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Changes in drivers of academic roles within higher education institutions globally have resulted in increased proportions of academics in education focused (EF) posts. International and UK research suggests that EF academics can experience dissatisfaction with career progression and the perceived value of their work, including those in research-intensive universities. Previous UK research was conducted prior to the introduction of the TEF which has altered the landscape. Therefore, it was timely to examine the current experience of EF academics in research-intensive universities through a theoretical lens to understand barriers and facilitators to career progression. This interview-based study used two theoretical frameworks, Feldman and Ng's Framework for Career Mobility, Embeddedness, and Success and Kanter's theory of Power within organisations to explore the experiences of 43 EF academics across 12 research-intensive UK universities. Four contract types were identified, some of which allowed promotion. Three broad themes were derived from the data, including (1) Lack of agreement on the definition of education-focused academic roles, (2) Level of value and appreciation of educational expertise and the impact on education-focused academics, (3) Career development opportunities for education-focused academics. Recommendations to further enhance the experience and career progression for EF academics in research-intensive universities further include; ensuring transparency in recruitment into EF posts as to whether career development is possible within that post, the need to continue the sector-wide discussion on the definition of EF roles that recognises the complexity and diversity of activity and continued work to value and recognise appropriately educational expertise. [ABSTRACT FROM AUTHOR]

This paper addresses the issue of how local and global norms and requirements are negotiated in the early stages of development of Social Science research ethics policy in a Global South context. A review of relevant literature followed by analysis of relevant national and institutional policies highlights both tensions and creative potential for ongoing research ethics initiatives. It was found that safety, trust and confidentiality issues are common problems reported by social science researchers in Kyrgyzstan. National level documents do not directly address these ethical research issues, but the need for international research ethics principles is recognized. A limited number of institutional policies address research ethics issues, with the majority of relevant documents being codes of conduct focused on virtue ethics. The paper argues that this analysis of the current situation in Kyrgyzstan is likely to be of relevance to many countries, where those responsible for governance of research at all levels are grappling with the tensions of navigating research ethics in ways that are meaningful in local contexts while being congruent with Global North ethics requirements of funders and publishers. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The integration of research activities in universities of applied sciences (UASs) has led to the transformation of these universities into organisations with two primary processes: research and education. Although many believe in the benefits of combining research and education in one organisation, which is referred to as synergy in this study, research–education synergies have rarely been empirically investigated, particularly in the UAS context. Thus, this research investigates the intended synergy between the research and education of UASs by conducting a document analysis of their university‐wide strategic policy. The findings show that UASs aim for synergies among people, UAS organisations and outside UAS organisations, with a focus on education‐oriented synergies. This study provides an initial understanding of the strategic aims of UASs considering research–education synergy. The findings provide direction and a framework for future research and form a base for making explicit strategic choices for research–education connections in universities. [ABSTRACT FROM AUTHOR]

Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities. [ABSTRACT FROM AUTHOR]

University governing bodies, especially academic boards, play a crucial role in policy formation. However, due to the predominance of managerial values over academic values in the policy-making process, a persistent divide exists between policy formulation and implementation. This divide results from the marginalisation of academics and the dominance of managerial authority figures within these bodies. Our study investigates the latter to determine the precise Foucauldian apparatus used by authority figures to influence policy-making meetings. Using an innovative arts-based method, we analyse ethnographic vignettes through a Foucauldian lens and transform them into collages depicting the apparatus used by authority figures: Strategic Managerial Monumentalism, Managerial Historical Revisionism, Managerial Discursive Dominance, Managerial Panoptic Surveillance, and Managerial Normalisation. We contend that only a well-defined separation of governance powers can effectively counter the encroachment of managerialism and uphold the democratic representation of academic values in university policies to bridge the policy-practice divide. [ABSTRACT FROM AUTHOR]

