.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both OER supply and use. This paper examines an aspect of the supply side of the OER lifecycle--the motives prompting release--and the resultant tensions in the release process. It draws evidence from a major program of OER release projects (UKOER) funded by the UK government. The paper sets the UKOER program within the global context of OER initiatives. It uses grounded theory to identify five candidate motive types. Then, by mapping the actions evident in the UKOER program against an organisational framework derived from an activity system, it examines tensions or contradictions encountered by the projects, revealing unstated motives. The findings will be of interest to funders, institutions and educators releasing OER as they reveal potential limitations and barriers to realising the benefits of OER.

The Confidentiality Advisory Group (CAG) is a specialised body that advises the Health Research Authority (HRA) and the Secretary of State for Health on requests for access to confidential information, in the absence of informed consent from its owners. Its primary role is to oversee the safe use of such information and to counsel the governing bodies mentioned above as to whether such use is appropriate or inappropriate. Researchers who seek access to England or Wales-based confidential data, for medical purposes that are in the interest of the public, are typically required to submit an application to this body. However, it is not always clear to researchers whether requests for access to patient data fit within the remit of the CAG or a Trust's local information governance team. This commentary will, therefore, explore the role of the CAG and reflect on how best to support researchers with this question.

Recent reports on xMOOCs indicate that underprivileged learners in need of higher education have minimally been reached by these courses. While the "open access" agenda is needed to reach such learners, most MOOCs have been developed in societies that have shifted toward the "lifelong learning" agenda. In this paper, xMOOCs are positioned in both the "open access" and the "lifelong learning" agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggest that two of the ten xMOOCs may be adapted for direct use in opening up higher education within the open access agenda, and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.

This paper discusses the ethical issues faced in undertaking research about the role of learning in the subjective experience of chronic illness, where data were taken from social media. Drawing on psychology and education, this paper discusses the ways in which authors from these disciplines are laying the groundwork for legitimate online research by actively debating the public versus private nature of online spaces. The paper explains how this debate informed the development of an ethical approach to research. Relevant ethical guidelines and previous research are used to support the argument that individuals' informed consent is not necessary in online contexts where data exist within the public domain, and where risk of harm to users is low. This paper provides an insight into one educational researcher's journey through the process of doing ethical social media research, and suggests ways forward for others embarking upon that same journey.

The long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in the classroom. Amid a clamour for the banning of mobile phone use in school, it is timely to reflect upon the Utopian dream of an enriched experience of education mediated by computers and consider where it all went wrong. Computer-mediated instruction was supposed to free learners from the constraints which were preventing them from achieving their full potential. The barriers erected by inadequate teaching, impoverished curricula and limited assessment systems would be removed through the introduction of intelligent tutoring systems, worldwide access to information and comprehensive assessment protocols. In reality, the majority of OECD countries are still struggling to ensure that all school leavers have an adequate level of numeracy and literacy to serve their own and the national economy's needs. This paper considers policy and practice in the introduction of digital technologies in schools as recorded in the available research evidence. The data sources are predominantly from the UK with some US examples. What emerges goes to the heart of what is meant by a good education.

