J.K. Donnelly and E.I. Stentiford
States that the presence of Cryptosporidium oocysts in potable water supplies continues to be a high profile problem in the UK and the USA, causing concern among public health…
Abstract
States that the presence of Cryptosporidium oocysts in potable water supplies continues to be a high profile problem in the UK and the USA, causing concern among public health officials and those responsible for water treatment. Reviews the current status of knowledge about this troublesome parasite and considers water treatment options.
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Nichola Robertson, Heath McDonald, Civilai Leckie and Lisa McQuilken
This study aims to examine the influence of different self-service technologies (SSTs) on customer satisfaction with and continued usage of SSTs. Specifically, it compares an…
Abstract
Purpose
This study aims to examine the influence of different self-service technologies (SSTs) on customer satisfaction with and continued usage of SSTs. Specifically, it compares an interactive voice response (IVR) SST and an online SST from the same provider to assess how to manage these parallel SSTs.
Design/methodology/approach
A tracking study was used, beginning with a survey of n = 957 SST users to test a model pertaining to SST satisfaction across IVR and online SSTs. These SST users were then tracked over 12 months. The association between customer satisfaction with and continued usage of the SSTs was examined using behavioural data from the service provider.
Findings
While the overall model was found to be valid across both types of SSTs, perceptions of factors including ease of use, perceived control and reliability differed for IVR and online SSTs. Satisfaction with SSTs is linked with users’ continued use of SSTs, but is not a barrier to users’ adoption of newer SST forms.
Research limitations/implications
Highlighting the rapid developments in this field, a new SST was introduced by the provider to respondents during the 12-month tracking period, thus complicating the results. Further studies could include the customer purpose for using SSTs as a variable.
Practical implications
The findings offer support for organisations offering a suite of SSTs, even if they serve the same purpose. Customers evaluate SST types differently, and even satisfied SST users switch to different SSTs when they become available. Allowing customers to choose the SST that best suits them appears to be good practice.
Originality/value
This study develops a comprehensive model of customer SST satisfaction that is used to undertake a comparison of two different types of SSTs, which has been missing from prior research.
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Difficulties which have for many years surrounded the interpretation of false descriptions of trade goods and services are emphasised in the discussions, in and out of Parliament…
Abstract
Difficulties which have for many years surrounded the interpretation of false descriptions of trade goods and services are emphasised in the discussions, in and out of Parliament, of the Protection of Consumers (Trade Descriptions) Bill, the new code of consumer legislation which although incorporating much that has gone before, does introduce a number of rather sweeping extensions. In the opening of the Committee stage in the House of Lords most of the debate ranged around the meaning of the term false description itself, and an amendment which defeated the Government, made it necessary for a description to be false in a material particular to be an offence. This is in fact the present law. The amendment has now little more than theoretical interest as the Bill with numerous others was jettisoned because of the General Election.
Monica A. van Winkel, Roeland M. van der Rijst, Wietske Kuijer-Siebelink, Floor Basten, Anneke M. Sools, Rob F. Poell and Jan H. van Driel
Guided by the quest concept, this study aims to explore how profession-focused PhD candidates, who are concurrently lecturing at a Dutch University of Applied Sciences (UAS), make…
Abstract
Purpose
Guided by the quest concept, this study aims to explore how profession-focused PhD candidates, who are concurrently lecturing at a Dutch University of Applied Sciences (UAS), make sense of change while pursuing doctoral objectives. The research question was: How do these PhD candidates navigate, experience and evaluate their enduring profession-focused doctoral quests across the nexus of research, education and professional fields, considering their aspirations?
Design/methodology/approach
Eight PhD candidates shared one-year quest experiences, illustrating how interactions with ‘actors’, ‘settings’ and ‘events’ shape doctoral transitions. These narratological concepts guided within-case and cross-case analyses, while grounded theory methodologies served to explore candidates’ sense-making of change over time.