Over the two decades, international academic rankings have significantly increased their influence in global higher education. Serving as benchmarks for the formation of public policies and the opinions of key actors in the field, these classifications have impacted academic and administrative activities of higher education institutions worldwide. In Brazil, research has highlighted the rankings’ role in institutional planning and university media; however, their impact on decision-making processes within higher education institutions remains unclear. This article aims to contribute to such understanding by analyzing minutes of the university boards of USP and Unicamp from 2010 to 2023. Our findings reveal that rankings are frequently utilized as a source of external authority in constructing argumentative strategies, shaping how stakeholders make sense of quality in higher education. [ABSTRACT FROM AUTHOR]

Long characterized as a primary form of academic misconduct and a major threat to academic integrity, the issue of plagiarism has been extensively researched from multiple perspectives, including students' and academic staff's perceptions and attitudes concerning plagiarism, measures for detecting and deterring plagiarism and their effectiveness, and the higher education sector's response to plagiarism. Yet knowledge remains patchy regarding this last strand of research. With the aim of bridging this research gap, we examine and compare the plagiarism management policies adopted by a selection of universities in mainland China and Hong Kong, two contexts that have been influenced by different academic traditions. Analysis reveals both similarities and divergences in these universities' communication of plagiarism-related information, mechanism for plagiarism detection, provision of academic guidance and support for avoiding plagiarism, and competing discourses on plagiarism underpinning their mixed approaches to the problem. Implications for institutional policymaking and academic integrity education are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study was to provide guidelines to setting up business incubation study programs in higher education for the promotion of innovation and entrepreneurship activities in the field of animation. This study examined the relationship between business incubation program implementation, institutional policies, student engagement, faculty involvement, intelectual property (IP) management, and animation major relevant innovation and entrepreneurship activities to achieve its goals. Data collection was carried out from Chinese universities by using a survey questionnaire and results were obtained by using statistical tool in which Structural Equation Modeling (SEM) was carried out. This study believed that incubation centers in the field of animation at higher education institutions can perform better to promote innovation and entrepreneurship success by concentrating on student engagement, faculty involvement and IP management practices along with the supportive institutional policies and proper implementation of strategy. Consequently, this study has significant importance for the policymakers to promote animation major among students by considering the results of the current study. Policymakers can promote animation major through the promotion of incubation centers in Chinese higher educational institutions. [ABSTRACT FROM AUTHOR]

University institutional policy is poorly understood. While policy is required by law for universities to accept funding and is revered for articulating values, mitigating risk, and guiding practice, policy is frequently considered absurd and resisted in practice. This is the policy-practice divide. To gain a better understanding of this divide and the nature of the resistance, we asked policy actors to describe their experiences with policy development, implementation, enactment, and review. We asked: If policy is absurd, what is the nature of the relationship between policy and university management, and how do those who enact policy deal with this absurdity? We discovered that university management has an infinitely regressive self-fulfilling relationship with policy because they intentionally exclude the workforce from policy-making and see themselves as solely responsible for policy interpretation and implementation. However, when Kierkegaard's concepts of absurdity, faith, hope, and doubt are applied to policy actors' experiences, we see that resistance can be characterised positively as a 'leap of faith', where those who enact policy overcome their doubts and reinterpret it to achieve some semblance of good. This is an unintended consequence for managerialism, as deliberately creating a policy-practice divide solicits resistive 'good' practices from policy actors. [ABSTRACT FROM AUTHOR]

Purpose: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results: The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level. [ABSTRACT FROM AUTHOR]