Background: Women's pelvic health is a globally important subject, included in international and United Kingdom health policies, emphasising the importance of improving information and access to pelvic health services. Consequences of pelvic symptoms are intimate, personal, and varied, often causing embarrassment and shame, affecting women's quality of life and wellbeing. AIM: To understand the experience of seeking healthcare for stigmatised pelvic health symptoms by synthesising all types of published primary research and mapping the results to behavioural theory, to identify potential targets for intervention. Methods: Systematic search of MEDLINE, CINAHL, PsycINFO, SocINDEX, PubMED databases, CDSR and CENTRAL registers, from inception to May 2023 for all types of research capturing women's views and experiences of seeking help with stigmatised urogenital and bowel symptoms. Studies only reporting prevalence, predictors of help-seeking, non-health related help-seeking, or written in languages other than English, German, French, Spanish and Swedish were excluded. Reference checking and forward citation searching for all included studies was performed. A results-based synthesis approach was used to integrate quantitative and qualitative data. Themes were mapped to the Common-Sense model and Candidacy framework. The Mixed Methods Appraisal Tool was used for critical appraisal. Grading of Recommendations Assessment, Development and Evaluation - Confidence in Evidence from Reviews of Qualitative research for assessing certainty of review findings. Results: 86 studies representing over 20,000 women from 24 high income countries were included. Confidence was high that barriers to help-seeking were similar across all study types and pelvic symptoms: stigma, lack of knowledge, women's perception that clinicians dismissed their symptoms, and associated normalising and deprioritising of low bother symptoms. Supportive clinicians and increased knowledge were key facilitators. Conclusions: Using the Common-Sense Model to explore women's help-seeking behaviour with stigmatised pelvic symptoms reveals problems with cognitive representation of symptom identity, emotional representations of embarrassment and shame, and a subjective norm that women believe their symptoms will be trivialised by clinicians. Together these barriers frustrate women's identification of their candidacy for healthcare. Addressing these issues through behavioural change interventions for women and clinicians, will help to achieve universal access to pelvic healthcare services (United Nations Sustainable Development Goal 3.7). Systematic Review Registration: PROSPERO CRD42021256956. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on the overarching framework of social capital theory, the purpose of this paper is to develop and empirically examine networking behaviour and employability within the higher education context. Design/methodology/approach: In a sample of 376 full-time business students the authors measured perceived employability, networking behaviour, access to information and resources and job-search learning goal orientation (JSLGO). Findings: The authors found networking is related to increased internal and external perceived employability by boosting access to information and resources. The results also demonstrate that networking is positively related to access to information and resources for low and high JSLGO, the relationship being stronger for those with higher levels. Research limitations/implications: The results provide an enriched view of individual networking behaviour by offering an indirect model of networking outcomes and to the graduate employability and social capital literatures. Practical implications: The findings may provide focus for individuals concerned with enhancing their employability and those involved in supporting career guidance. Originality/value: Obvious beneficiaries are students, for whom employment is a key concern, and universities who face increasing pressure to enhance graduate employability whilst resources to do so are diminishing. To this end the authors highlight activities that may develop networking behaviours and JSLGO.

Aims and objectives: This review aimed to demonstrate the self‐care behaviours of first‐generation Chinese immigrants with cardiovascular disease in western countries and identify related cultural factors. Background: Self‐care is the cornerstone to mitigate disease symptoms and maintain health status. Chinese immigrants to western countries, operating within a cross‐cultural context, may find self‐care to manage their cardiovascular disease challenging. Design: An integrative review was conducted. Methods: Seven databases were searched Scopus, ProQuest Health & Medicine, Medline (Ovid), Embase (Ovid), AMED (Ovid), PsycINFO and CINAHL, with output limited to peer‐reviewed studies published from 2000 to 2020 in English or Chinese. Initially, 2037 papers were screened. Six papers were retained and critiqued using the Joanna Briggs Institute critical appraisal tools. Deductive and inductive approaches were utilised to analyse the findings. The PRISMA 2020 checklist informed review reportage. Result: In general, Chinese immigrants with cardiovascular disease took an active role in management of their cardiovascular disease, including through diet and activity adaptation and adherence to western medication. Families also played a significant role in disease decision‐making and management. However, language and cultural barriers impeded their access to health information and resources in host countries. Relevance to clinical practice: Understanding self‐care behaviours and associated cultural factors among Chinese immigrants with cardiovascular disease is important to improve nurses' culturally sensitive practices and provide tailored health education interventions to promote self‐care behaviours among immigrant populations. The scarcity of literature on self‐care behaviours among Chinese first‐generation immigrants with cardiovascular disease indicates the need for further research in this area. Development of culturally and linguistically sensitive health resources and education programs is urgently needed. [ABSTRACT FROM AUTHOR]

Digital skills are an important aspect of ensuring that all young people are digitally included. Yet, there tends to be an assumption in popular discourse that young people can simply learn these skills by themselves. While experience of technologies forms an important part of the learning process, other resources (i.e., access to technology and support networks) plus clear motivations are required. Through in-depth interviews with 20 young people who are digitally excluded, this paper highlights the kinds of digital skills these young people find problematic, and the reasons why they find developing these skills so challenging. We demonstrate how poor access to technology, limited support networks and their current situation prevent these young people from gaining the experiences they need to support the development of their digital skills; and how lack of experience and inadequate skills limit the extent to which they perceive the internet to be valuable in their lives. These individual experiences, shaped very much by the wider social structure of which they are part, show how young people cannot simply be left to learn digital skills by themselves and that intervention is required to try to address some of the digital inequalities apparent in younger generations.

