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We study the problem of finding optimal locations for a suite of defense assets in order to protect high-value tactical and strategic infrastructure across a vast geographical area. To this end, we present a multi-type with non-overlapping coverage requirement as an extension to the classical formulation for the maximal covering location problem (MCLP).

In our case study, we use open source geographic and demographic data from Canadian sources as inputs to our optimization problem. Due to the complexity of the MIP formulation, we propose a hybrid metaheuristic solution approach, for which a genetic algorithm (GA) is proposed and integrated with local and large neighborhood search operators.

Extensive numerical experiments over different instances of the proposed problem indicate the effectiveness of the GA-based solution in reducing the solution time by a factor of ten compared to the CPLEX commercial solver while both approaches obtain solutions of similar quality.

This research is limited to location planning of defense assets leveraging geospatial data of Canada. However, the diverse Canadian geography is among the most challenging given broad variability in population density and the vast size of the country leading to a large search space having substantial variability in fitness performance.

Our findings demonstrate that for large-scale location searches, the GA with a local neighborhood search performs very well in comparison to CPLEX but at a fraction of the execution time.

Our findings provide insight into how to make improved decisions for the placement of deterrence and defense systems and the effectiveness of a hybrid metaheuristic in addressing associated computational challenges.

Throughout the world, healthcare policy has committed to delivering integrated models of care. The interface between primary–secondary care has been identified as a particularly challenging area in this regard. To that end, this study aimed to examine the issue of integrated care from general practitioners’ (GPs) perspectives in Ireland.

This multimethod study involved a cross-sectional survey and semi-structured interviews with GPs in the Ireland East region. A total of 1,274 GPs were identified from publicly available data as practising in the region, of whom the study team were able to identify 430 GPs with email addresses. An email invite was sent to 430 potential participants asking them to complete a 34-item online questionnaire and, for those who were willing, an in-depth interview was conducted with a member of the study team.

In total, 116 GPs completed the survey. Most GPs felt that enhancing integration between primary and secondary care in Ireland was a priority (n = 109, 93.9%). Five themes concerning the state of integrated care and initiatives to improve matters were identified from semi-structured interviews with 12 GPs.

The uniqueness of this study is that it uses a multimethod approach to provide insight into current GP views on the state of integrated care in Ireland, as well as their perspectives on how to improve integration within the Irish healthcare system.

The purpose of this paper is to explore how HIWS may shape organisational capabilities, in particular organisational ambidexterity (OA) – the ability to be both adaptable to the wider world, and internally aligned so that existing resources are used well. Given the demands on public agencies to manage conflicting objectives, and to do more with less in increasingly complex environments, this paper improves our understanding of how HIWS can contribute to public sector performance. The paper sheds light inside the black box of the HIWS/organisational performance link.

This multi-level quantitative study is based on a survey of 2,123 supervisory staff, and 9,496 non-supervisory employees in 56 government organisations.

The study identifies two paths to organisational performance. The first is a direct HIWS performance link. The second is a double mediation model from HIWS to organisational systems, to OA and then performance.

A focus on developing HIWS provides an alternative means to public sector performance, than restructuring or other performative activities.

This is one of the few studies that explore how HIWS can develop collective as well as individual capabilities. Studies in the public sector are particularly rare.

Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.

This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.

An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.

This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting.

This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program.

This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts.

The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.

Daring to challenge the status quo impacts innovation. Yet, successful outcomes depend on individual risk-taking and choice to influence others to support new ideas. This Challenging the Status Quo exercise illustrates how leaders use power and influencing tactics to challenge norms by analyzing Donald Trump’s journey as the 45^th U.S. President to defy experts and successfully influence followers to support his non-traditional candidacy: businessman lacking political experience becoming leader of the free world. Through integrating videoclips and polls, instructors make power visible, relevant, and thought-provoking as students apply power theory and influencing tactics perspectives to analyze (a) how leaders impact followers’ perceptions, (b) students mutual-influencing strategies, (c) power’s relationship with social identity and privilege, and (d) social impact on innovation via activism and free speech.

The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL).

This paper presents an contextualist examination of reflection in the WBL environment.

People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning.

Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977).

If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered.

By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal.

This paper represents the first study which examines the role reflection plays in WBL.

Background: Democratic societies thrive when citizens actively and critically engage with new ideas, developments and claims to truth. Not only can such practices result in more effective choice-making, but they can also lead to widespread support for progressive beliefs, such as social justice. Yet with western societies in the midst of environmental, social and political crises, it seems more pertinent than ever that citizens become “ideas-informed”.

Methods: Drawing on a survey of 1,000 voting age citizens in England, this paper aims to provide insight into the following: (1) the current “state of the nation” in terms of whether, and how, individuals keep themselves up to date with regards to new ideas, developments and claims to truth; (2) the impact of staying up to date on beliefs such as social justice; (3) the factors influencing people’s propensity to stay up to date, their support for value-related statements, as well as the strength of these influencing factors; and (4) clues as to how the extant “state of the nation” might be improved.

Results: Our findings indicate that many people do keep up to date, do so in a variety of ways, and also engage with ideas as mature critical consumers. There is also strong importance attached by most respondents to the values one would hope to see in a progressive and scientifically literate society. Yet, as we illustrate with our structural equation model, there are a number of problematic network and educational related factors which affect: (1) whether and how people stay up to date; and (2) the importance people ascribe to certain social values, irrespective of whether they stay up to date or not.

Conclusions: Suggestions for the types of social intervention that might foster “ideas-informed” democracies (such as improved dialogue) are presented, along with future research in this area.

We propose an economic model of housing markets. The model incorporates the macroeconomic relationships between prices, demand and supply. Since vacancy rates are not observable, the demand-supply mismatches are identified using a microeconomic model of search, matching and price formation. The model is applied to data on regional housing markets in England and Wales.

Economic theory combining macroeconomics and microeconomics together with new generation econometric methods for empirical analysis.

The empirical model, estimated for the ten government office regions of England and Wales, validates the economic model. We find that there is substantial heterogeneity across the regions, which is useful in informing housing and land-use policies. In addition to heterogeneity, the model enables us to better understand unrestricted inter-regional spatial relationships. The estimated spatial autocorrelations imply different drivers of spatial diffusion in different regions.

In the nature of other empirical work, the findings are subject to specificities of the data considered here. The understanding of spatial diffusion can also be further developed in future work.

This paper develops a nice way of closing macroeconomic models of housing markets when complete demand, supply and pricing data are not available. The model may also be useful when data are available but with large measurement errors. The model comes together with corresponding empirical methods.

Implications for the housing market and other regional policies are important. These are context-specific, but some implications for housing policy in the UK are provided in the paper as an example.

Unique housing market paper combining both macroeconomic and microeconomic theory as well as both theory and empirics. The rich framework so developed can be extended to much future work.