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This study aims to analyze the process of academic spin-offs’ de-internationalization, examining the internal and external factors that influence this strategy.

This study uses a conceptual methodological approach that integrates a theoretical review to examine the factors influencing academic spin-offs’ decisions to cancel or reduce their presence in international markets, whether voluntarily or involuntarily, in whole or in part, and at early or later stages of their internationalization process.

The results suggest that academic spin-offs face more significant challenges in their internationalization process than other small- and medium-sized enterprises. Each of the factors analyzed can explain the type, extent and timing of de-internationalization, and their impact may vary according to the pattern of internationalization followed by these firms. Furthermore, this paper highlights that academic spin-offs de-internationalization processes are often influenced more by internal factors than by external ones. Equally, it is recognized that these factors do not act independently in de-internationalization but are interrelated and may be conditioned by each other.

This study offers various perspectives by assessing the nonlinear internationalization patterns of academic spin-offs. Moreover, it contributes significantly to the literature on academic entrepreneurship and internationalization by integrating de-internationalization as an essential component of the international academic spin-off life cycle.

As healthcare continues to become more expensive and complex, considering the voice of the patient in the design and operation of healthcare practices is important. Wound care and rural healthcare scenarios pose additional complexities for providers and patients. This study sought to identify key determinants of patient service quality in wound care.

Patients at the wound care/ostomy clinic (WOC) in a rural hospital were surveyed using the Kano model. The Kano model enables the categorization of quality attributes based on the attributes' contribution to the subject's overall satisfaction (and dissatisfaction). Chi-square goodness-of-fit testing, multinomial analysis and power analysis were then used to determine the Kano categories for each satisfaction-related attribute.

The analyses resulted in 14 one-dimensional attributes and 3 indeterminable attributes. For the one-dimensional attributes, customer satisfaction is directly proportional to the level of performance for that attribute. The one-dimensional attributes included providing correct care on the first, provision of necessary supplies for care, appropriately qualified medical staff and confidence in care provided by medical staff, among others. Understanding the attributes important to the patient drive patient-centered care, which improves positive patient outcomes and recovery. These attributes can then be used by healthcare professionals to design patient-centric processes and services. This research provides a framework for incorporating the voice of the patient into healthcare services.

While the research methodology can be used in other healthcare settings, the findings are not generalizable to other wound care clinics. This research was conducted in one small, rural hospital. In addition, the sample size was small due to the size of the wound clinic; therefore, an analysis of the differences between demographics could not be performed.

Considering the perspectives of rural wound care patients is important, as the patients are an under-served population with unique challenges related to patient care. The research findings detail rural patients' expectations during wound care treatments, which enable the clinic to focus on improving patient satisfaction. This research contributes to understanding the factors that are important to patient satisfaction in wound care. Further, the methodology presented can be applied to other healthcare settings.

While studies exist using the Kano model in healthcare and the literature is sparse in rural healthcare, this is the first case study using the Kano model in wound care to understand patient preferences.

The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program.

A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada.

Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success.

While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution.

A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended.

Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs.

A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

The purpose of this study was to development of a new chocolate-flavored powdered food supplement enriched with mesquite pod flour, oak extract and agave fructans, with proper sensory characteristics as well as its physicochemical and glycemic quality.

A powdered shake was formulated using experimental design (23) with mesquite (Prosopis laevigata) pod flour, oak (Quercus convallata) extracts, nonalkalinized cocoa, agave fructans, milk protein and xanthan gum. Sensory analysis (choice profile method, ranking test, focus group, quantitative descriptive analysis), moisture, ash, fiber, protein and lipids, pH, color, wettability, dispersibility and rheological tests were done. Phenolic profiling analysis to samples was done by ultraperformance liquid chromatography coupled to photodiode array detection and electrospray ionization tandem mass spectrometry, antioxidant activity was measured by 2,2’-Azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) diammonium salt radical cation, ferric reducing antioxidant power and oxygen radical absorbance capacity, glycemic index (GI) and glycemic load were evaluated.

The main sensory attributes in the powders were chocolate, bitter, astringent, grass/linseed flavors (p < 0.05). The product has protein [66.9%], carbohydrates [22.0%], lipids [1.6%], ash [2.7%] and moisture [6.8%], with wettability (23 s), and dispersibility of 77.9%. Catechin, epicatechin, gallocatechin, procyanidin B2, chlorogenic, coumaric and ferulic acids were identified. GI and caloric load not show differences between men (73.3±2.4, 4.4±0.1) and women (67.0±2.1, 4.1±0.1) (p > 0.05).

