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This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it,apply it, share it and disseminate it).

The purpose of this study was to examine how secondary students with severe disabilities (i.e., severe intellectual disability or autism, multiple disabilities) participate in extracurricular school clubs. Using a qualitative multiple case design, the experiences of three high school students were examined. Data were collected through interviews, observations, and document reviews. A single-case inductive open-coding strategy was utilized across all data sources in which codes and categories emerged, and a final cross-case thematic evaluation was conducted. The cross-case thematic analysis resulted in the following four overarching themes: (a) going with the flow; (b) social obstacles: on the outside looking in; (c) supports provided: too much, too little, just right; and (d) safety in numbers.

The high-temperature molten metal leakage accident and its secondary accidents have become urgent problems to be solved in the current metallurgical industry because of their destructive power. The description of the high temperature molten metal leakage accident structure is the basis for studying its evolution law. Based on the idea of collection, this article uses multiple case analysis methods to abstract the accident attributes, and constructs an accident institutionalized description framework with the content of accident types, internal attributes, environmental attributes, management attributes, and hazard assessment attributes. A structured description of the leak. Finally, the “4.18” ladle capping accident of Qinghe special steel in Tieling, Liaoning Province was selected for example verification, and the attribute relationship between the primary accident and the secondary accident was analyzed. The research results have reference value for studying the evolution law of high temperature molten metal leakage accidents and making emergency decisions.

Purpose The purpose of this paper is to analyze how the application of gamification promotes employee motivation and engagement in the workplace. This study sought to identify gamification characteristics, examine motivation and engage at work to relate them to different game designs. Design/methodology/approach A qualitative exploratory study of multiple cases involving four companies located in Brazil’s southern region. These companies use gamification with their employees or companies whose business offers gamification solutions focused on people management. Findings This multiple case study presented aspects and different approaches to gamification and serious games. Of the four case studies, the Bravi Quiz application was the most satisfactory case because of its attractive design. Research limitations/implications The research instruments prioritized the topic of gamification with its tools and applicability. The themes of motivation and engagement at work have been addressed but need further research. Practical implications The planning and application of gamification with the appropriate score, feedback and rewards are necessary to promote motivation and engagement in the workplace. Gamification must be linked to its systems and processes on its excellent progress because it is taken in isolation; it does not increase engagement and motivation. Originality/value This is one of the few studies dealing with gamification in human resource management by involving developers/instructors, managers and employees/users and different companies’ tools. This study served as a comparison between the tools of gamification and serious games.

University teaching in STEM has come under increased scrutiny as internationally, a recognition of the importance of a STEM-literate future workforce is becoming clear. In STEM faculties, where change has been historically difficult and the tension between teaching and research more pronounced, this represents a significant challenge. Although there have been no widespread success stories or single models for pedagogical change in STEM in higher education, there have been unique ‘pockets’ of excellence; faculties, groups or individuals that are making a significant difference. In this study, we adopt a multiple case study approach to identify emergent themes underlying ‘pockets of excellence’ at six Australian universities. We argue that the four themes correspond to critical factors; a ‘champion’, support for the champion from the leadership team or a mentor, a critical mass of supporters, and an institutional culture that values the contribution. We find that although change can occur with some of these present, for it to be lasting, all must be emphasised to some degree.

Mental imagery of ‘future selves’ is considered a powerful means for motivating learners, and also teachers, whose own motivation is an important basis for the creation of engaging teaching–learning environments. This multiple case study accompanied Chilean novice teachers of English over 18 months and explores the use of visualizations of teacher selves as a reflection tool in early career development. What images of themselves and their classroom environments do novice teachers create when prompted to visualize themselves as ‘motivating teachers’? What role do these visualizations play in supporting novice teachers in implementing methodological innovations? And do novice teachers value the use of visualizations? Two contrasting cases demonstrate variability in the evolution of visions, and illustrate how these can fulfil different roles in assisting teachers during their induction phase.

Background/aims Healthcare professionals play an important role in vocational rehabilitation for people receiving welfare support. The research questions for this study were: how do qualified healthcare professionals operate in UK welfare-to-work settings? What factors influence healthcare professionals' practice within a UK welfare-to-work setting? Methods A qualitative methodology was adopted. Four semi-structured interviews were conducted and additional documents (the awarded Work and Health Programme bids and job descriptions) about the healthcare professionals' roles were reviewed. Inductive thematic analysis was undertaken. Results Five themes were generated from the interview data: supporting frontline staff to understand clients' health needs; moving clients with complex needs closer to work; getting it right for the client by individualising support; gaining consent and maintaining confidentiality; and seeking and organising clinical supervision. These themes were corroborated with the document data. Conclusions Healthcare professionals have a key role within welfare-to-work provision. Further research is needed to determine if the proposed healthcare professional roles have come to fruition, to identify their prevalence, and to explore their effectiveness.