Pendidikan memiliki peran yang sangat penting dalam masyarakat. Melalui pendidikan, individu memiliki kesempatan untuk memperoleh pengetahuan, keterampilan, dan nilai-nilai yang diperlukan untuk menghadapi tantangan kehidupan. Ilmu pengetahuan alam adalah cabang ilmu yang membahas tentang pengetahuan yang berkaitan dengan alam dan fenomena-fenomena yang terjadi di dalamnya. Prodi Tadris Ilmu Pengetahuan Alam merupakan prodi tergolong baru, dimana SK berdirinya pada Tahun 2020. Oleh karena itu, peneliti melakukan penelitian dengan memprediksi jumlah mahasiswa Tadris IPA IAIN Kediri. Hasil persamaan logistik yang merupakan bentuk dari Persamaan Bernoulli menunjukkan kenaikan jumlah mahasiswa baru setiap tahunnya. Pada tahun 2020 , 2021, 2022, dan 2023 menunjukkan jumlah mahasiswa baru sebanyak 23, 48, 54, dan 62 mahasiswa. Seiring berkembangnya tahun, berkembang pula jumlah mahasiswa baru. Dengan perkembengan jumlah mahasiswa tentunya kebijakan institusi tentang layanan akademik, sarana prasarana dan lainnya juga dipenuhui dengan baik sesuai kebutuhan mahasiswa. Hal ini juga nantinya akan mendukung dalam visi keilmua prodi, yang targetnya di tahun 2030 nanti akan menjadi prodi yang unggul dalam pengembangan Pendidikan SAINS berbasis teknologi informasi dan pencetak tenaga pendidik IPA yang berkarakter islami pada tahun 2030. Education has a very important role in society. Through education, individuals have the opportunity to acquire the knowledge, skills, and values necessary to face life's challenges. Natural science is a branch of science that discusses knowledge related to nature and the phenomena that occur in it. The Natural Sciences Education Study Program is a relatively new study program, where the Decree was established in 2020. Therefore, researchers conducted research by predicting the number of Natural Sciences Education students at IAIN Kediri. The results of the logistic equation which is a form of the Bernoulli equation show an increase in the number of new students every year. In 2020, 2021, 2022, and 2023, the number of new students is 23, 48, 54, and 62. As the years progress, the number of new students also grows. With the increase in the number of students, of course institutional policies regarding academic services, infrastructure and other things are also well met according to student needs. This will also support the scientific vision of the study program, whose target is that in 2030 it will become a superior study program in developing information technology-based SCIENCE education and producing science educators with Islamic character by 2030.

This work is based on the assumption that, although institutional policy proposals to combat violence against women have advanced in Brazil, mainly due to activism actions and reflections produced in the field of feminist studies, there is a gap in terms of propositions effectively crafted policies and the debates produced by black feminisms. In this sense, based on the analysis of 36 proposals of the Chamber of Deputies that were presented between 2011 and 2022 and became legal norms, we will observe the advances and limitations from the perspective of black feminisms. The results show that, despite the unequivocal impact of feminist agendas in the Legislative Branch, the set of recently drafted laws reflects the demands of liberal and hegemonic feminism, which tend to produce a one-dimensional reading of women, disregarding the effects of the inseparable link between gender, race and class. [ABSTRACT FROM AUTHOR]

The pedagogical consultancies of the University of the Republic (Udelar) of Uruguay, show a continuous development in a process of installation and consolidation that meets several different stages over more than 50 years. The creation of teaching support units in faculties, institutes and schools responds to the need to provide advice and teacher training in teaching and evaluation methodologies. From that moment on, these units debate central issues: pedagogical innovation, student attention and support for curricular development. These points make up the axes of the educational policy of the entire institution. In the period considered, between 2012 and 2021, already consolidated as academic structures at Udelar, the teaching support units played a fundamental role in sustaining education during the health emergency caused by Covid-19, prioritizing their institutional role. The article focuses on the current characteristics of the pedagogical consultancies and their role in Udelar: structure, functions performed and profile of the advisers, without ignoring the consolidation process they have undergone in recent years, reconstructing their historicity, establishing moments and characteristics of each of the periods. A descriptive qualitative study was carried out using documentary analysis and a survey of members of the teaching support units as techniques. This study allowed an update of some previously collected data and incorporated a perception of those surveyed about the institutional role and the assessment of these academic structures. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia, Docencia y Technologia is the property of Universidad Nacional de Entre Rios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, I explore the transformative potential of artificial intelligence (AI) and emerging technologies in higher education, focusing on case studies and pedagogical innovations that are reshaping the learning experience. Through an in-depth analysis of key initiatives--such as Stanford University's AI-driven personalized learning platform, the AI chatbot implemented at the University of Murcia, Knewton's adaptive learning system, and the intelligent tutoring platform developed by Pai et al.--the study highlights how AI enhances learner engagement, customizes educational experiences, and improves academic outcomes. The research also critically examines the ethical challenges and policy considerations associated with AI integration in educational settings. It emphasizes the need for clear guidelines to ensure responsible and equitable use of AI, particularly in addressing issues of fairness, student welfare, and access. The paper concludes by calling for further research into the long-term implications of AI on educational equity and ethical standards in higher education. [ABSTRACT FROM AUTHOR]