The use of mesquite pods, oak and agave fructans in powder food supplement is an alternative to obtain a product high in protein, with good sensory properties, antioxidant activity and moderate GI.

Recent research has proposed a specific female phenotype within autism spectrum disorder (ASD). It suggests females exhibit differences in social communication styles with higher levels of camouflaging and compensatory strategies, as well as variance in restrictive repetitive behaviours (RRBs); however, many existing studies have been based on either small, disproportionate or child and adolescent samples, leaving questions about the specific phenotype. This study aims to explore the sex difference and phenotype in a clinic sample of individuals diagnosed with autism.

A service evaluation of sex/ gender differences on 150 historical ASD assessment reports (75 males, 75 females) using a 103-item questionnaire developed from a quantitative review of existing literature was undertaken.

Females camouflaged more significantly than males in five different areas (thinking how to act next, preparing conversation in advance, making lists of prompts/social responses, wearing a mask/acting, less monotone voice); however, these were not maintained in post-analysis correction.

This study points the evidence towards a different phenotype of Autism that is more common in women than men rather than a unique female phenotype.

The purpose of this paper was to investigate the utility of including emotional development (ED) assessment into a Positive Behaviour Support (PBS) approach in clinical practice with a patient with an intellectual disability (ID) and challenging behaviour.

Interviews were conducted with four staff involved in the care of the patient. The interviews were transcribed and analysed using thematic analysis and three reflective sessions were completed with the lead psychologist of the service.

Using thematic analysis, four themes were identified: getting everyone around the table: a collaborative approach, complementary approaches: a feedback loop, helping to make sense of the individual and ensuring a voice for service users.

This was a case study selected from routine clinical practice and as such generalisability may be limited. This case study was designed as an exploration of the potential benefits of incorporating ED alongside PBS for ID and provides a basis for future research.

This study highlights the value of integration of ED assessment for people with ID and challenging behaviour within a healthcare team.

There is a lack of literature relating to ED and challenging behaviour within an ID population, particularly exploring ED within a PBS framework. This study provides a starting point for exploring how practice can be improved through incorporating ED assessment for individuals with ID and challenging behaviour.

International and national education policy identifies the need for young people to develop knowledge and understanding of sustainability and to use this knowledge for positive action. This paper reflects on a larger curriculum investigation project that used the Curriculum Design Coherence (CDC) Model with in-service teachers as a professional learning framework to engage their learners with sustainability in geography education. This paper outlines the diffractive insights of two teacher educators, making sense of our contribution to the project in order to explicitly discern our roles.

Our enquiry is situated within the participatory paradigm in which we recognise the roles of teachers and teacher educators are entangled in the co-production of knowledge.

We find that curriculum design, with its focus on disciplinary knowledge is an important aspect of curriculum coherence in relation to the concept of sustainability. Significantly informed collaboration between teachers and teacher-educators enriches professional learning through engagement with both research materials and conceptually informed dialogues.

We conclude that more research on the role of teacher knowledge with practitioners, is needed to enable professional empowerment so that in turn young people can become informed and critical citizens.

This paper draws on a posthumanist philosophy and a diffractive methodology to make explicit the epistemic role of the teacher educator in a climate change and sustainability education project.

Fires have the potential to destroy, resulting in the loss of property and livelihoods, as well as injury, death and repeated trauma for those who are already vulnerable. However, fire as a hazard has been treated rigidly and un-critically, a model that has influenced how it is perceived by policy makers, first responders, engineers and academics and subsequently approaches to implementing and better understanding fire prevention, mitigation, response and recovery from the impacts of fire.

This article deals with fire, arguing that its case can help imagine what liberation might mean within and for disaster studies. The study argues against dogmatic, outdated, technological and solution-focused perspectives that have constrained how fire and its effects are understood and discuss what disciplinary liberation could mean for the study of fire and its integration within DRR. The study’s approach is based on the DRR Assemblage Theory, which points to fire as an issue at a societal level.

The study explores the themes of fire and liberation through contributions and insights that have emerged through the authors' professional experience in research and practice. It offers an original and timely engagement with disaster studies through the lens of fire, an increasingly pertinent phenomenon for disaster scholars and practitioners alike.

By drawing on the example of fire as a socio-technical-environmental phenomenon, this paper contributes a novel perspective on the intellectual and practical possibilities that can emerge from disciplinary liberation.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.