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The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks.

The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams.

Data frequency analyses reveal that the most common type of error was miscalculation for both addition (n = 164; 38.6 per cent) and subtraction (n = 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n = 74; 17.5 per cent) and subtraction (n = 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students’ performance differences emerged as a function of error types which indicated students’ types of difficulties.

There are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment.

Students’ errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics.

Error analysis helps teachers uncover individual students’ difficulties and deliver meaningful instruction to all students.

This paper adds to the international literature on error analysis and reinforces its value in diagnosing students’ type and severity of math difficulties.

The purpose of this study was to examine the openness, growth and loneliness of typical peers volunteering at a summer day camp for children with Autism Spectrum Disorder (ASD).

In this study, the authors obtained descriptive data on the attitudes and behaviors of 38 adolescent peer buddies without disabilities volunteering at a summer camp for children with ASD using four short surveys. Surveys were given prior to the start of camp in an attempt to capture the attitudes and perspectives of the participants before they became more familiar with the characteristics of the children with ASD who were attending the camp. The authors examined if there were group differences on attitudes and behaviors based on age, gender and first-time volunteer versus returning volunteer peer buddy.

The analysis showed that all volunteer peer buddies appeared open to interacting, playing and developing friendships with the child represented in the vignette with ASD. Participants indicated increased feelings of independence, ample ability to establish friendships and a desire for adventurous and explorative activities. Significant differences were found based on age and gender on openness to a peer with ASD characteristics.

The results of this study have the potential to serve a broader purpose by demonstrating the types of children and adolescents that may be optimal choices to serve as peer mentors or buddies for peers with ASD attending summer camps or other community-based programs, as well as in classroom settings.

It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.

A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.

Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.

This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.

This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

Academic misconduct in research is of growing concern to funding agencies, scholars, and academic journal editors. Scholarly publication has ethical implications researchers, reviewers, and journal editors. The theoretical background of the ethics of scholarly publication is explored as well as the use of a case study of an untenured researcher illustrates the dilemma faced by the researcher's colleagues, reviewers, and the journal editor. It also explores how the higher education culture promotes a “publish or perish” environment that impacts the behavior of faculty seeking tenure and promotion.

This study examined the effect of professional identification on several job attitudes (i.e., job satisfaction, organizational commitment, and career satisfaction), and explored the moderating roles of gender and organizational tenure on these relationships. Informed by social identity theory, gender role theory, and organizational socialization theory, several hypotheses were developed and tested with a data set consisting of 309 salaried lawyers collected in Hong Kong. Regression analysis revealed that (1) professional identification had a significant positive effect on both job satisfaction and organizational commitment, (2) gender moderated the relationship between professional identification—job satisfaction and professional identification—organizational commitment, and (3) organizational tenure moderated the relationship between professional identification and job satisfaction as well as the relationship between professional identification and career satisfaction. Theoretical and practical implications are discussed.

Quality improvement collaboratives (QICs) are a popular approach to improving healthcare services and patient outcomes. This paper evaluates a QIC implemented by a large, integrated healthcare organisation in Wales in the UK.

This evaluation study draws on two well-established evaluation frameworks: Kirkpatrick's approach to gather data on participant satisfaction and learning and Stake's approach to gather data and form judgements about the impact of the intervention. A mixed methods approach was taken which included documentary analysis, surveys, semi-structured interviews, and observation of the QIC programme.

Together the two frameworks provide a rounded interpretation of the extent to which the QIC intervention was fit-for-purpose. Broadly the evaluation of the QIC was positive with some areas of improvement identified.

This study is limited to a QIC conducted within one organisation. Further testing of the hybrid framework is needed that extends to different designs of QICs.

A hybrid framework is provided to assist those charged with designing and evaluating QICs.

Evaluation studies are limited on QICs and if present tend to adopt one framework. Given the complexities of undertaking quality improvement within healthcare, this study uniquely takes a hybrid approach.

This manuscript reports evidence on how debt-taking decisions of top management in a multi-country setting do affect credit rating scores assigned by credit rating agencies (CRAs) as global monitors of creditworthiness of borrowers. This aspect has been long ignored by researchers in the literature. The purpose of this paper is twofold. A test model is specified first using theories to connect debt-taking behavior to credit rating scores. Once that model helps to identify a number of statistically significant factors, the next step helps to identify threshold values at which the variables driving debt-taking behavior would worsen the credit rating scores as turning points of the thresholds.