Background The proliferation of 'accessible information' for people with intellectual disabilities in UK health care has accelerated in recent years, underpinned by policy guidance alongside the recent introduction of mandatory standards. However, questions have been raised as to the impact of such resources as a means of enhancing involvement in health care and addressing health inequalities. Objective To review and synthesize the evidence from different approaches used to evaluate the impact of accessible information for people with intellectual disabilities using a meta-narrative approach. Search strategy Literature searches were iterative and incorporated formal databases, grey literature and hand searches alongside more intuitive and opportunistic methods. Inclusion criteria Included English language papers published before December 2015 described the design and evaluation of written information adapted for adults with intellectual disabilities. Data extraction and synthesis We organized the papers into five groups according to similarity in authors' writing styles and presentation, epistemology and theoretical foundations, aims and methodologies, professional and organizational identities. Main results The 42 included papers in the five groupings occupied diverse positions on (i) public communication vs individualized materials, (ii) literacy as decontextualized skills vs social practices and (iii) the expertise of patients vs professionals. There was limited evidence for the impact of accessible health information, notwithstanding the potential benefits associated with their creation. Conclusions Individually tailored information is more likely to meet personalized health information needs for people with intellectual disabilities. The emergence of different social formations in the creation of accessible information has potential for advancing engagement of diverse groups. [ABSTRACT FROM AUTHOR]

Physical activity and healthy eating are important for physical and mental health, yet long-standing inequalities constrain the ability of ethnic minorities in the United Kingdom (UK) to adopt these behaviours. Programmes aimed to improve these behaviours have also often not been engaged with by these communities. This study therefore aimed to: (1) identify the values underlying the physical activity and healthy eating behaviours of UK ethnic minorities and (2) explore how structural, socio-economic and environmental factors interact with these values to influence their physical activity and healthy eating behaviours. The study adopted a relativist ontological and subjectivist epistemological philosophical assumption. Qualitative interviews were used to address research objectives. A total of 10 group and five individual interviews were conducted with 41 participants. All participants were from an ethnic minority background (Black, Asian or Mixed according to the UK Office for National Statistics classification), recruited purposively and aged between 18 and 86 years and were living in England and Wales. Data were analysed using inductive thematic analysis. Community engagement was embedded throughout the study. We found that culture and family, community and social life, and health are important values underlying the physical activity and healthy eating behaviours of UK ethnic minority communities. External factors, including racism and access (geographical, social and economic), interact with these values to drive health behaviours. Using an illustrative guide, we conclude the paper with policy and practice recommendations on how public health programmes on physical activity and healthy eating can be aligned with these values to ensure relevance for ethnic minority communities. [ABSTRACT FROM AUTHOR]

Background and Objectives: Evidence suggests telehealth in speech and language therapy can enhance access to care, cost‐effectiveness and satisfaction. However, little is known about use of telehealth in the United Kingdom. Moreover, many assessments/outcome measures for aphasia have been tested for face‐to‐face administration only, posing challenges to reliable use within the telehealth context. We explored the experiences and views of speech and language therapists (SLTs) working with people with aphasia on using telehealth to conduct assessments/outcome measures, perceived barriers and facilitators in telehealth, and their priorities for research in telehealth aphasia assessment. Method: We explored views of UK SLTs through an online cross‐sectional survey (2021) delivered through the Qualtrics platform. The survey covered three main areas: (i) participant demographics; (ii) experience of using telehealth and doing telehealth assessments with people with aphasia post‐stroke during the COVID‐19 pandemic; and (iii) plans for telehealth post‐pandemic. Response formats included yes/no, multiple choice, 5‐point Likert scales and open‐ended text responses. The survey was expected to take no more than 10 min to complete. Survey data were analysed through descriptive statistics and content analysis of open‐ended questions. Results: One hundred twenty‐four SLTs responded to the survey. The majority (>80%) used telehealth during the COVID‐19 pandemic and >90% planned to continue to use telehealth in the future. The most used platforms were Zoom, Microsoft Teams and Attend Anywhere. Access to internet and telehealth platforms, and practical problems (e.g., difficulties sharing resources online, limited functionality of telehealth platforms for assessment) were common barriers. Therapists highlighted that training, resources and materials that assist the administration of assessments were important. Most participants responded that there was a need for existing measures to be tested for administration via telehealth (n = 68, 70.8%). Participants overall felt there was a need for online interactive assessments, more online resources that have been trialled for use via telehealth, accessible formats for resources for people with aphasia and clear instructions for how people with aphasia can access resources. Conclusions: This study provides new insights into the current use of telehealth assessment with people with aphasia in the United Kingdom and directions for future research. Barriers and facilitators identified can support the implementation of telehealth assessment in SLT services. WHAT THIS PAPER ADDS: What is already known on the subject: The use of telehealth in speech and language therapy has advantages in terms of access to care, cost‐effectiveness and satisfaction with care. However, little is known about the use of telehealth in aphasia rehabilitation in the United Kingdom, especially in the area of assessment and outcome measurement. What this paper adds to existing knowledge: This study identified that the majority (>80%) of aphasia therapists used telehealth during the COVID‐19 pandemic and >90% planned to continue to use telehealth in the future. A need was identified for existing measures to be tested for administration via telehealth and for training, resources (e.g., online interactive assessments) and materials (e.g., accessible formats for people with aphasia). What are the potential or actual clinical implications of this work?: To facilitate the successful implementation of telehealth assessment, there is a need for measures validated for use via telehealth and more online resources that have been trialled for use via telehealth. [ABSTRACT FROM AUTHOR]

