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Peer response writing groups present several benefits in language learning classrooms. However, they are usually supervised by the instructor and thus become time consuming when carried out in class. This descriptive case study offers a model for extramural peer feedback and analyzes 12 meeting transcriptions of four undergraduate EFL writing groups implemented outside class time as support for an academic writing course with limited time for student interaction. These peer response groups were organized to: 1) provide participants with an additional audience, 2) open a space to practice the L2 in an authentic communicative situation, and 3) engage in peer review activities, a literacy practice associated with scientific-academic writing. Based on the data analysis of participant interactions, three main themes emerged according to what the members talked about: interacting as authors and reviewers of research articles, using the L2 in authentic communicative situations, and talking about and enacting literacy practices Although the experience of these writing groups was mainly positive, one of the limitations was their short lifespan, which prevented additional training to model peer response that would help facilitate the interaction among the participants, an important consideration to achieve beneficial peer feedback and to scaffold the process.

The article explores the impact of generative artificial intelligence (GenAI) on critical thinking in the business classroom. It acknowledges the potential benefits of GenAI for learning, but also highlights the challenges it poses to traditional teaching methods. The article emphasizes the importance of both individual and social critical thinking skills in response to GenAI, and calls for further research on the relationship between GenAI and critical thinking in management education. It concludes by emphasizing the increased importance of developing critical thinking skills in the era of artificial intelligence. [Extracted from the article]

Scholarly publications are a key component of academics' development in their roles as teachers and researchers. Writing groups seem to be effective to accompany this process as participants share their texts to improve them through peer feedback. To help academic developers in the understanding and implementation of faculty writing groups, a detailed analysis of what members talk about during their meetings was carried out with three Ecuadorian writing groups, complemented by in-depth interviews. Results show that in all groups most interactions focused on their common goal, the text and comments, and the organization of their meetings, supported by the facilitator.

This article explores the importance of adopting a social-ecological approach to management learning and education (MLE) in response to the ecological crisis and climate emergency. It acknowledges the severe consequences of these crises and emphasizes the interconnectedness between the environment, society, and business. The article argues that while MLE has contributed to exacerbating these issues in the past, it also has the potential to address them. It calls for a transformation of MLE to prioritize the well-being of both humans and the environment, and suggests areas of inquiry to foster the development of a social-ecological approach. Additionally, the article highlights the need for management educators and business school leaders to take action and incorporate social-ecological approaches into their teaching and research. [Extracted from the article]

It has become normative in organization and management studies literature to consider scaling as a synonym for organizational growth. Scaling is typically understood as scaling-up. This article demonstrates that, in the context of post-growth organizations, scaling involves a more complex set of dynamics. Directing scholarly attention to scaling in the context of Italian Social Agricultural Cooperatives (i.e. organizations that hold a different rationale and modus operandi from the capitalist enterprise), this research contributes to the literature on scaling the impact of post-growth organizations by identifying nine different scaling routes: organizational growth (vertical and horizontal); organizational downscaling; impact on policies; multiplication; impact on organizational culture; impact on societal culture; aggregation; and diffusion. This article demonstrates that post-growth scaling: (1) requires the synergistic interaction of different strategies; (2) focuses on impacting societal culture; (3) does not necessarily require organizational growth; and (4) is a relational process, embedded in socio-ecological systems. The typology presented in this article empowers post-growth organizations to become more aware of different available scaling routes, unlocking their transformative potential and supporting the transition towards a post-growth future, in which the goal of economics is the pursuit of human and ecological flourishing. [ABSTRACT FROM AUTHOR]

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students' active approach to meaning construction when learning.

Management scholars have long exposed the inadequacy of management education in addressing the complex problems confronting business and society, including ecological and climate emergencies. Concerns have been expressed about the culture of competition, self-interest, greed, and short-termism that still dominates the business school, despite the irreparable ecological damage that this culture has contributed to creating, and the innumerable business scandals it has generated. To navigate the grand challenges of our time, management education needs to be shaken at its very foundations. In this essay, I unpack the process that generates these dysfunctional consequences to expose the root of the problem: assumptions of self-interest, instrumental rationality, capitalist organizing, and mechanistic worldviews generate self-fulfilling prophecies. Only once this harmful process is better understood is it possible to move beyond critique and support the virtuous cycles enabling functional outcomes. Contributing to the current debate around building civic universities and reframing the concept of civility systemically, I propose reconfiguring management education around four different principles: generalized reciprocity, substantive rationality, diverse organizing, and a system approach. I suggest that these are the pedagogical foundations for civic management education capable of producing cooperative humans, substantive business schools, fairer societies, and thriving ecosystems. [ABSTRACT FROM AUTHOR]

