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This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment.

An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data.

The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress.

This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students.

This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

This study aims to investigate the research question: how do women leaders in the professional business services (PBS) sector develop and approach workplace (in)authenticity?

Ten senior women leaders in the Midlands region of the UK were purposefully selected and interviewed. A semi-structured approach meant that the author adopted a social constructionist paradigm and feminist interpretation. Questions were designed to elicit rich descriptions from the participants. An inductive thematic analysis was conducted to address the study’s purpose.

Four themes were important to women when they developed and approached workplace (in)authenticity: (1) Power Structures, (2) Fit to Belong, (3) Influential Femininity and (4) Through Her Evolution. Women described masculine-majority organisations exerting power. They were pressured into altering their behaviours to “fit” into workplaces. When women had the latitude to be themselves, their leadership excelled. Women’s authenticity developed through increased self-knowledge, helping them to overcome workplace challenges. The study concluded that women face complexities when developing and approaching their constructions of authenticity, namely in the barriers and ramifications they face.

The study suggests several implications for practice and theory concerning enablers and barriers to women leaders' workplace authenticity. The link between authenticity and workplace gender equity needs to be investigated.

The study provides evidence that women are challenged when becoming authentic, therefore, altering their careers irrecoverably in some cases.

This paper aims to evaluate the quality of co-production between lived experience practitioners (LXPs) and professionals in an interactive National Health Service webinar series aimed at supporting people who were diagnosed or identified with borderline personality disorder.

Transcripts from the webinars were subjected to mixed-method examination combining Foucauldian discourse analysis (FDA) and content analysis (CA).

FDA identified nine discursive objects: diagnosis beyond its medical context, diagnosis as a total explanation, being the other, universality, compassion, hope, faking it, mentalisation and co-production. CA demonstrated those nine discursive objects each corresponded with equalised airtime appropriated by professionals and lived experience practitioners.

The sample was limited and if applied to other mental health settings might reveal different findings. More needs to be understood about the attitudes of professionals and LXPs that support discourse sharing. Although this study has offered evidence of the quality of co-production, it can say very little about whether the co-productive approach offers superior outcomes to other forms of treatment.

Further research could employ FDA and CA to further explore how co-production is being enacted in other situations, with different models, where comparable interventions are delivered. Future research could compare outcomes between co-productive and professional-only interventions.

This study examined naturalistic practice to build new theory in an under-researched area for a substantial mental health population.

This paper aims to outline an ethical framework for the deployment of facial recognition technology (FRT) in policing practice and highlight the ethical significance of the facial image.

This paper sets out an ethical approach to the practice of facial recognition deployment derived from Emmanuel Levinas’ Ethics of the Face. Ideas concerning alterity and the role of the face as a source of ethical obligation are used to establish the significance of responsibility and accountability in FRT usage.

Reflecting on the ethics of the face suggests that facial recognition amplifies requirements for accountability and responsibility in comparison with other biometric techniques and requires stronger legal safeguards.

This paper offers practical improvements through: improved process in applying FRT and changes to information management practice which treat the facial image with heightened accountability and traceability. Training is suggested which creates an understanding of the face and an improved approach to the information management of FRT data. Recommendations are made on selection of officers deployed in the field.

Using Levinas’ concept of the face and ethical philosophy provides a unique and novel lens for characterizing the legal and ethical issues concerning FRT in police practice and results in new insights as to the productive use of FRT in public policing.

The purpose of this scoping rapid review was to identify and analyse existing qualitative methodologies that have been used to investigate K-12 teachers' lived experiences of adult cyber abuse as a result of student content “going viral” to propose a novel methodological stance incorporating the Australian Online Safety Act 2021.

A search of Google Scholar was conducted using keywords and phrases related to cyber trauma, teachers, qualitative methods and the Online Safety Act. Inclusion criteria for the review were: (1) published in English, (2) focused on teachers' experiences of online abuse and cyberbullying associated with viral posts and (3) employed a qualitative inquiry methodology. Full-text articles were obtained for those that met the inclusion criteria. Data were extracted and analysed using a PRISMA flowchart and inductive thematic analysis.

This methodology is considered to be justified, as the eSafety Commissioner's Safety-by-Design principles do not have any legal or regulatory enforceability, whereas the Online Safety Act 2021 provides the Australian eSafety Commissioner an avenue to drive greater algorithmic transparency and accountability.

The findings of this review informed the development of a novel methodological stance for investigating Australian teachers' lived experiences of adult cyber abuse associated with viral posts. It provides a methodological positioning to support trauma informed qualitative research into adult cyber abuse, informed by the work of the eSafety Commissioner and the Online Safety Act.

Cybertrauma is described as “any trauma that is a result of self- or, other-directed interaction with, mediated through, or from any electronic Internet/cyberspace ready device or machine learning algorithm, that results in impact now or the future” (Knibbs, 2021). It may result from the tracking of movement through various mobile phone features and applications such as location sharing, non-consensual monitoring of social media, and humiliation or punishment through the sharing of intimate images online, through to direct messages of abuse or threats of violence or humiliation. These actions are further perpetuated through automated searches, insights and recommendations on social media (i.e. engagement metrics promote memes, Facebook posts, Tweets, Tiktoks, Youtubes and so on). This is a novel methodology, as it not only considers direct cybertrauma but also automated forms of cybertrauma.

