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The purpose of this paper is to present the METAL project, a French open learning analytics (LA) project for secondary school, that aims at improving the quality of teaching. The originality of METAL is that it relies on research through exploratory activities and focuses on all the aspects of a learning analytics environment.

This work introduces the different concerns of the project: collection and storage of multi-source data owned by a variety of stakeholders, selection and promotion of standards, design of an open-source LRS, conception of dashboards with their final users, trust, usability, design of explainable multi-source data-mining algorithms.

All the dimensions of METAL are presented, as well as the way they are approached: data sources, data storage, through the implementation of an LRS, design of dashboards for secondary school, based on co-design sessions data mining algorithms and experiments, in line with privacy and ethics concerns.

The issue of a global dissemination of LA at an institution level or at a broader level such as a territory or a study level is still a hot topic in the literature, and is one of the focus and originality of this paper, associated with the large spectrum of different concerns.

The goal is to assess performance prediction systems (PPS) that are used to assist at-risk learners.

The authors propose time-dependent metrics including earliness and stability. The authors investigate the relationships between the various temporal metrics and the precision metrics in order to identify the key earliness points in the prediction process. Authors propose an algorithm for computing earliness. Furthermore, the authors propose using an earliness-stability score (ESS) to investigate the relationship between the earliness of a classifier and its stability. The ESS is used to examine the trade-off between only time-dependent metrics. The aim is to compare its use to the earliness-accuracy score (EAS).

Stability and accuracy are proportional when the system's accuracy increases or decreases over time. However, when the accuracy stagnates or varies slightly, the system's stability is decreasing rather than stagnating. As a result, the use of ESS and EAS is complementary and allows for a better definition of the point of earliness in time by studying the relation-ship between earliness and accuracy on the one hand and earliness and stability on the other.

When evaluating the performance of PPS, the temporal dimension is an important factor that is overlooked by traditional measures current metrics are not well suited to assessing PPS’s ability to predict correctly at the earliest, as well as monitoring predictions stability and evolution over time. Thus, in this work, the authors propose time-dependent metrics, including earliness, stability and the trade-offs, with objective to assess PPS over time.

This study analyzes how the innovation ecosystem helps integrate technology-push and market-pull strategies in the Industry 4.0 paradigm.

This study investigates companies' involvement in the Industry 4.0 paradigm through technology-push strategies, and through both technology-push and market-pull strategies. The authors perform two econometric logit models to test the influence of collaborations with heterogeneous actors, research and university relationships, and relations with business incubator (the pivot actor) on companies' involvement in Industry 4.0.

The study empirically shows that developing relationships with a greater diversity of actors, collaborating with university and research laboratories, and developing intense relationships with business incubator increase the likelihood for companies to integrate both technology-push and market-pull strategies in companies' involvement in the Industry 4.0 paradigm.

This study provides insights to practitioners who are interested or involved in the new Industry 4.0 paradigm. The authors' study explains how specific features of an innovation ecosystem, such as complex interactions among actors, can stimulate creative ideas and successfully implement innovations to address Industry 4.0 challenges.

First, the authors confirm the role of the innovation ecosystem on companies' involvement in the Industry 4.0 paradigm. Second, the authors study highlights that the innovation ecosystem is a new relevant framework that enables companies to integrate both technology-push and market-pull strategies. Third, we provide empirical evidence about the role of business incubator on firms' strategies to get involved in the Industry 4.0 paradigm.

Company goals, behaviors and decision-making processes may differ depending on whether a given company decides to engage in the Industry 4.0 (I4.0) paradigm as a user or as a provider of I4.0-based solutions. This paper will consider this question in-depth by focusing on the extent to which the innovation ecosystem (IES) affects these two main strategies.

The authors' study aims to analyze the impact of a regional information and communication technology (ICT) ecosystem on the implementation of I4.0 at the company level by using an original survey of 123 companies that are already engaged in the implementation of I4.0 in the French region of Hauts-de-France and by employing two sets of logit models.

The authors' empirical study demonstrates the importance of an innovation ecosystem-based strategy for I4.0 technology provision. It reveals that engaging in R&D collaborative projects and developing links and complex relationships with heterogeneous actors within the IES positively affects the likelihood of a given firm deciding to implement I4.0 as a provider of I4.0-based solutions. This does not, however, affect the probability of a firm engaging in the I4.0 paradigm as a user of technologies and solutions.