This paper reports on a "proof-of-concept" for evidence-informed practice, whereby schools are provided with tailored support in accessing research evidence and help in implementing evidence-based approaches. Two aspects of intermediary brokerage are explored: (a) creating tailored summary materials for schools, based on education research, and (b) developing an iterative process of engagement, whereby leadership teams interact with this information and relate it to practice. The model supports an emerging view of research use as a dynamic and social process, which is enhanced by supportive interactions between research providers and users.

Several movements have emerged related to the general idea of promoting "openness" in science. Research councils are key institutions in bringing about changes proposed by these movements, as sponsors and facilitators of research. In this paper we identify the approaches used in Canada, the US and the UK to advance open science, as a step towards understanding how policy in this area is evolving. The findings highlight three broad patterns across the countries, showing that open science is supported not only be the activities of individual research councils, but also through government mandates and inter-council cooperation. These patterns involve efforts to create a digital infrastructure for open science, to foster open access, and to support open data initiatives.

Nowadays, the use of datasets is of crucial importance for the advancement of educational research. Specifically in the field of Higher Education, many researchers might share through online data repositories their research outputs in order for data to be reusable, accessible and accountable to educational community. The aim of this paper is to describe how web surveys along with the resultant datasets were created and how the datasets might be of some use to other researchers. The questionnaires are focused on examining teachers' and students' views about technology-enhanced teaching and learning when using virtual learning environments (VLEs). The investigation was conducted across three Schools in the same University during the same time period. The datasets may assist other researchers in the development of further educational research concerning the use of technology resulting in more generalisable conclusions.

This paper discusses the provision of easy information about research to people with learning disabilities, their families and supporters. We explore some different ways we have used over the past 25 years, to make sure that research has the greatest impact both in the UK and abroad. We discuss first the process of providing easy-read versions of research at the Norah Fry Research Centre, where two of us, Goodwin and Townsley, worked on a series called Plain Facts funded by the Joseph Rowntree Foundation. We have always used different media such as audio, but more recently, have started to use video as a way of getting information out to people with learning disabilities. We aim to present the "easy information" work done at Norah Fry, to reflect on its impact, and set it within the context of the move towards accessible information more generally, questioning some of the premises about "impact" on which accessible information is based.

Michael Young's work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the "knowledge of the powerful", arguing instead that access and equality for all students are dependent on ensuring that all get access to "powerful knowledge". This paper provides an interpretation of Young's work.