Enterprise resource planning (ERP) systems are complex systems that face a high probability of failure, which require careful development by university management. This study aims at exploring the application of ERP implementation life cycle processes in the context of the higher education sector (HEIs). The study employed a multiple case study approach and semi-structured interviews with a number of information system managers, and other professional services managers across three HEIs from Jordan. Results indicate that ERP implementation life cycle consists of three phases and eight stages. Updating six stages identified in previous research, this study suggests two additional major stages, namely “testing” and “go live.” The proposed model in this study can be used by senior management, technical, and academics as clear guidelines while adopting and implementing ERP in the HEIs. Little is known of the application of ERP implementation life cycle processes in the context of HEIs. The study makes a unique contribution in two facets: first, its application to the HEIs with its specific features in comparison to business sector; and second, the study suggests two additional major stages to the traditional phases model for ERP.

This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the Covid-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers’ journals, instructional designs for online teaching, and online classroom observation. The findings reveal that the participants went through a transition from neglecting assessment to overdoing assessment in their online teaching process. Whilst they used a range of online assessment methods, they did not systematically incorporate online assessment into their online curricula. Analysis shows that this issue is most likely to result from teachers’ lack of understanding of the nature of online assessment as an intrinsic component of curriculum and a major means of enhancing students’ learning. Implications will be discussed.

PurposeLittle is known regarding triggers in the adoption of governance practices within family businesses. Enterprises can implement governance practices to avoid re-arising conflicts lived in the past. Moreover, the type of conflicts experienced can determine the order in which different types of governance practices are adopted, another issue that requires further investigation. To address these knowledge gaps, this study gathers evidence into how the adoption of governance practices is linked to the conflicts experienced in family businesses and how this adoption evolves.Design/methodology/approachA multiple case study was conducted with 15 family businesses in the agricultural sector. The conflicts experienced throughout the enterprises' trajectories and the governance practices adopted were analysed and classified according to their relationship with the family, business and ownership subsystems.FindingsThe study shows that there is no direct link between the conflicts experienced and the governance practices adopted in family businesses. The most recurrent conflicts have to do with the relationship between family and ownership; however, the adoption of governance practices is centred on the relationship between business and ownership. The practices that mediate the relationship between family and business are adopted second, and the practices that mediate the relationship between family and ownership are adopted last.Originality/valueThe study applies a classification of conflicts and governance practices that adjusts to the complexity of the family business. The research contributes to the field by providing an understanding of the integration of knowledge about the family business, governance systems and conflict.

ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

BACKGROUND There is increasing evidence regarding the wound healing potential of platelet-derived autologous by-products. We provide preliminary data regarding the use of a new plasma rich in growth factors-derived autologous topical ointment for the management of hard-to-heal wounds. CASES Four patients suffering from difficult-to-heal wounds were treated with the autologous ointment. Within 2 to 8 weeks, all wounds healed completely with no signs of infection or functional impairment of the affected limbs. No adverse events were reported. CONCLUSION Randomized and controlled trials are needed to determine the clinical efficacy of the autologous ointment. Nevertheless, results from this multiple case series indicate that this approach may be useful for accelerating the re-epithelization of difficult-to-heal wounds.

El presente estudio forma parte de un estudio más amplio sobre enfermedades poco frecuentes (EPF) e inclusión educativa. La respuesta educativa al alumnado con enfermedades poco frecuentes, también denominadas raras, minoritarias o de baja prevalencia, implica un abordaje integral desde el ámbito educativo, sanitario y psicosocial que supone un reto para los procesos de inclusión que se desarrollan en muchas escuelas. El objetivo de esta investigación es analizar cuáles son los procesos educativos que favorecen la inclusión del alumnado con enfermedades poco frecuentes en las aulas ordinarias. La metodología de estudio de casos múltiples, permite analizar en profundidad los procesos inclusivos desarrollados en tres centros educativos ordinarios de la Comunidad Valenciana que escolarizan alumnado con EPF. Se trata de una investigación cualitativa que recoge la voz de equipos directivos, personal docente y no docente, familiares y alumnado con EPF mediante entrevistas y grupos focales. Los resultados muestran qué procesos desarrollados en las escuelas garantizan la presencia, participación y aprendizaje del alumnado con EPF. Las conclusiones ponen de relieve la importancia de la planificación y la coordinación de los agentes implicados, la organización de los apoyos, sobre todo los específicos, y abre la discusión sobre los dilemas que plantea la evaluación de los aprendizajes. This study is part of a larger study on rare diseases (RD) and educational inclusion. The educational response to students with rare diseases, also known as rare, minority or low prevalence diseases, implies a comprehensive approach from the educational, health and psychosocial fields that challenges the inclusion processes that are developed in many schools. The aim of this research is to analyse which educational processes favour the inclusion of students with rare diseases in ordinary classrooms. The methodology of multiple case studies allows for an in-depth analysis of the inclusive processes developed in three ordinary schools in the Valencian Community that educate students with RD. This is a qualitative study that brings together the voices of management teams, teaching and non-teaching staff, families and students with RD through interviews and focus groups. The results show which processes developed in the schools guarantee the presence, participation and learning of the students with RD. The conclusions highlight the importance of the planning and coordination of the agents involved, the organisation of support, especially specific support, and open up the discussion on the dilemmas posed by the evaluation of learning