From a policy standpoint, this study could encourage decision-makers to engage with I4.0 development by developing policies targeting the reinforcement of IES at a regional level. This could also help to accelerate the adoption of I4.0 technologies by manufacturing companies and foster the development of I4.0-based solutions through specific company-targeted policies. The authors' study supports the need for manufacturing company managers to evaluate and identify the best technological strategies related to the I4.0 paradigm that meet their specific needs.

The authors' study shows that the decision to engage in the I4.0 paradigm as providers of I4.0-based solutions is more likely to rely on an innovation ecosystem-based strategy, while the decision to engage in the I4.0 paradigm as users of I4.0-based solutions is more likely to rely on the company’s internal strategies, resources and demand-side benefits.

In this chapter, we explore how our backgrounds as mixed-heritage Latinas influence our work as junior faculty members at a four-year public Hispanic-serving institution (HSI). Drawing on the conceptual lens of intersectionality, we address the question: how do our multiple social identities affect our identity development and socialization as faculty members?

As part of a critical mass of junior Latina scholars studying educational issues pertinent to the Latina community, we build a sense of community in what can be an isolated environment for women faculty of color. Using our own examples, we examine how two faculty members who might be considered “outsiders within” the Latina/o community draw on their Latinidad as a source of strength to employ their academic work in advancing social justice for Latina/os. Our identities have influenced us to take into account multiple social categories and social contexts in the study of educational phenomena. Serving as faculty within the institutional context of an HSI has distinctively influenced our socialization as new faculty.

We believe that this examination has implications for understanding how people can build cross-cultural collaborations and identify productively with communities that may not necessarily recognize them as “authentic.” Our exploration also offers insights for building a more inclusive academy, particularly for junior scholars from historically underrepresented backgrounds. Based on the themes identified in this research, we draw recommendations for university personnel interested in the recruitment and retention of Latina junior faculty. More broadly, this research has implications for developing support systems for faculty members who have been historically underrepresented in their fields and those who study marginalized populations.

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The aim of this paper is to contribute to aligning higher education towards meeting the challenge of global sustainability.

The barriers to sustainability are juxtaposed against the resources, responsibilities and potential of higher education. Ideas from several models and from within several disciplines are integrated to construct a framework through the challenges can be examined and then translated into learning outcomes, expressed as graduate attributes.

The focus of education for global sustainability has been on encouraging consumers to modify patterns of resource consumption and waste management. However, there are some significant limitations to relying on consumer action. Future professionals, involved in managing resources or designing options from which consumers make choices, are in a much better position for influencing how social, cultural and environmental resources are used. To actualise this potential requires that higher education curricula offer experiences which develop graduate attributes of self‐efficacy, capacity for effective advocacy and interdisciplinary collaboration, as well as raise awareness of social and moral responsibilities associated with professional practice.

For higher education to contribute towards achieving sustainability requires support of the whole institution, and considerable professional development of staff to help them appreciate how they can lead the next generation to global sustainability. The next stage of the research into the role of higher education in building a sustainable society should focus on how these objectives can be achieved.

Considerable research has been dedicated to describing the urgent and intractable nature of the problems facing the global community and, to some extent, the need for higher education to engage with these problems. This paper takes the next step by presenting some guidelines for designing curricula to develop graduate attributes required for this work.

The purpose of this paper is to examine how low status expatriates (lower position, younger, female) are positioned differently compared to high status expatriates (higher position, older, male) in terms of experiencing various types of success.

Based on 424 responses from business expatriates working within multinational corporations operating in Asia, the study tests whether low status expatriates experience higher personal success while high status expatriates see more organization-related success.

The results demonstrate that expatriates with different status-related characteristics might experience success during an international assignment differently. Additionally, our results reveal the relevance of avoiding treating success as a single variable and of investigating the actual experiences acquired while working abroad to better appreciate how expatriates experience success differently.

The extant literature offers a limited understanding of expatriate success as the phenomenon has often been conceptualized in relatively simple terms, i.e., the completion of the international assignment contract. Our study offers an alternative view. Measuring success using a single outcome variable does not fully capture the experience. Success can be perceived in different ways, and different types of success are associated with different types of characteristics.