Findings
Four story types of doctoral transitions emerged: “ups and downs”, “turnaround”, “continuous growth” and “scholarly recognition”. Candidates valued the Dutch UASs’ formal policy of supporting academic research with professional relevance. Across the story types, differences in aligning doctoral expectations among research and workplace supervisors and candidates affected knowledge exchange throughout the doctorate. When available, engagement in varied and comprehensive doctoral learning resources advanced candidates’ research competencies, including bridging diverse knowledge types. Autonomous candidate navigation was crucial for building partnerships, accessing dispersed learning resources and responding to uncertainties. Collaborative learning involving BSc-MSc students, colleagues and practitioners varied in strength across the story types, but enhanced the doctorate’s relevance, visible outcomes, feasibility and sustainability. The story types represent transition patterns that shaped how candidates developed new knowledge and contributed to their fields. While passion was a key motivator for candidates, it also heightened their vulnerability.
Practical implications
Analysing patterns in doctoral transitions provided actionable insights for optimising conditions and candidate navigation within the science–profession nexus.
Originality/value
The findings highlight that diverse actors can contribute to and benefit from profession-focused doctorates, driving momentum in integrating this research into education and innovation.
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Thuy D. Nguyen, Majed Yaghi, Gopala Ganesh, Charles Blankson, Audhesh K. Paswan and Robert Pavur
Diversity, equity and inclusion ideology is the latest appeal of individual compassion, institutional legitimacy and enlightened society. Specific to higher education, diversity…
Abstract
Purpose
Diversity, equity and inclusion ideology is the latest appeal of individual compassion, institutional legitimacy and enlightened society. Specific to higher education, diversity, equity and inclusion is an honorable ideology, value and mission. This paper aims to (1) empirically recognize the differences in the level of importance between the university’s and faculty’s diversity, equity and inclusion initiatives, (2) identify the diversity, equity and inclusion outcomes, such as university brand image and student intention to engage postgraduation, (3) uncover the moderating role of university brand preference attainment and (4) validate the mediating role of student identification in diversity, equity and inclusion literature.
Design/methodology/approach
A survey of 1,027 usable responses was employed to perform two moderations, four mediations and two confidence interval analyses.
Findings
The university’s diversity, equity and inclusion initiatives are significantly more rewarding than the faculty’s diversity, equity and inclusion initiatives for the university brand image and students’ intention to engage postgraduation. Findings uncover the mediating role of student identification and the moderating role of brand preference attainment.
Practical implications
Focusing on diversity, equity and inclusion at the institutional level is more impactful than at the faculty level. In industries where frontline employees have significant autonomy, such as higher education, the positive brand performance outcomes are related to the faculty’s diversity, equity and inclusion awareness, not the faculty’s diversity, equity and inclusion advocacy. Diversity, equity and inclusion initiatives should align with the student’s shared values.
Originality/value
The study relies on institutional theory to underscore the asymmetric importance of the university’s and faculty’s diversity, equity and inclusion initiatives in achieving perceived brand image and engagement.
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The purpose of this research is to investigate the acceptance and support of neurodiverse people in society, with a focus on autism, and to use this to propose a framework to…
Abstract
Purpose
The purpose of this research is to investigate the acceptance and support of neurodiverse people in society, with a focus on autism, and to use this to propose a framework to enhance inclusivity that can inform pedagogy within the education sectors.
Design/methodology/approach
Three case studies from higher education have been presented and mapped onto a multi-dimensional spectrum of characteristics normally associated with autistic people. Further examples have been taken from the general population and these have been used, along with user scenarios to propose a framework for inclusivity.
Findings
A framework, the human spectrum, has been proposed which encompasses all of society, regardless of diagnoses and within which people have mobility in terms of their characteristics. It is proposed that this framework should be incorporated into pedagogy in primary, secondary and tertiary education so that teaching and assessment is inclusive and so that people’s understanding of human nature is built from an early age to counter stigma and herd mentality, or othering.
Social implications
The contribution of this paper could have significant implications for society as the framework provides a structure to enable people to consider others with new perspectives.
Originality/value
The framework proposed provides a new and original way of shaping the way people think within the education sector and elsewhere.