Engineering design has a major impact on downstream performance, but is often guided, in both procurement and solution type, by intuition rather than a solid science base. Engineering is also increasingly collaborative, crossing organisational boundaries. However, the long-term close partnerships, as often proposed, are difficult to achieve in the context of individual engineering projects. Building on concepts related to investments in specific assets, this study describes the underlying characteristics of engineering design investments and then prescribes the relational investment and contract forms to select them, thereby contributing to our understanding of the engineering design and relational investments that can and should be made. We undertook multiple case study research, which is presented in two phases. The descriptive phase identifies positive outcomes for solutions based on off-the-shelf designs with fixed price mechanisms, for solutions based on adaptive designs with target cost mechanisms, and for bespoke solutions contracted either on cost-plus mechanisms or, if in bite-sized pieces, on fixed price mechanisms. Negative performance outcomes were found for adaptive solutions with Fixed Price mechanisms. A prescriptive phase, yielding a visualized model, then offers guidance for relational investments and contract mechanisms that are suitable for different engineering designs. Applicability zones and three potential transitions to challenge and guide current practice are developed to inform decision making.

The review analyzes the data of scientific publications on the effects of molecular mechanisms initiated by physical exertion on thefunction of the cardiovascular system and the course of cardiac diseases. As practice and a number of evidence-based studies haveshown, the beneficial effects of physical activity on the outcomes of diseases in a number of cardiac nosologies are comparable todrug treatment. Numerous mechanisms mediate the benefits of regular exercise for optimal cardiovascular function. Exercises causewidespread changes in numerous cells, tissues, and organs in response to increased metabolic demand, including adaptation of thecardiovascular system. Physical exercises, which include various types of aerobic exercises of varying intensity and duration, is animportant component of the therapeutic treatment of patients with cardiovascular diseases. Knowledge of the molecular basis ofthe physical activity impact on the cardiovascular system makes it possible to use biochemical markers to assess the effectiveness ofrehabilitation programs.

Aim: Implementation science theories, models and frameworks help to address evidence-practice gaps, which have increasing importance for dietetic practice. This paper aims to provide dietitians with insight into how implementation science can be applied to practice, using multiple ‘real-life’ case studies. Methods: Three case studies were purposively selected across areas of dietetics practice to demonstrate application of commonly-used implementation theories, models and frameworks. Reflections from the authors were provided in response to a structured set of questions outlining how the theoretical approach was selected and used, and considerations for future application. Within and cross-case analysis was undertaken. Results: Dietitians used diverse implementation theories, models and frameworks to identify barriers and enablers, to plan for implementation, and to guide the selection of implementation strategies. Implementation theory was used to evaluate the implementation process in one case study. Cross-case analysis identified that mentoring by those with implementation expertise, multidisciplinary implementation teams, and leadership and investment in research and translation at an organisational and departmental level as key enablers. Conclusions: This paper offers dietitians insight into how implementation science can be applied to improve the uptake of evidence-based practices within nutrition and dietetics, and suggests that there needs to be investment in implementation science as a foundation science within nutrition and dietetics, including education, training and mentoring for dietitians.

Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from tutoring to mentoring to also describe the affective and relational dimensions of peer literacy teaching. In our analysis, we explore how two 11th graders positioned themselves as readers and mentors in a cross-age literacy mentorship class in a public high school in the northeastern United States. Data sources include mentor interviews, field notes, and artifacts. Our multiphase coding process identified three main themes: the importance of (a) texts and (b) relationships and reciprocity to mentors’ positioning, and (c) complexities of the mentor position. Findings suggest that school-based opportunities for youth to work collaboratively to understand their own and others’ reading processes may contribute insights into both the affective and the cognitive aspects of peer literacy teaching.

The new marketing myopia portrays companies that focus excessively on the customer, neglecting other stakeholders' demands that can transform the market and lead companies to failure. Although this discussion is present in marketing literature, researchers and marketers miss trails to identify new marketing myopia. This study aims to analyze business strategies under the new marketing myopia perspective. Qualitative and descriptive research was undertaken through a multiple case study of five South American companies acknowledge by Forbes for the customer orientation. This study demonstrates the companies' difficulty to equilibrate customers and other stakeholders’ demands to define their business strategies.