Background: There is a lack of guidance on approaches to formulary management and funding for high-cost drugs and therapeutics by individual healthcare institutions. The objective of this review was to assess institutional approaches to resource allocation for such therapeutics, with a particular focus on paediatric and rare disease populations. Methods: A search of Embase and MEDLINE was conducted for studies relevant to decision-making for off-formulary, high-cost drugs and therapeutics. Abstracts were evaluated for inclusion based on the Simple Multiple-Attribute Rating Techniques (SMART) criteria. A framework of 30 topics across 4 categories was used to guide data extraction and was based on findings from the initial abstract review and previous health technology assessment (HTA) publications. Reflexive thematic analysis was conducted using QSR NVivo 12 software. Results: A total of 168 studies were included for analysis. Only 4 (2%) focused on paediatrics, while 21 (12%) centred on adults and the remainder (85%) did not specify. Thirty-two (19%) studies discussed the importance of high-cost therapeutics and 34 (23%) focused on rare/orphan drugs. Five themes were identified as being relevant to institutional decision-making for high-cost therapeutics: institutional strategy, substantive criteria, procedural considerations, guiding principles and frameworks, and operational activities. Each of these themes encompassed several sub-themes and was complemented by a sixth category specific to paediatrics and rare diseases. Conclusion: The rising cost of novel drugs and therapeutics underscores the need for robust, evidence-based, and ethically defensible decision-making processes for health technology funding, particularly at the hospital level. Our study highlights practices and themes to aid decision-makers in thinking critically about institutional, substantive, procedural, and operational considerations in support of legitimate decisions about institutional funding of high-cost drugs and therapeutics, as well as opportunities and challenges that exist for paediatric and rare disease populations. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Navigating the social dynamics of clinical spaces can be an added challenge to the complexities of clinical work. Acts of bias and discrimination from patients have been found to affect healthcare workers both physically and psychologically. As more attention is paid to addressing discrimination by patients, we raise attention to the experiences and unique needs of clinical learners. Given that learners play a vital role in the functioning of hospital ecosystems, we advocate for the inclusion of their voices in any revision to policy and practice. In this paper, we critically examine the academic literature on learner’s experiences with mistreatment from patients, and their families. We outline the major gaps in policy, process, training, and institutional culture, noting the urgent need for institutions to address these gaps in ways that are meaningful to learners. Our goal is to highlight the lack of bioethics attention to this matter and propose areas where we can add value and support. With this goal in mind, we present a series of tables with guiding values, ethical considerations and questions for institutions.

Copyright of Canadian Journal of Bioethics / Revue canadienne de bioéthique is the property of Ecole de Sante Publique de l'Universite de Montreal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The published literature on lecture capture technologies is often conflicting and sometimes controversial. A common thread among many studies is the impact of recorded lectures on student satisfaction, attendance and performance; however, many of these studies fail to acknowledge the wider context and the many and varied ways in which capture technologies are being used by educators. This research applies a naturalistic case study methodology, combining a quantitative analysis of capture technologies system analytics for content recorded during 2017/2018 with an investigative enquiry to identify factors which may contribute to higher ratios of recording:viewing. The findings show a correlation between average session length and recording:viewing ratios, indicating that students are more likely to engage with shorter recordings. The data also demonstrate lower levels of engagement with traditional lecture capture content and greater engagement with content that is directly linked to other learning tasks such as skills development and assessment. [ABSTRACT FROM AUTHOR]

