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Destinations have faced boycotts for engaging in behaviour perceived by people to be unacceptable. People observe boycotts as a means to construct an ethical life through their travel purchase decisions. Despite the impacts of boycotts, few studies have been undertaken to understand destination boycotts, particularly the people who participate in boycotts. Framed in ecofeminist theory, this paper presents an analysis of Twitter users who have participated in destination boycott calls focused on China, South Africa, and Spain related to concerns about the welfare of animals. The profiles of 3493 Twitter users who participated in tourism boycott calls were analysed using content analysis. Twitter users' profile descriptors align with the characteristics personified in ecofeminist philosophy. Thus, the findings suggest that ecofeminism can be a useful lens through which to understand activism triggered by values embodied in feminism striving towards justice in a tourism context. The findings indicate that the ecofeminist framework is applicable both as a theoretical and practical lens that aids understanding of the kinship between humans, animals, and the environment. The philosophy inherent in ecofeminism provides a strong argument that it is a political enterprise that seeks to empower human and non-human animals to address and change unacceptable practices/policies. [ABSTRACT FROM AUTHOR]

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.