A interação Universidade-Empresa (U-E) é propulsora do desenvolvimento científico tecnológico e, consequentemente, econômico e social nos países em desenvolvimento. No Brasil, contudo, esse processo ainda é recente, em parte porque foi em 2004, com a Lei de Inovação Tecnológica nº 10.973, que as universidades passaram a poder licenciar suas propriedades intelectuais e se a estruturar para tanto por meio de Núcleos de Inovação Tecnológica (NITs). Embora a interação U-E, incluindo o licenciamento, promova diversos benefícios, há dificuldades na sua execução, como as apontadas na literatura. Em Mato Grosso do Sul há universidades, com NITs estruturados e que se destacam, especialmente, pelo número de alunos e cursos oferecidos. A pesquisa buscou verificar, nos NITs de quatro universidades, as principais dificuldades que enfrentam no licenciamento, caracterizando-se como estudo de caso múltiplos, com dados advindos de pesquisa documental e entrevistas com os responsáveis pelos NITs. Os resultados revelaram que, dentre as dificuldades encontradas na literatura consultada, algumas delas também são encontradas nos NITs das universidades sul mato-grossenses estudadas, destacando-se a falta de interação U-E no desenvolvimento prévio de pesquisas. Os resultados podem fomentar ações para atenuar ou solucionar tais dificuldades, de forma a facilitar os processos de licenciamento U-E, promovendo benefícios.

Background Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public-private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/Method This qualitative, embedded multiple case study considered in-depth pre- and post-year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school-university-industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions Taking a macro-level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school-university-industry partnerships for engineering education and contribute to the development of collaboration theory. National Science FoundationNational Science Foundation (NSF) [DRL-1657263] Published version This study is based on work supported by the National Science Foundation (DRL-1657263) and does not necessarily reflect the views of the NSF. Thank you to the entire PEERS team and all the participants who took the time to contribute. Open access funding enabled and organized by Projekt DEAL.; Open access funding enabled and organized by Projekt DEAL.

While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

Focussing on the manufacturing industry in China, the study explores factors that contribute to possible implementation gaps between companies’ actual practices and the commonly recognized core qua...

A Capacidade de Inovação (CI) e os Fundamentos Estratégicos (FE) são elementos potencialmente relevantes à diferenciação dos Negócios Tradicionais (NT), pois podem contribuir para a geração de inovação tecnológica. No entanto, uma questão importante é investigar se esses elementos são igualmente importantes para os Negócios de Impacto Social (NIS) que geram inovação social. Nesse contexto, buscaram-se respostas para a questão de pesquisa, como os fundamentos estratégicos (FE) (missão, visão, valores e estrutura) podem contribuir para a capacidade de inovação (CI) de NT e NIS? A fim de buscar resposta a essa questão o objetivo desse estudo é investigar as contribuições dos FE para a mobilização de recursos que fomentam a CI em NT e aqueles que promovem Inovação Social. Nesta pesquisa, de natureza qualitativa e descritiva, adotou-se como método o estudo de caso múltiplo, sendo as unidades de análises: um NT, a BRAILE, e um NIS, o CREN. Os dados foram coletados a partir de entrevistas semiestruturadas e levantamento de documentos. Para a interpretação dos dados, adotou-se a análise de conteúdo com o auxílio do software Atlas.Ti, para a organização e codificação dos dados. Os principais resultados apontam que os FE em todas as suas subdivisões fomentaram a CI nas duas empresas. A pesquisa contribui para o entendimento de que os NIS precisam de uma estrutura organizacional estabelecida, como ocorre nos NT (com fins lucrativos).

Using educational advisors to facilitate the implementation of innovations in schools is a widespread, yet still relatively little studied and understood strategy in reform policies. This article reports on an exploratory, multiple case study on the support provided by external advisors to secondary schools in Flanders (Belgium) on the implementation of a new policy on inclusive education. We found that the form and content of support practices were constituted and determined by four thematic elements: congruency, legitimacy, loyalty, and urgency. Striving for congruency between the agendas of several parties appeared to be an important theme in the interpretations, negotiations, and appreciation of support practices. Furthermore, support practices were found to be constituted by the advisors’ loyalty towards the organisations they worked with. The acquisition of legitimacy as an advisor, necessary for receiving a clear mandate from the school teams, was a third factor. A final key factor in external support practices was the sense of urgency around the agenda of the external support, felt by members of the school team.

The research focused on revealing the practice that causes complaints heard when expropriation projects are implemented in Rwanda. To understand the real problem of claims, the study investigated the valuation methods in use for compensation determination during expropriation projects. To get data for this study, the researcher used multiple case study strategies. Three valuers teaching valuations at the University of Rwanda were the first key informants to discuss the problem of expropriation. Then, ten directors of valuation companies and four expropriating agencies helped to get rich cases upon which results were generalized. Afterwards 36 registered and non-registered valuers were given questionnaires to complete and 449 residents that were expropriated also participated in the study. Findings show that the expropriation projects are not the ones causing complaints. It was revealed that people quarrel due to that they are not given chance to negotiate the mode of taking their properties and choose option of compensation payment. It was discovered that complaints are caused by compensation determination. The payment of compensation is delayed and losses are roughly calculated using 5% of taken property value. Researcher revealed that the complaints are also provoked by non-adherence of professional ethics, applicable valuation methods not suitable to come up with the fair compensation and non-inclusion of affected people in expropriation matters. The challenges during expropriation can be tackled well by making sure that people are well informed on compensation determination and let them choose which option of compensation payment they are comfortable with. Finally, the researcher recommended that instead of adding a 5% of disruption allowance roughly for losses incurred, they may calculate each type of losses separate and show to people what they include as disturbance payment and how they are calculated

