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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 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.

COVID-19 has caused unprecedented disruption to health systems. There is much to be gained by capturing what was learned from changes and adaptations made by health services and systems. The Ministry of Health in New South Wales (NSW), Australia, sought to prioritise health services research (HSR) to address critical issues arising from the COVID-19 pandemic. We tested a priority setting methodology to create priorities for a specific funding opportunity and to extract generalisable lessons.

A virtual roundtable meeting of key stakeholders was held in June 2020. We used a modified Nominal Group Technique (NGT) for priority setting, with potential items (n = 35) grouped under headings. Data was analysed through a reflective deliberative process.

We engaged 89 senior policy makers, health service executives, clinicians and researchers in the roundtable. The NGT proved an efficient method with participants reaching consensus on eight priorities. Findings included strong support for learning from the rapid response to COVID-19 and addressing needs of vulnerable populations and the health workforce. Opinions differed about strategic areas investment and where learnings should be via internal evaluation rather than funded research. Three of the eight recommended priorities were included in the funding opportunity.

Coronavirus disease 2019 (COVID-19) required unprecedented change and adaptations within health systems, and rapid, applied health services research can help to create, understand and (where relevant) sustain change beyond the immediate impact of the pandemic. While final decisions may be dependent on a wider range of considerations by government, stakeholder enthusiasm for engagement in priority setting exercises may be dampened if they do not perceive their application in decision-making.

A modified nominal group technique can be used to set research priorities in constrained conditions by engaging large numbers of stakeholders in rankings and then using an online delivery of a roundtable and to reach consensus on priorities in real time. Recommended priorities for health services research can be readily generated through rapid engagement but does not guarantee their application.

Australia’s swift response to COVID-19 pandemic in 2020 was perceived as a relative success due to the rapid public health and policy response and a relatively low number of cases. This response was underpinned by systematic knowledge mobilisation including support for targeted and prioritised health services research to fill knowledge gaps.

Setting priority processes can provide rich, engaged input to support government funding decisions about HSR. A wide range of dynamic and iterative processes influence decision-making in a rapidly evolving situation in the health system response to COVID-19. It is crucial to consider how major investment decisions will support a value-based healthcare system.

This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning.

A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis.

This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified.

To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

This paper aims to examine whether the instructional message used to introduce game-based learning (GBL), prior knowledge, flow and prior gaming experience have an impact on secondary students’ learning outcomes, perceived game utility and motivation to use the game.

Fifty-four 9th grades students enrolled in this quasi-experimental study. Both groups played the same game. The experimental group was told that they would be playing a game, whereas the control group was told that they would be doing an exercise. The game was designed to promote knowledge recall about familiar mathematical concepts. Prior knowledge was assessed. An immediate and a two-days delayed post-evaluated learning outcomes. Flow, prior gaming experience, perceived game utility and motivation to use the game were assessed with questionnaires after playing.

Introducing the GBL activity as a game increased immediate learning outcomes for low knowledgeable students, but these benefits did not extend to longer term. Indeed, when the GBL activity was presented as an exercise, low higher knowledgeable students obtained poorer longer-term learning outcomes than more knowledgeable ones, whereas no difference appeared when the GBL was introduced as an exercise. Prior gaming experience and the type of instructional message used to introduce a GBL activity positively influenced perceived game utility and motivation to use the game.

This study is the first to highlight that the way a GBL activity is framed affects differently low and higher knowledgeable students’ learning outcomes and influences perceived game utility and motivation to use the game.

The Swedish International Development Cooperation Agency (SIDA) (2019) explicated there are four dimensions of poverty, and they include (1) resources, (2) opportunities and choice, (3) power and voice and (4) human security (e.g. violence issues and concerns). Contrastingly, Ellis (1984) postulated dimensions of poverty are social, economic, legal and political poverty. The Organisation for Economic Co-operation and Development (OECD) (2015) stated poverty is not always about income, indicating ‘income poverty’. Deprivation factors can be broad, but reported poor health, inadequate living standards and lack of education are dimensions of poverty (OECD, 2015). Also, according to the World Bank, the world's extremely poor are people who live on less than $1.90 USD per day (Beck et al., 2020). The $1.90 amount is at 2011 purchasing power parity levels. Additionally, the $1.90USD amount has decreased significantly over the last decades (Beck et al., 2020). Nevertheless, entrepreneurship, UN SDGs and technology can be strategies for sustainable alleviation of poverty and pandemic global economic recovery, in the 21st century.

‘Poverty is well-being deprivation’, declares the World Bank. There is no clear, widely accepted definition of well-being, although the World Bank provides some clues, ‘to be impoverished would be to be starving, to lack shelter, to be unwell and uncared for, and to be illiterate and untutored’. Poor people are subject to uncontrollable situations and denied voice and influence. Psychological empowerment (PE) and gender equality are among the emphasised areas which need to be catered. ‘Psychological’ empowerment, abbreviated as ‘PE’, denotes empowerment at the specific intensity of analysis. It is a multidimensional concept derived from the integration of various dimensions determined by three realms: (a) personality, which includes self-attribution and internal locus of control, (b) cognitive, that contains self-efficacy perception, (c) motivational, which describes the interest in participating in the activity and control of the factors involved. PE shows that people believe their actions are manageable and controlled, that they are transitioning from a condition of learned helplessness to a state of logical hope and optimism. Gender equality is the equivalent involvement of males and females in utter facets of a lifetime. Women's civil rights activities affiliated with the rights movements worked to establish gender equality in place of an essential human right. In many nations, indicators such as the gender-linked development indicators, the gender break index and the gender fairness index provide measurements of complete gender equivalence.

This chapter discusses the positive impact of PE and gender equality on human well-being based on evidence.

The purpose of this article is to critically analyze the existing literature on internal social media (ISM) within the context of internal communication, aiming to provide a more nuanced understanding of the roles of ISM and its potential implications for communicative practices.

Drawing on a problematizing review methodology, the article conducts a critical analysis of a selected body of literature with the aim of problematizing assumptions that form the foundation of existing theories and constructs in the literature on ISM communication.

The article points out two interrelated critical issues that might constrain our understanding, scholarly conversation and theoretical development of the roles of ISM communication in organizations: (1) Philosophical inexplicitness; (2) Ontological inconsistency.

Assuming a communication perspective, the article contributes suggestions for future research on ISM in the context of internal communication, calling for research to: (1) explicitly consider the epistemological implications of philosophical positions, including the view of technology; and (2) foreground meaning creation processes as the analytical point of interest.