Information poverty is widely recognised as having a negative impact upon peoples' health and wellbeing, and socioeconomic prosperity; however, whilst an issue of significant societal concern evidenced across a wide variety of adult groups and socioeconomic contexts, no studies have been previously undertaken with children. This appears a significant oversight given that many children across the globe are considered multi-dimensionally poor. This study thus sought to explore the possibility of information poverty amongst children. One hundred fifty-six children (aged 6–8) from five UK primary schools participated in a series of practical exercises exploring their information behaviours, and 34 parents and teachers were interviewed to provide further insights. Finding's evidence self-protective information behaviours and unmet information needs amongst children aged 6–8; both characteristics of an impoverished information state. Whilst much can be explained in developmental terms (i.e. in relation to child age and emergent literacies), much can also be explained in information poverty terms encompassing issues of both information access and use. Notably, approximately half of our child participants considered themselves to be, in general, unsuccessful information seekers; and contrasts with the views of our adult participants who majority believed that children are, in general, successful information seekers. This paper provides the first evidence of information poverty in young children, and provides further insights into the role of parents in supporting their children's information needs and shaping their developing information behaviours, with parental mediation of child media use appearing particularly problematic. Enduring inequalities in information access are also highlighted. Beyond call for further global research, a public communication campaign to increase awareness of child information poverty and contributory factors is recommended as an immediate priority. [ABSTRACT FROM AUTHOR]

Background Patients often carry medication lists to mitigate information loss across healthcare settings. We aimed to identify mechanisms by which these lists could be used to support safety, key supporting features, and barriers and facilitators to their use. Methods We used a mixed-methods design comprising two focus groups with patients and carers, 16 semistructured interviews with healthcare professionals, 60 semistructured interviews with people carrying medication lists, a quantitative features analysis of tools available for patients to record their medicines and usability testing of four tools. Findings were triangulated using thematic analysis. Distributed cognition for teamwork models were used as sensitising concepts. Results We identified a wide range of mechanisms through which carrying medication lists can improve medication safety. These included improving the accuracy of medicines reconciliation, allowing identification of potential drug interactions, facilitating communication about medicines, acting as an aide-mémoire to patients during appointments, allowing patients to check their medicines for errors and reminding patients to take and reorder their medicines. Different tools for recording medicines met different needs. Of 103 tools examined, none met the core needs of all users. A key barrier to use was lack of awareness by patients and carers that healthcare information systems can be fragmented, a key facilitator was encouragement from healthcare professionals. Conclusion Our findings suggest that patients and healthcare professionals perceive patient-held medication lists to have a wide variety of benefits. Interventions are needed to raise awareness of the potential role of these lists in enhancing patient safety. Such interventions should empower patients and carers to identify a method that suits them best from a range of options and avoid a 'one size fits all' approach [ABSTRACT FROM AUTHOR]

Text and data mining activities—that is, the automated processing of digital materials to uncover new knowledge—have become more frequent in all areas of scientific research. Because they require a massive use of copyrighted work, there are evident conflicts with copyright legislation. Countries at the forefront of research and development have begun to address this issue. This paper presents the basic aspects of legislation applicable to text and data mining activities. It offers a detailed comparative analysis of the norms of the main jurisdictions that have regulated them to date, highlighting in each case the positive and negative aspects. An adequate knowledge of these laws is not only important for researchers but also important for the academic librarians who provide advice and support in these matters. [ABSTRACT FROM AUTHOR]

Purpose: This paper discusses an original theory of information exclusion and information inclusion, which explains how information interactions can be structured in ways that either exclude or include people seeking asylum. Design/methodology/approach: This theory was developed through an ethnographic study of the information experience of people seeking asylum in the United Kingdom. Fieldwork involved participant observations, participatory research workshops and semi-structured interviews, analysed using a constructivist grounded theory approach. Findings: People seeking asylum are confronted with two main information environments: the asylum system and the local third sector. Each environment frames contrasting information access, sharing and literacy practice modalities: the former produces information deprivation, information sharing agency denial and a fracturing information literacy practice; the latter facilitates multiple information affordances, information sharing agency promotion, and both local and heritage information literacy practice promotion. Our theory of information exclusion and information inclusion describes how through these modalities, an information environment can either promote or preclude inclusion. Originality/value: Previous information studies of migration tend to conceptualise social ex/inclusion as a linear journey. Our theory originally frames this as a non-straightforward and conflicting process, allowing to better understand the experience of people who are not simply either socially excluded or included, but may experience both states depending on context. It also shows that exclusion is not a matter of fact and is not fundamental to asylum systems: it is produced by specific policies and procedures and can therefore be changed. Thus, this theory provides conceptual tools for researchers to investigate the information experience of individuals moving between conflicting information practices, and for civil society actors and policymakers to document exclusionary information practices and design inclusive ones. [ABSTRACT FROM AUTHOR]