Summary Background : Computed Tomography Angiography (CTA) is utilised in pre-operative work up in adults undergoing microsurgical reconstruction. The evidence for the use of CTA pre-operatively in the paediatric population prior to reconstruction remains unclear so far as there are limited studies. Arguably the use of CTA in place of conventional angiography avoids vessel damage, which can be amplified in the paediatric population due to smaller vessel calibre. Materials and Methods : Four papers satisfying inclusion criteria were identified through PubMed, EMBASE, Cochrane database, Google Scholar and citation searching. Results : There is low grade evidence from multiple case series describing the use of CTA pre-operatively in paediatric extremity trauma prior to microsurgical reconstruction. Literature suggests that CTA may be utilised effectively in such cases. Conclusion : Evidence suggests CTA can be useful in pre-operative work-up for paediatric patients undergoing extremity reconstructive microsurgery. However, the evidence is obtained from several small case series in which selection bias is suspected thus making generalisation to larger populations difficult. Although evidence for the use of pre-operative CTA exists in the adult population which can be sensibly extrapolated into the paediatric population, higher level studies looking further at the application in paediatrics are required.

SummaryIntersectoral policymaking to improve public health includes integrated health promotion (HP) intervention packages that address a variety of health behavior determinants. The involvement of different partners is assumed to be necessary to implement such integrated packages. We examined how partnership diversity was associated with the composition of intervention packages implemented in Dutch municipalities. In a longitudinal multiple-case study (2012–14), we collected questionnaire data among 31 project leaders and 152 intervention implementers in 31 (alliances of) municipalities. Package composition was assessed in terms of intervention strategies, implementation settings and targeted behavioral determinants. Partnership diversity during the adoption and implementation phases was assessed in terms of the actors and sectors, as well as private partners and citizens involved. The association between partnership diversity and package composition was examined using crosstabs. Almost all packages integrated multiple strategies, but mostly education, facilitation and case finding, in multiple, but mostly health and public settings, such as schools. The packages targeted diverse behavioral determinants, although mainly personal and social environmental factors. A variety of partners from multiple sectors was involved, during both adoption and implementation of the packages. However, partners from the health, welfare and education sectors were mostly involved. More partnership diversity, especially during implementation, was associated with more integrated intervention packages. In intersectoral policymaking, investment in diversely composed partnerships seems worthwhile for implementing integrated intervention packages. However, investments in other conditions, like framing health issues and network management, are also needed to make environmental determinants of health behavior the object of HP.

The article concerns the revision of earlier decisions to offshore production activities (so called “relocation of second degree”); more specifically it is focused on the “reshoring” (also referred as “relocation to the home country”, “back-reshoring” or “back-shoring”). The research aims are to investigate what types of mistakes occur along the decision-making and implementation process and how they affect the outcome, in terms of success or failure, of a relocation strategy. A multiple case study involving four companies in the fashion industry from Portugal and Italy was conducted. The cross-case analysis allowed to differentiate decision-making mistakes from implementation ones and to assess differences and similarities among the cases in terms of content of the relocation, drivers and outcomes. The research contributes to previous literature on reshoring by bringing evidence of different types of mistakes to be considered, thus requiring further conceptualization of the reshoring process. Managers and entrepreneurs should consider the importance of doing the things right also during the implementation, too often underestimated. The present article is the first one in the reshoring literature bringing evidence of cases of failure in the relocation decisions and discriminating among different kinds of mistakes.

Background Daily use of chlorhexidine gluconate (CHG) has been shown to reduce risk of healthcare-associated infections. We aimed to assess moving CHG bathing into routine practice using a human factors approach. We evaluated implementation in non-intensive care unit (ICU) settings in the Veterans Health Administration. Methods Our multiple case study approach included non-ICU units from 4 Veterans Health Administration settings. Guided by the Systems Engineering Initiative for Patient Safety, we conducted focus groups and interviews to capture barriers and facilitators to daily CHG bathing. We measured compliance using observations and skin CHG concentrations. Results Barriers to daily CHG include time, concern of increasing antibiotic resistance, workflow and product concerns. Facilitators include engagement of champions and unit shared responsibility. We found shortfalls in patient education, hand hygiene and CHG use on tubes and drains. CHG skin concentration levels were highest among patients from spinal cord injury units. These units applied antiseptic using 2% CHG impregnated wipes vs 4% CHG solution/soap. Discussion Non-ICUs implementing CHG bathing must consider human factors and work system barriers to ensure uptake and sustained practice change. Conclusions Well-planned rollouts and a unit culture promoting shared responsibility are key to compliance with daily CHG bathing. Successful implementation requires attention to staff education and measurement of compliance.