Objective: Although concussions affect millions of young adults annually, researchers have yet to assess factors that may affect future implementation of post-concussion academic supports within higher education. Therefore, we sought to evaluate preimplementation outcomes of the acceptability, feasibility, appropriateness, and readiness for change of the Post-Concussion Collegiate Return-to-Learn (RTL) Protocol among university stakeholders. Setting: An online survey. Participants: A convenience sample (N = 49; 63.3% female) of athletic trainers (ATs; n = 25, age = 30.1 ± 7.6 years) and university faculty/staff (n = 24, age = 38.3 ± 9.9 years) across the National Collegiate Athletic Association (NCAA) Power 5 Conferences from January to February 2022. Design: A cross-sectional study. Main Measures: To compare preimplementation outcome measures using the Acceptability of Intervention Measure (AIM), Feasibility of Intervention Measure (FIM), Intervention Appropriateness Measure (IAM), and Organizational Readiness for Implementing Change (ORIC) regarding the RTL protocol between ATs and university faculty/staff. Additional outcomes included internal and external barriers to implementing at their respective institutions. Statistical analyses were conducted using Mann-Whitney U tests, with effect sizes estimated using eta-squared coefficient (η2). Results: Quantitative analyses yielded no statistically significant group differences (P s >.05) across the AIM, FIM, and IAM outcomes, indicating both groups perceived the protocol to be acceptable, feasible, and appropriate. Moreover, ATs reported higher agreement regarding motivation, desire, willingness to do "whatever it takes," commitment, and determination to implement the novel protocol than faculty/staff. Further, ATs reported higher agreement regarding their institution's confidence to keep track of its progress, support adjustment, maintain momentum, manage institutional politics, coordinate tasks, encourage investment, and handle the challenges of future implementation of the RTL protocol. Conclusions: Preliminary findings suggest ATs and university faculty/staff across the NCAA Power 5 Conferences may perceive the RTL protocol to be acceptable, feasible, and appropriate for future use; however, noteworthy internal and external barriers may influence its uptake. Future research should utilize implementation frameworks to support the protocol's adoption and reach. [ABSTRACT FROM AUTHOR]

For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students. [ABSTRACT FROM AUTHOR]

Diversity, equity, and inclusion are laudable objectives, but how do we move beyond a proclamation of value to the gritty work of critique, openness, and action? One practice in institutional improvement is to focus on what can be counted, but cultural changes are more difficult to see. Finding ways to observe and measure what is inherently difficult to quantify includes quantitative, and qualitative data, proxies, and narratives. As beacons of social change, universities have historically been on the leading edge of ensuring diversity, equity, and inclusion. In the paper, we use a reflective case study design to challenge myths that protect the status quo and describe data and proxies for baseline diversity, equity, and inclusion. Our case study focuses on how one university uses institutional research and introspection to craft policies and practices along its journey toward a more diverse, equitable, and inclusive campus climate. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: Despite increasing emphasis on the inclusion of patient input in health technology assessment (HTA) in Europe in particular, questions remain as to the integration of patient insight alongside other HTA inputs. This paper aims to explore how HTA processes, while ensuring the scientific quality of assessments,“make do”with patient knowledge elicited through patients’ involvement mechanisms. Methods: The qualitative study analyzed institutional HTA and patient involvement in four European country contexts. We combined documentary analysis with interviews with HTA professionals, patient organizations, and health technology industry representatives, complemented with observational findings made during a research stay at an HTA agency. Results: We present three vignettes which showcase how different parameters of assessment become reframed upon the positioning of patient knowledge alongside other forms of evidence and expertise. Each vignette explores patients’ involvement during an assessment of a different type of technology and at a different stage of the HTA process. First, cost-effectiveness considerations were reframed during an appraisal of a rare disease medicine based on patient and clinician input regarding its treatment pathway; in the second vignette reframing amounted to what counts as a meaningful outcome measure for a glucose monitoring device; in the third, evaluating pediatric transplantation services involved reframing an option’s appropriateness from a question of moral to one of legal acceptability. Conclusions: Making do with patient knowledge in HTA involves reframing of what is being assessed. Conceptualizing patients’ involvement in this way helps us to consider the inclusion of patient knowledge not as complementary to, but as something that can transform the assessment process. [ABSTRACT FROM AUTHOR]