There has been a strong policy emphasis over the past decade on optimising patient‐centred care and reducing general practitioners' (GPs') workload by extending community pharmacy services and collaboration between pharmacists and GPs. Our aim was to review current evidence of pharmacists' and GPs' views of extended community pharmacy services and pharmacists' roles in the United Kingdom (UK). A systematic review was undertaken looking at UK studies investigating pharmacists' and/or GPs' views of community pharmacy services or roles from 2005 to 2017. A range of databases were searched including EMBASE, PubMed, Scopus, Web of Science, International Pharmaceutical Abstracts (IPA), PsycINFO, Science Direct and The Cumulative Index to Nursing and Allied Health Literature (CINAHL). In addition, reference lists of included studies were screened and grey literature was searched. Following the application of inclusion/exclusion criteria, the quality of papers was critically analysed, findings were extracted into a grid and subjected to narrative synthesis following thematic analysis. The search strategy yielded a total of 4,066 unique papers from which 60 were included. Forty‐seven papers covered pharmacists' views, nine combined both pharmacists' and GPs' views and four covered GPs' views. Study designs included interviews (n = 31, 52%), questionnaire surveys (n = 17, 28%) and focus groups (n = 7, 12%). Three main themes emerged from the data: "attitudes towards services/roles", "community pharmacy organisations" and "external influences". Pharmacists and GPs perceived a number of barriers to successful implementation and integration of pharmacy services. Moreover, collaboration between pharmacists and GPs remains poor despite the introduction of extended services. Overall, extending community pharmacy services require quality‐driven incentives and joint working between community pharmacists and GPs to achieve better integration within the patient's primary care pathway. [ABSTRACT FROM AUTHOR]

Background: Whilst research into the wide‐ranging needs of family members following traumatic brain injury (TBI) is well established, investigation into the specific needs of families in relation to supporting cognitive–communication difficulties, relationships and social participation is limited. Aims: To identify the family needs for cognitive‐communication difficulties following TBI and to explore whether current services are meeting these needs. Methods & Procedures: Following a successful pilot, family members from the UK and Australia were invited via posters, social media and e‐mail to take part in an anonymous, communication needs survey. Data arising from the thirty two closed questions (six eligibility, nine demographic and seventeen needs questions) were analysed using SPSS descriptive statistics. Data arising from one open question were analysed using qualitative content analysis. Outcomes & Results: A total of 102 family members from the UK (n = 89, 87%) and Australia (n = 13, 13%) completed the survey. The majority of respondents were female (n = 76; 75%), between the ages of 30 and 69 (n = 88; 87%), and either a parent or a partner of the person following TBI (n = 78;76%). Respondents rated information about expected recovery from cognitive‐communication difficulties and training in helpful strategies as their most important needs. The majority of respondents (more than 60%) were not satisfied that any of their cognitive–communication needs had been fully met and high levels of unmet need remained evident at three years or more post‐injury. Written information, communication partner training and counselling were identified as key supports. Conclusions & Implications: Families report high levels of unmet need for managing cognitive‐communication difficulties following TBI. Access to written information and communication partner training should be available to families at various time points following TBI and not just in the early stages. What this paper addsWhat is already known on this subjectAttempting to support a person who has cognitive‐communication difficulties following TBI has been found to be highly burdensome for family members. However, few studies have asked how families perceive their needs in relation to cognitive‐communication difficulties or measured how well current services are meeting their needs.What this paper adds to existing knowledgeThis study demonstrates that current speech and language therapy services are not yet meeting the needs of the relatives of individuals with cognitive‐communication difficulties following TBI. Important insights into the information, training and support families' rate as important are identified in addition to how these needs develop over time.What are the potential or actual clinical implications of this work?Speech and language therapy service design requires to reflect the ongoing nature of familial needs for cognitive‐communication difficulties following TBI. Families require access to appropriate literature, speech and language therapy support, and communication partner training in the longer term, not just in the acute phase. [ABSTRACT FROM AUTHOR]