O empreendedorismo tecnológico vem conquistando cada vez maior importância social, de acordo com os diversos benefícios econômicos provenientes deste fenômeno. Uma consequência é a crescente atenção dada à geração de startups, isto é, sua criação e desenvolvimento. Contudo, ao mesmo tempo que as startups possuem grande potencial de produzir impacto substancial em termos da criação de inovações, geração de valor, criação de empregos e desenvolvimento econômico, elas apresentam fragilidades, riscos, e alta chance de fracasso em seu percurso, dado que se encontram em um ambiente repleto de complexidade, mudanças constantes e incertezas. Neste contexto, diversos métodos foram criados ao longo dos últimos anos como meio de auxílio para criação e desenvolvimento de negócios de base tecnológica. Não evoluiu em perspectiva semelhante, contudo, a literatura sobre modelos de análise relativos à adaptação, utilidade e o próprio processo de design de tais métodos. Este trabalho busca construir sobre esta lacuna ao analisar a adaptação, utilidade e processo de design de um novo método proposto para o auxiliar a geração de startups. Optou-se pela metodologia de estudo de casos múltiplos, por meio da qual responsáveis de seis startups que utilizaram um novo método foram entrevistados. Posteriormente, foi realizada a análise de dados apoiada pelos princípios provenientes da literatura relativa ao desenvolvimento de kits de ferramentas de gestão tecnológica, bem como com as fases envolvidas no design e amadurecimento de métodos/estruturas conceituais de apoio ao empreendedorismo tecnológico e áreas afins, como a gestão da inovação tecnológica.

This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

PurposeIn a context of technological disruption, companies face a digital imperative to adopt successfully emerging new technologies. While family firms have a huge potential for growth and innovation, they may – due to idiosyncratic but often limited resources, have to address the complex challenges induced by digital technologies introduction. The purpose of this paper is to explore how human and cultural resources influence the formulation and implementation of five French family firms' digital strategy.Design/methodology/approachBased on a phenomenological epistemology, semi-structured interviews among different generational cohorts of family business owners.FindingsThe thematic analysis highlights five main cultural and psychological determinants holding the potential for positive and synergetic outcomes while implementing a digital strategy: the change management nurtured by long-term sustainability, the emotional attachment to the firm, the entrepreneurial legacy influence, the personalised involvement of individual family members and the family owners' central focus on employees.Originality/valueThis paper is one of the first research projects exploring the digital transformation process of family businesses from the perspective of the firm's human capital. The participants of the study reveal idiosyncratic attitudes such as long-term orientation, entrepreneurial bridging and non-economic goals leading to competitive advantages and transgenerational wealth creation.

Adinkra symbols are ubiquitous cultural artifacts in Ghana, West Africa. This qualitative multiple case study examined how proverbial meanings of Adinkra symbols impacted the cultural identity deve...

Objectives: In this study, we investigated the effects of bilateral and unilateral deep brain stimulation of the subthalamic nucleus (STN-DBS) in PD patients on neural responses associated with two aspects of spoken language processing: semantics of action-related verbs and morphosyntactic processing. Materials and methods: Using a passive unattended paradigm to present spoken linguistic stimuli, we recorded magnetoencephalographic (MEG) responses in three PD patients in four DBS conditions: left unilateral STN-DBS, right unilateral STN-DBS, bilateral STN-DBS, and no STN-DBS. To ensure that any observed effects of DBS on the neuromagnetic responses could be attributed to the linguistic context per se and were not merely induced by the electrical stimulation, we assessed the effects of STN-DBS on linguistic contrasts within each stimulation condition. Hence, we contrasted the processing of action vs. abstract verbs as well as the processing of correct vs. incorrect morphosyntactic inflections within each DBS condition. Results: The results revealed that, compared to the DBS-off state, both bilateral and right unilateral stimulation of the STN yielded significant dissociations in the processing of action and abstract verbs, with greater neuromagnetic responses for action verbs compared to abstract verbs. For morphosyntax processing, only left unilateral stimulation yielded significant dissociations (relative to the DBS-off state), with greater neuromagnetic responses to the incorrect inflections compared to the correct inflections. Conclusion: The results reflect differential effects of unilateral and bilateral STN-DBS on neuromagnetic responses associated with the processing of spoken language. They suggest that different specific aspects of linguistic information processing in PD are affected differently by STN-DBS.