The Indian textile industry is lacking in an entrepreneurial inclination of a skilled young generation; because of this, the industry is facing a challenge to achieve sustainable development and growth. To overcome this problem, the goal of this work is to build an entrepreneurial inclination model in the context of the textile industry. For achieving this goal, a combined approach of an extensive literature review and experts mining has been used to establish the entrepreneurial inclination factors in phased of the study. In the second phase, an Interpretive Structural Modelling with Matrice d'Impacts Croisés Multiplication Appliqués à un Classement (MICMAC) has been applied to build a structural model and to find the driving force factors and dependence power. The results show that effective entrepreneurship courses, institutional policy, training and internship, institutional corporation and the involvement of institutional heads play a very significant role in encouraging youth towards entrepreneurship. The outcomes of the study can help both the government and academic institutes to draw up effective policy and develop an entrepreneurial culture which can help to create more entrepreneurs in the textile field. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent decades, research on plagiarism has helped to raise awareness of the complex and multifaceted nature of plagiarism. Yet despite these strides, several influential academic contexts have yet to be examined. The purpose of this qualitative study was to examine pre-service teachers' conceptions of plagiarism at a university in Norway, a country largely excluded from these studies, in part because of its non-EU membership status. Results showed that while students understood several basic elements of plagiarism, their own definitions were narrow in scope, highlighting traditional viewpoints such as plagiarism as transgression. Results also revealed that students' concerns regarding plagiarism aligned with establishing a moral identity as a writer rather than situating plagiarism within the greater context of proper academic writing. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Thirty years ago Boyer's report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the 'SoTL movement' which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of serious scholarship into learning and teaching in higher education. Drawing on various debates within and outside the SoTL movement and interviews with teaching and learning leaders in the UK, we argue that the time has come to consign SoTL to history, and start the process of asserting the value of higher education research. A widened understanding of SoTL that we conceptualise as SoTL 2.0 has superseded and edged out earlier conceptualisations of SoTL (SoTL1.0), weakening SoTL's potential research rigour, legitimacy and validity. [ABSTRACT FROM AUTHOR]

Copyright of Political Science Studies / Studia Politologiczne is the property of University of Warsaw and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Transitioning towards sustainable food systems for the health of the population and planet will require governments and institutions to develop effective governance to support the adoption of sustainable food practices. The aim of the paper is to describe current governance within Australian and New Zealand universities designed to support sustainable food systems. Methods A systematic search of governance documents to support sustainable food systems within Australian and New Zealand universities was conducted. Data were obtained from 1) targeted websites 2) internet search engines and 3) expert consultations. Inclusion criteria consisted of university governance documents including by-laws, policies, guidelines, frameworks, and procedures that support sustainable food systems. Results Twenty-nine governance documents across nineteen Australian and New Zealand universities were included for synthesis, including waste management policies (n = 3), fair-trade/procurement policies (n = 6), catering and or event guidelines (n = 7) and catering policies (n = 2), and environmental management plans (n = 11). The main strategies adopted by universities were sustainable waste management and prevention (e.g. reducing landfill, reducing wasted food, (27%)), ethical procurement practices (i.e. fair-trade (27%)) and environmentally sustainable food consumption (e.g. local, seasonal, organic, vegetarian food supply (14.5%)). Only 12.5% of universities addressed all three of the main strategies identified. Conclusions This study indicates that while sustainable food systems are considered in some university governance documents, efforts are predominantly focused on aspects such as waste management or procurement of fair-trade items which as stand-alone practices are likely to have minimal impact. This review highlights the scope of universities to provide strong leadership in promoting and supporting sustainable food systems through holistic institutional policies and governance mechanisms.