Background: Autistic people require varying levels of support at different stages of their lives. Yet, the healthcare needs of autistic adults are largely unmet. Speech and language therapy (SLT) is one healthcare service that has an important role in supporting autistic people: both with initial diagnosis, and with the ongoing support needed to navigate different communicative challenges across the lifespan. Despite recommendations for such support, currently there is no clear SLT pathway for autistic adults, and a lack of established approaches to support autistic adults' speech, language and communication needs. Aims: To seek autistic adults' views on (1) their communication skills and support needs; (2) the type of support SLT could offer; and (3) how such support could be provided. Methods & Procedures: A total of 18 autistic adults were interviewed in their preferred mode of communication (e.g., face to face, phone call, text messaging, e‐mail), expressing their views on their communication skills and needs. Interview data were analysed using thematic analysis. Outcomes & Results: Autistic adults presented complex views on communication, identifying the benefits of communication, while also emphasizing the significant negative impact that communication difficulties can have on their everyday lives. Identifying a range of internal (e.g., personal feelings) and external (e.g., the communication partner) factors, they highlighted the need for support at both individual levels (for specific life situations) and broader societal levels (to increase awareness and acceptance of communication difficulties). Conclusions & Implications: Considering the negative impact that communication difficulties can have for autistic adults, a need for support was emphasized. Despite recognition of this need within current legislation (in the UK) and positive steps toward providing support, more needs to be done. As experts in supporting individuals with communication difficulties, speech and language therapists could play a pivotal role in providing support at an individual level, as well as increasing awareness of communication differences more widely. What this paper addsWhat is already known on this subjectThere is a growing population of autistic adults with unmet support needs. A core characteristic of autism is difficulty with neurotypical social communication and interaction, which persists into adulthood and impacts across various life domains.What this paper adds to existing knowledgeAutistic adults outlined the types of communication difficulties they experience, and how these can negatively impact on physical and mental health. Results highlight how these difficulties are not just rooted within the person themselves but can be influenced by external factors (e.g., the environment and the communication partner).What are the potential or actual clinical implications of this work?Some autistic adults may benefit from direct support from SLT services. However, increased awareness and respect for communication differences at a broader societal level is also needed. Speech and language therapists can play an important role in increasing this level of awareness, positively highlighting differences in communication and ways to support people with communication difficulties/differences. [ABSTRACT FROM AUTHOR]

The Snowden revelations concerning the use of bulk surveillance have uncovered shortcomings in the existing intelligence oversight architectures in several leading democracies and confronted them with a variety of new challenges generated by rapid technological advances. The impact of the disclosures has also been reflected in scholarship, namely in the way intelligence oversight is being reconceptualized as a broader form of governance beyond legal compliance. This article examines the case of the UK and investigates instances when the two main oversight institutions, namely IPCO and the ISC, have been shaping the public debate through their published reports and their engagement with civil society actors. The paper argues that oversight institutions are better equipped for shaping the democratic debate on bulk surveillance than any other societal actors due to their configuration of institutional features and statutory power. Empowering existing or creating new independent oversight entities with access to classified information and reliant on technical expertise is the way forward for democratic governance of intelligence services. [ABSTRACT FROM AUTHOR]

Complementary feeding is the process of introducing solid foods to milk‐fed infants (also known as weaning). Current UK guidance states that complementary feeding should occur around 6 months but not before 4 months. This systematic review explores how parents in the UK, with an infant under 24 months of age, engage with sources of information and advice about complementary feeding. Engaging with sources of information can influence parents' feeding choices and so a better understanding of parents' information behaviours can improve service provisions. Six databases were searched, identifying 15 relevant qualitative studies with the predefined criteria. Data from each study were coded line by line allowing for a synthesis of higher analytical themes. Using thematic synthesis, four main themes were observed: (1) trust and rapport—parents valued information from a trusted source (2), accessibility—information needs were often time sensitive, and parents showed varying levels of understanding, (3) adapting feeding plans—often influenced by practicalities (4), being a good parent—feeding plans were changed to comply with societal ideas of 'good parenting'. The review concluded that parents receive information and advice about complementary feeding from multiple sources and are highly motivated to seek further information. The scope of this novel review explored the parental experience of finding, receiving and engaging with information sources and how this may or may not have influenced their feeding behaviours. The review has provided a new perspective to add to the growing body of literature that focuses on the experience of feeding an infant. Key messages: This review found that parents held the NHS services in high regard but did not always seek information from healthcare providers due to accessibility issues, preferring the instant nature of online sources.Parents were more likely to accept information or advice if a rapport was built and non‐judgemental approach was adopted as it protected the parental identity while providing information about complementary feeding.Accessibility of information was important as sources were not always convenient for parents to access or in an understandable format which may reduce adherence to complementary feeding guidelines. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present a case study of work performed at the London School of Hygiene and Tropical Medicine to set-up a Research Data Management Service and tailor it to the needs of health researchers. Design/methodology/approach – The paper describes the motivations for establishing the RDM Service and outlines the three objectives that were set to improve data management practice within the institution. Each of the objectives are explored in turn, stating how they were addressed. Findings – A university with limited resources can operate a RDM Service that pro-actively supports researchers wishing to manage research data by monitoring evolving support needs, identifying common trends and developing resources that will reduce the time investment needed. The institution-wide survey identified a need for guidance on developing data documentation and archiving research data following project completion. Analysis of ongoing support requests identifies a need for guidance on data management plans and complying with journal sharing requirements. Research limitations/implications – The paper provides a case study of a single institution. The results may not be generally applicable to universities that support other disciplines. Practical implications – The case study may be helpful in helping other universities to establish an RDM Service using limited resources. Originality/value – The paper outlines how the evolving data management needs of public health researchers can be identified and a strategy that can be adopted by an RDM Service to efficiently address these requirements. [ABSTRACT FROM AUTHOR]