Universities are a relevant and little-explored context to the study of strategic action, considering their need to adapt to environmental dynamics and establish a closer relationship with society. This study contributes to shedding light on how the changing process from a traditional university model to a more entrepreneurial model takes place. Thus, this study aims to analyze the role played by the universities’ strategic management to the establishment of entrepreneurial orientation (EO) in the academic environment. For this sake, we did a multiple case study focusing on managers’ decisions at the strategic level. The selected cases are three universities, two in Brazil and one in Sweden, recognized for their academic entrepreneurship approach in their environments. Based on these cases, the study reveals the influence of top-management decisions for the establishment of EO and how traditional institutions can pursue an entrepreneurial university model. The results emphasize the key role played by the universities’ strategic management in establishing EO, through different levels of participation, but with recurrent behaviors in the implementation of the third academic mission. RESUMO As universidades são um contexto relevante e pouco explorado para o estudo da ação estratégica, tendo em vista a necessidade de se adaptarem às dinâmicas ambientais e de estabelecerem uma relação mais próxima com a sociedade. Este estudo contribui para esclarecer como ocorre o processo de mudança de um modelo tradicional de universidade para um modelo mais empreendedor. Assim, este estudo tem como objetivo analisar o papel desempenhado pela gestão estratégica das universidades para o estabelecimento da orientação empreendedora (OE) no ambiente acadêmico. Para isso, realizamos um estudo de casos múltiplos com foco nas decisões dos gestores no nível estratégico. Os casos selecionados são três universidades, duas no Brasil e uma na Suécia, reconhecidas por suas abordagens ao empreendedorismo acadêmico em seus ambientes. Com base nesses casos, o estudo revela a influência das decisões da alta administração para o estabelecimento da OE e como as instituições tradicionais podem buscar um modelo de universidade empreendedora. Os resultados destacam o papel-chave desempenhado pela gestão estratégica das universidades no estabelecimento da OE, por meio de diferentes níveis de participação, mas com comportamentos recorrentes na implementação da terceira missão acadêmica.

Neurodevelopmental disorders are seen quite commonly by general pediatricians. They should be managed with a multi-professional approach. The potential beneficial effect of poly-unsaturated fatty acids (PUFAs) has been reported in recent literature, but guidelines describing their use in everyday practice are still lacking. We describe four cases as examples of the possible integration of a supplementation with PUFAs in the management of four relatively common clinical situations (i.e., children too young to receive pharmacological treatment for ADHD, children with nonspecific neurodevelopmental disorders, children whose parents refuse consent for pharmacological treatment of ADHD, and children for whom methylphenidate is not sufficient to achieve expected results).

The COVID-19 pandemic has significantly affected all aspects of life around the world including both the medical system as a whole and individual medical specialties. Understandably, medical rehabilitation was forced to adapt to the new disease, to develop adequate algorithms and technologies that can increase the level of independence and quality of life being disrupted as a result of coronavirus infection. Aim. To analyze, organize and present the results of in-patient rehabilitation of patients after severe forms of COVID-19 infection by reporting the real cases from the clinical practice. Material and methods. COVID-19 infection is a multi-systemic disease, which, in many cases requires for inpatient multidisciplinary rehabilitation program. Patients after severe forms of infection suffer different symptoms in variable combinations. According to main disabling signs we can classify all our patients in 3 groups: (1) general weakness or deconditioning, (2) respiratory disorders due to lung disease, and (3) patients with different neurological complications. Patients in all groups demonstrate serious psychological compliances which indefinitely have negative influence on rehabilitation process. The paper presents clinical cases specific to each of the groups. Results. All hospitalized patients showed good functional improvement through quite standard length of stay in the department All patients were discharged home with the opportunity to return to relatively normal daily activities. Conclusions. Patients after severe COVID-19 infection require professional multidisciplinary in-patient rehabilitation. All of them demonstrate good functional improvement and, after quite short period of hospitalization, can be discharged home.

The study employed a qualitative multiple case study approach to investigate second-grade students’ perceptions of their classrooms’ physical learning environment. Data were collected through interviews, participant-generated photographs, and observations. Participants in the study were 16 students in four classrooms in three school districts. A physical learning environment tool, Assessing the Pillars of the Physical Environment for Academic Learning (APPEAL), developed by Evanshen and Faulk and published in 2019, was used to select classrooms to participate in the study. According to the scale, the top-scoring classrooms were more learner-centered (more constructivist) than the lowest-scoring (more traditional) classrooms. Generally, participants believed that classroom physical learning environments that were best for them were meaningful, offered easy access to resources and materials, and provided active learning and social engagement opportunities. Both physical and emotional comfort were important to participants. There were more similarities than differences between the participants’ perceptions in the classrooms that scored highest on the APPEAL and the classes that scored lowest. The findings suggested that young children’s perceptions of the environment can be influenced by their experiences or contexts and their differences. The results encourage teachers of young children to think about their students as actively affected by their environment and challenge them to design classroom physical learning environments that support the diverse needs of students within these spaces.

Culture is an important element of language teaching. This multiple case study explores the beliefs of 14 novice Indonesian EFL teachers regarding teaching about culture. Data sources included: int...