From a sociocultural perspective that regards dialogue as a means for knowledge construction, writing groups can facilitate the learning of literacy practices. However, there is limited research on dialogues within these groups, particularly those dedicated to doctoral theses. This study examines interactions in two virtual doctoral writing groups, focusing on oral exchanges among participants to determine if they favored the construction of knowledge related to literacy practices. We found that both groups primarily emphasize revision, suggesting the proposed task's relevance. Differences in the quantity, extent, and quality of dialogues centered on knowledge construction were identified, possibly due to participants' prior feedback experiences, meeting and draft durations, coordination, and the importance assigned to oral feedback. These findings may guide future initiatives to support literacy practices in postgraduate education. [ABSTRACT FROM AUTHOR]

Background: In 2003, the WHO aimed for a 75% or higher influenza vaccination rate among at-risk populations. However, this target was achieved in a few groups during selected seasons in some European countries, and never in Germany. Adults with underlying conditions (UCs) are a critical negleted group for influenza vaccination. This study aimed to identify data gaps in influenza burden and vaccination coverage among adults under 60 with UCs in Germany and bridge these gaps using real-world data. Material and methods: We conducted systematic research and analyses using German administrative and claims databases from June 2016 to April 2024. We report on epidemiology, direct care costs, indirect costs from work incapacity, vaccination coverage rates, and describe data gaps. Results: Influenza data for high-risk populations are limited. Comprehensive data on influenza epidemiology and vaccination coverage rates (VCR) is available, though with a delay in data availability. Before and after the pandemic, individuals aged 50-59 had the highest rates of influenza-related hospitalization and ICU admission compared to younger age groups. Across all age groups and seasons, individuals with UC experienced higher rates of medically attended influenza cases, hospitalizations, and healthcare costs, with those aged 35–59 being particularly vulnerable. Vaccine coverage was higher in adults aged 35–59 compared to those aged 18–24, and in females compared to males. Limitations: Discrepancies of vaccination status, limited data availability, and variations among the extent of UCs. Conclusion: In Germany, recent policy measures have mainly targeted those aged 60 and above. While this elderly population experiences the highest disease-related impact, influenza can also lead to substantial healthcare resource utilization (HCRU) and costs in younger populations with chronic UCs; Facilitating vaccination access for this group, such as through pharmacies, is essential. Definition of quantifiable vaccination targets and measures to increase vaccination rates based on these targets are required. PLAIN LANGUAGE SUMMARY: The research analysed real-world data on the impact of influenza among adults under 60 years old with underlying medical conditions in Germany. The key findings include: Low vaccination rates: The flu vaccination rate among adults with underlying conditions, such as asthma, diabetes, and heart disease, is low. High disease burden: This group has a significantly higher risk of severe influenza complications, experiencing notable rates of illness, hospitalization, and healthcare costs due to the flu. Given the high disease burden and low vaccine coverage, there is a need for improved public health strategies to increase flu vaccine access and uptake among this vulnerable population. These findings contribute to growing evidence supporting the importance of influenza vaccination for adults with underlying medical conditions. The insights provided can inform policymakers, healthcare providers, and public health officials working to improve vaccination rates and protect the health of these vulnerable populations. [ABSTRACT FROM AUTHOR]

Introduction: This paper summarizes the safety and immunogenicity data of Influvac Tetra across all age groups starting from 6 months of age, obtained during its clinical development program. Areas covered: The article covers the clinical development program of Influvac Tetra based on five registration studies that included different age groups, different comparators, and participants from Europe and Asia. Safety and immunogenicity were assessed in all studies and in one study, the efficacy of Influvac Tetra was assessed. Expert opinion: Seasonal influenza is a vaccine-preventable disease that can cause serious complications. Several types of influenza vaccines are available, including egg-based (standard dose, high dose, and adjuvanted), cell-based, and recombinant. The COVID-19 pandemic has stimulated innovation in the development such as mRNA vaccines. However, these vaccines are still in development and the true value still has to be proven. Regardless of the type of vaccine, it is also important to increase overall vaccination coverage. ECDC recommends that EU Member States implement action plans and policies aimed at reaching 75% coverage in at-risk groups and healthcare workers. Even so, vaccine coverage is still far from recommended. [ABSTRACT FROM AUTHOR]

This study explores student perspectives about the challenges and affordances of participating in two dialogic teaching initiatives (writing group and writing workshop) implemented in Argentina to improve doctoral students' academic writing. It seeks to understand if these pedagogical initiatives can open, widen, and deepen dialogic spaces that, in turn, can help advance the dissertation writing process. Data analysis yielded two categories as the most relevant to the initiatives' dialogic aspect: draft exchange and participants' disciplinary backgrounds. Exchanging drafts and interdisciplinary background of the participants seem to be major conditions to open spaces of dialogue, where members encounter new voices and viewpoints that can contribute to improve the drafts. Both categories are also associated with negative feelings, which seem to be attenuated as participants become increasingly involved in the dialogic spaces inaugurated by these pedagogical initiatives. [ABSTRACT FROM AUTHOR]