Purpose - Increasing longevity, while welcome, has far-reaching implications for the social contract between generations. These include eye-watering costs for health and social care, intense pressure on the old-age dependency ratio, changing power relations in politics and voting, and increasing pressure on in-work families. In a period of austerity, policy makers have chosen to protect older generations' benefits and paid for this by slashing benefits for the young, in spite of growing evidence that wealth distribution has changed with older generations becoming wealthier than once thought. The paper concludes that age alone can no longer be used as a proxy for need. The paper aims to discuss these issues. Design/methodology/approach - This discussion paper uses original quantitative research and analysis undertaken by the Intergenerational Foundation (IF) (www.if.org.uk) which includes Freedom of Information requests to government departments. It brings together the think tank's research into demographics, ageing, policy, government debt and liabilities, benefit reform and spending patters in order to investigate the changing distribution of wealth across the generations. Findings - It is clear that with changing distributions of wealth that age alone can no longer be used as a proxy for need. While older generations are becoming wealthier younger generations are becoming increasingly burdened by debt, with poorer prospects and being asked to maintain the current status quo. Originality/value - The paper contains original research conducted by the IF (www.if.org.uk) into spending patterns across the generations and annual public sector pensions. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to report the findings from research into 40 serious case reviews (SCRs) involving adults who self-neglect. Design/methodology/approach -- The study comprised analysis of 40 SCRs where self-neglect featured. The reviews were found through detailed searching of Local Safeguarding Adult Board (LSAB) web sites and through contacts with Board managers and independent chairs. A four layer analysis is presented of the characteristics of each case and SCR, of the recommendations and of the emerging themes. Learning for service improvement is presented thematically, focusing on the adult and their immediate context, the team around the adult, the organisations around the team and the Local Safeguarding Board around the organisations. Findings -- There is no one typical presentation of self-neglect; cases vary in terms of age, household composition, lack of self-care, lack of care of one's environment and/or refusal to engage. Recommendations foreground LSABs, adult social care and unspecified agencies, and focus on staff support, procedures and the components of best practice and effective SCRs. Reports emphasise the importance of a person-centred approach, within the context of ongoing assessment of mental capacity and risk, with agencies sharing information and working closely together, supported by management and supervision, and practising within detailed procedural guidance. Research limitations/implications -- There is no national database of SCRs commissioned by LSABs and currently there is no requirement to publish the outcomes of such inquiries. It may be that there are further SCRs, or other forms of inquiry, that have been commissioned by Boards but not publicised. This limits the learning that has been available for service improvement. Practical implications -- The paper identifies practice, management and organisational issues that should be considered when working with adults who self-neglect. These cases are often complex and stressful for those involved. The thematic analysis adds to the evidence-base of how best to approach engagement with adults who self-neglect and to engage the multi-agency network in assessing and managing risk and mental capacity. Originality/value -- The paper offers the first formal evaluation of SCRs that focus on adults who self-neglect. The analysis of the findings and the recommendations fromthe investigations into the 40 cases adds to the evidence-base for effective practice with adults who self-neglect. [ABSTRACT FROM AUTHOR]

Hannah Ellis and Peter Ellis discuss the legal precedent relating to confidentiality [ABSTRACT FROM AUTHOR]