Polarisation between the least and most active pupils is increasing both in Denmark and worldwide, and the least active pupils often have poorer mental health and low physical self-esteem. However, the least active pupils’ perspectives on physical activity in school are underrepresented in the research. This study explores how the least active pupils describe the purpose of physical activity at school and how active they consider themselves to be in relation to their classmates. To establish the above, we draw on Jenkins’ theory of social identity, which points to the dialectics between internal identification and external categorisation. Three schools were selected for a qualitative multiple-case study, focusing on the least active Year 3 pupils (aged 9–10). Thirty individual semi-structured interviews with these pupils were conducted, combined with 15 days of participant observations, at each school in 2018. Data were analysed using an abductive approach. The findings showed that the least active pupils’ descriptions of why they were active mainly referred to narrow understandings of physical health in line with broader societal explanations. Further, the pupils depicted a stigmatic categorisation of overweight and inactive pupils and described them as a group they did not belong to. Instead, they identified themselves with the active pupils, for example, in stating that they were almost as active as the ‘football boys’. To change pupils’ narrow identifications and stigmatic categorisations, school professionals should focus less on health as an argument for physical activity.

To explore engagement principles and contextual conditions in high-engagement therapy sessions involving youth with disabilities and service providers.From a larger project on therapy engagement, a dyadic case analysis was conducted involving three youth ages 8-15 with disabilities and their service providers. Participants were interviewed about their engagement experiences after high-engagement sessions focusing on speech articulation, transition goals, and physical mobility. Data were analyzed thematically, with an emphasis on engagement principles illustrated by the cases.There were four service provider engagement principles: (a) clients differ in what engages them and in how they display engagement (The findings indicate the value of providers' awareness of the dynamics of engagement, their use of personalized strategies to engage clients, and the fundamental importance of cultivating a good relationship and monitoring client engagement during therapy.IMPLICATIONS FOR REHABILITATIONService providers may benefit from being aware of common principles underlying the co-construction of engagement between service providers and clients.Service providers can use a variety of personalized strategies to heighten client engagement, and can work to cultivate a positive relationship.It is important to monitor clients' non-verbal and verbal signs of engagement and respond to signs of disengagement during therapy.Contextual conditions affecting service providers' use of engagement strategies include the nature of the therapy being provided and youths' interests and preferences.

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe thr...

The purpose of the present study was to understand the nature of the link between science teachers’ epistemologies and their socioscientific issue (SSI) teaching discourse. It is important to consider this link due to the limitations of science teachers in shifting from monologic to more dialogic orientations in their teaching, despite SSI-based science education reforms in many countries. Teachers’ epistemologies are likely to contribute to the difficulties experienced in this shift. We selected three science teachers using purposive sampling procedures. Using classroom observations and follow-up constructivism-oriented interviews, we selected one non-constructivist, one moderately constructivist, and one constructivist science teacher. We then examined these teachers’ (knowledge-based and science-based) epistemologies by two semi-structured interviews. The teachers taught one SSI topic and then we conducted classroom observations. Benefiting from highly used classifications, we classified teachers’ epistemologies and discourses in the transcripts. The results showed that there were some coherences and incoherences between science teachers’ epistemologies and their SSI teaching.

Research question: Schools are recognized as a stakeholder in sport events; however, how their involvement can contribute to the leveraging processes remains unclear. This study explores the role of local schools in leveraging sport events for lifelong sport participation. Research methods: The National Sports Festival of Japan was examined using a multiple case study approach. Six host cities were purposively selected, and semi-structured interviews were conducted with policy-makers and sport governing body representatives of these cities (N = 11). Results and findings: Nine categories related to schools’ involvement in the event leveraging process were identified. These nine categories were further classified into four themes: (1) need for actions by or through schools, (2) presence of central actors, (3) intermediate outcomes for future promotional activities, and (4) supplemental conditions to amplify effects. Moreover, these themes and categories formed a framework illustrating a positive sustainable circular system that bolsters the event's impacts on sport participation in the host city. Implications: Our findings contribute to the literature on sport event leveraging and sport development by showing the key administrative role of schools in increasing sport participation through the leveraging of events. For event organizers, this study highlights the importance of developing a continuous partnership with schools to implement the long-term policy for sport event's impact.

Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.

Prior research suggests that corporate boards and directors play important roles in firm strategy and performance. In this paper, we examine an important yet underexplored avenue and focus on their role in overcoming multilevel psychic distance (PD) faced by internationalizing small- and medium-sized enterprises (SMEs) originating from an emerging market. Analyzing Indian Fintech SMEs, using multiple case studies, our findings reveal that boards contribute important network-level resources and knowledge about foreign markets, which in turn assists internationalizing SMEs in mitigating PD. We demonstrate that the human and social capital of boards’ play important, yet, distinctly different, roles in mitigating PD at pre- and post-internationalization phases. At the pre-internationalization phase directors’ prior international and industry experience, as well as board interlocks and prior connections, are most valuable, whereas, at the post-entry phase, transnational boards, and those with stronger trust-based personal relationships (i.e., greater depth of social capital (Haynes and Hillman, 2010), facilitate faster experiential learning. Taken together, our findings contribute novel insights into the mechanisms through which boards affect the outcomes of firms operating, and originating from, extreme institutional environments. We further draw implications for research and practice.