This study aims to assess the effect of water variation on bioethanol production from cassava peels (CP) using Saccharomyces cerevisiae yeast as the ethanologenic agent.

The milled CP was divided into three treatment groups in a small-scale flask experiment where each 20 g CP was subjected to two-stage hydrolysis. Different amount of water was added to the fermentation process of CP. The fermented samples were collected every 24 h for various analyses.

The results of the fermentation revealed that the highest ethanol productivity and fermentation efficiency was obtained at 17.38 ± 0.30% and 0.139 ± 0.003 gL⁻¹ h⁻¹. The study affirmed that ethanol production was increased for the addition of water up to 35% for the CP hydrolysate process.

The finding of this study demonstrates that S. cerevisiae is the key player in industrial ethanol production among a variety of yeasts that produce ethanol through sugar fermentation. In order to design truly sustainable processes, it should be expanded to include a thorough analysis and the gradual scaling-up of this process to an industrial level.

This paper is an original research work dealing with bioethanol production from CP using S. cerevisiae microbe.

1. Hydrolysis of cassava peels using 13.1 M H₂SO₄ at 100 ^oC for 110 min gave high Glucose productivity

2. Highest ethanol production was obtained at 72 h of fermentation using Saccharomyces cerevisiae

3. Optimal bioethanol concentration and yield were obtained at a hydration level of 35% agitation

4. Highest ethanol productivity and fermentation efficiency were 17.3%, 0.139 g.L⁻¹.h⁻¹

Hydrolysis of cassava peels using 13.1 M H₂SO₄ at 100 ^oC for 110 min gave high Glucose productivity

Highest ethanol production was obtained at 72 h of fermentation using Saccharomyces cerevisiae

Optimal bioethanol concentration and yield were obtained at a hydration level of 35% agitation

Highest ethanol productivity and fermentation efficiency were 17.3%, 0.139 g.L⁻¹.h⁻¹

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

This study aims to provide a comprehensive analysis of how discursive practices shape the promotion of public relations undergraduate programmes in the context of market-driven UK higher education.

Research combines a descriptive analysis of the UK universities offering public relations undergraduate degrees and a critical discourse analysis of the online prospectus entries of 25 public relations undergraduate programmes (often called “courses” in the UK), focussing on the course/programme overview and career path sections.

This wide-ranging review of UK universities’ communication of their public relations provision demonstrates that although the student as consumer has choice, the presentation of the programmes is sometimes “headline grabbing” and often positions public relations as a tactical subject, emphasising promotion and practical skills. Overall, public relations is taught alongside subjects such as marketing, journalism and advertising, and these subjects are foregrounded in promotional material when discussing teaching and potential career paths. Public relations is a difficult subject to explain within the confines of a university prospectus, with the result that it is frequently presented as a promotional practice with little connection to management, leadership or academic research.

To the best authors' knowledge, this is the first study exploring the discursive practices that shape the promotion of public relations undergraduate programmes in UK universities.

This paper addresses the issue of the underrepresentation of women in leadership positions within the information and communication technology (ICT) and engineering fields. The study examines the complex issue of vertical segregation and gender equality by exploring the barriers that women encounter and the potential coping strategies they adopt to advance in their careers.

The study employs a qualitative approach, conducting semi-structured interviews with 17 women at middle and upper management levels in the ICT and engineering sectors. This approach aims to better understand women's workplace experiences and gain deeper insights into the nature of the barriers they face.

The study identifies four main factors hindering women's progression toward senior management positions, namely working hours, work-family conflict, social role stereotypes and second-generation bias. The results also offer useful insights into the coping strategies adopted by women to overcome these barriers.

The study highlights the persisting underrepresentation of women in senior positions, indicating a societal and organizational lag in terms of inclusion and equity. It underscores the importance of developing effective policies to address the challenges faced by employees striving to balance their work and family commitments. Training is recognized as an important tool for raising awareness about gender stereotypes among employees and reducing second-generation bias.

This study provides valuable lessons derived from its findings, including potential strategies that organizations can implement to help women navigate and overcome workplace barriers in the ICT and engineering fields.

This paper is intended as an original contribution to researching ESG from a PR perspective, as well as offering a case study of the use of letters as a mode of corporate communication.

The methodology is interdisciplinary but is centred on a critical discourse analysis of the organizational rhetoric on ESG in the annual letters of BlackRock CEO Larry Fink from 2018 to 2023. The article also considers the content of the BlackRock letters alongside the campaign rhetoric deployed by opponents to ESG over the same period.

The analysis of the letters showed up a difference in tempo and tone between the courteous, collaborative and somewhat “corporate” style of text in the Fink letters and the more urgent and confrontational tone of opponents that adopted a populist line of argumentation against ESG in general and Larry Fink and BlackRock in particular.

While advantages can accrue to CEOs and corporations for speaking out on issues, there are also perils awaiting in the contemporary environment for opinion. The findings suggest it is also important to gauge the intensity of cultural and political division in society when speaking out on contentious issues and make a judgement on whether to proceed based on that analysis. Moreover, in countries where the middle ground of public opinion has eroded, ideology and cultural affiliations can prevail instead of openness to argument and counter-argument on topics such as climate change.

The paper presents a fresh case study of a CEO who has been prominent in shaping the discourse on ESG, which has itself become is a matter of contemporary relevance to public relations. The findings offer original insights that are additive to existing guidance and criteria for CEOs deciding to speak out on issues on behalf of their organizations.