The study identifies factors driving creditworthiness scores due to debt-taking behavior of countries and develops a correct research design to identify a model that explains (1) credit rating scores and the factors driving the scores and runs (2) panel-type regressions to test model fit. Having found factors driving debt-taking behavior by observed units, the next step identifies threshold values of factors at which point further debt-taking is likely to worsen credit rating risk of the observed units. This is a robustness test of the methodology used. The observed units are 20 countries with data series across 14 years.

First, new findings suggest there are about six major factors associated with debt-taking behavior and credit rating changes. Second, the model developed in this study is able to account for substantial variability while the identified factors are statistically significant within the normal p-values for acceptance of hypotheses. Finally, the threshold values of factors identified are likely to be useful for managerial decisions to judge the levels at which further debt-taking would worsen the credit rating scores of the observed units.

The observed units are from 20 countries over 14 years of annual data available on credit rating scores (privately obtained from Standard and Poor [S&P]). The sample represents major economies but did not include emerging countries. In that regard, it will be worthwhile to explore the debt-taking behavior of emerging economies in a future study using the methodology verified in this study.

The findings help add few useful guidelines for top management decisions. (1) There are actually factors that are associated with debt-taking behavior, so the authors now know these factors as guides for managerial actions. (2) The authors are free to state that the credit rating changes occur on objective changes in the factors found as significantly related to the debt-taking behavior. (3) The threshold values of key factors are known, so top management could use these threshold values of named factors to monitor if a debt-taking decision is going to push the credit rating to a worse score.

There are society-wide implications. Knowing that the world's debt level is high at US$2.2 for each gross domestic product (GDP) dollar across almost 200 countries, any knowledge on what factors help drive creditworthiness scores, thus credit riskiness, is revealed in this paper. Knowing those factors and also knowing the turning points of the factors – the threshold values – likely to worsen creditworthiness scores is a powerful tool for controlling excessive debt-taking by an observation unit included in this study (The dataset in this research can also be used to see inter-temporal movement on debt-taking in a future study).

In the authors' view, there are many studies on debt-taking behavior. But none has connected debt-taking on how (1) named factors are observable to management that affect credit rating changes and (2) if a factor affects creditworthiness, at which point of the factor value, the creditworthiness will flip to worsen the score. These aspects are seldom found in the literature. Hence, the paper is original with practical value at the global level.

Scholars are increasingly acknowledging the importance of conversations in the management of complex projects. Defining dialectics as “the art of purposeful conversation”, this paper aims to rationalise the somewhat disorganised field of dialectics by developing a categoreal scheme.

The authors refer to the current state of research into the conversational aspects of complex projects, and examine the historical development of, and philosophical and scholarly commentary on, the dialectical method.

The categories the authors propose are the Socratic, Conversational, Fichtean and Peircean. They differ in relation to the subject matter of the dialectic; their vulnerability to environmental influences; the degree of structure they require for optimal performance; and the situations in which they might most profitably be applied.

A single categoreal scheme is rarely the last word, and the authors invite other scholars to explore the field in a similar way.

The scheme proposed here is intended to enhance the project manager's approach to conversations, by referring to the specific virtues and limitations of each of the categories.

The informed use of dialectics may help to ameliorate the significant damage done to organisations and economies around the world by failed and underperforming projects.

The authors present the first categorisation of the field, with the aim of equipping the practitioner to think about dialectical approaches in a more systematic way.

Worldwide, healthcare systems struggle to sustain the delivery of services at a time of increasing demand, limited resources and growing expectations from users, coupled with dealing with the aftermath of the Covid-19 pandemic and the threat of other outbreaks. There has never been a more important time to sustain innovation and improvements. Using an illustrative case, the authors assess the application of two existing frameworks to identify the key propositions and dimensions required to deliver sustainable services.

This illustrative case study focuses on a service provided by a chronic disease, multidisciplinary community healthcare team in the UK. Experienced-based interviews were conducted with health professionals, patients and relatives to provide a rich account of a care pathway design. A high-level process map is used to visualise the key touch points.

The authors identify all seven propositions of the SERVICE framework being present along with additional dimensions relating to sustaining innovation and improvement.

This research is limited to a chronic disease care pathway. However, the authors believe the results could be applicable to other medical conditions, which are supported by a similar multi-disciplinary service delivery model.

The authors provide a sustainable public service operations SERVICES framework for health professionals and managers to consider when (re)designing care pathways.

This research contributes to the emerging discipline of public service operations research by empirically testing for the first time the SERVICE framework within healthcare. The authors have included additional factors associated with innovation and improvement and recommended further development of the framework to include factors, such as economic sustainability, highly relevant to the context of universal healthcare systems.