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This paper explores the use of Turnitin as a learning tool (particularly in relation to citing sources and paraphrasing) and as a vehicle for reducing incidences of plagiarism.

The research was implemented using a case study of 49 final‐year “honours” undergraduate students undertaking their year‐long core dissertation module. Over the course of the academic year student submissions to Turnitin were analysed in terms of improvements to their Turnitin scores and academic writing.

The majority of students submitted the first three chapters of their dissertation to Turnitin (Introduction, Literature Review and Methodology); less than half the students submitted their Findings and Conclusion to Turnitin. Over the course of the academic year, students submitted their dissertation work on average five times. Student Turnitin “similarity scores” were reduced but student use of Turnitin did not significantly enhance the quality of their writing.

It is clear that mechanisms need to be explored to convince students of the potential educational benefits of Turnitin and to encourage staff to engage more in the process.

Theoretically, using Turnitin for the dual purpose of preventing plagiarism and enhancing student academic writing skills has an obvious appeal; however, this study illustrates that one cannot take for granted both student and staff buy‐in.

This paper is of value to academic staff who wish to explore the benefits, and pitfalls, of using Turnitin as an educational tool.

Online teaching particularly through Open Distance and e-Learning (ODeL) has become a phenomenon in the twenty-first century. ODeL and blended approaches inevitably lead to increasing dependence on electronic communication systems. The University of South Africa (Unisa), where the author teaches, enables students through its Learner Management System to interact with lecturers and e-tutors online. The responsibilities of e-tutors are of an educative and technical nature. Their roles include guiding and assisting students, encouraging active participation, responding to their queries and grading their assignments. In addition, e-tutors provide notifications and assign tasks or activities that students are expected to complete and submit. In several cases, these forms of assistance are absent, when there is a lack of follow-up within the response period which is 24 hours – missing notifications and lack of guidance – rendering these e-tutors ineffective. The chapter provides strategies that were analyzed and implemented to motivate effective tutoring and enhance student participation learning. The author draws on her analysis as a virtual ethnographer and long-term participant observer as an e-tutor and lecturer who supervised e-tutors and taught a large number of students – 2,500. The objective of the chapter is to encourage effective tutoring that can enhance students’ success.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

This paper presents and describes an outcome-oriented dissertation study model called “PROD²UCT”, designed explicitly for students engaged in construction engineering and related subjects research.

The model is grounded in theory, underpinned by extant literature and reinforced with professional domain expertise.

PROD²UCT identifies seven key stages in outcome-oriented dissertation study: pick, recognise, organise, document and draft, undertake, consolidate and tell. These are described along with practical considerations for their effective implementation.

The model’s primary influences stem from “best practice”, experiential knowledge, pedagogical ideals and academic views/values. Given this, it is acknowledged that “representation” and “inference” are typically governed by “subjectivity” (which naturally differs from person-to-person).

Originality is threefold: PROD²UCT encourages students to consider the “end” before the “beginning”; it serves as a road-map offering guidance at seven key chronological stages; finally, it is specifically designed to be outcome-oriented. The latter requires intended dissertation outcomes to align with evidence, research design decisions and implementation methods.

It may be argued that some shared psychological mechanisms (attribution) and structures (schemas) are likely to play a role in how individuals perceive stress. This paper seeks to propose and test some hypothesised relationships between stress attribution domains and burnout dimensions.

The participants were 416 classroom teachers in 38 randomly selected high schools in New South Wales, Australia. Two established instruments, the Maslach Burnout Inventory, and the Teachers' Attribution of Responsibility for Stress Scale were employed in a postal survey. Data were analysed using confirmatory factor analysis and multilevel modelling.

Most variance was at the individual level, supporting the view that the stress and burnout were overwhelmingly psychological phenomena. Findings suggest the centrality of stress attributed to student misbehaviour in predicting each of the three dimensions of burnout: depersonalisation, emotional exhaustion, and personal accomplishment. Occupational stress attributed to personal failings also negatively predicted personal accomplishment.

The principal implication for practice is that greater emphasis should be placed on effective management of student behaviour when assisting teachers at risk of burnout.

This original study provides new insights into attribution schemas to assist understanding teachers' perceptions and reporting of their occupational stress and burnout in an education system.

This study aims to explore which outcome measures are used by occupational therapy staff in adult social care settings in the UK, and the factors affecting use of outcome measures.

A quantitative descriptive research design was used, using a cross-sectional study to explore occupational therapy staff views on the use of outcome measures. A 38-question survey was developed on Microsoft Forms. Recruitment occurred online over a three-week period in 2021 via the social media platform “Twitter”. Results were analysed using Excel using descriptive statistics and qualitative results used thematic analysis.

Participants (n = 20) used a range of outcome measures (13) in adult social care settings in the previous 12 months. Standardised measures were used by half the sample in the previous 12 months. The Therapy Outcome Measure and Barthel Index were in most use. The breadth of adult social care practice and practical factors such as caseload and lack of a meaningful tool were found to be barriers to outcome measure use. Facilitators included service improvement, accountability, use of audit and professional occupational therapy leadership.

The overall use of outcome measures can be considered low in this setting, with manager support seen to be key to the use of outcome measures. Further research is needed to investigate nationwide use.

Training, time and manager support are key to use of standardised tests and outcome measures in the adult social care settings. The use of occupational performance measures should be considered to demonstrate unique professional impact.

This contemporary study reveals use of outcome measures within occupational therapy adult social care services in the UK, which is an under researched and under published area.

“Growth hacking” is a “data-informed” marketing approach that uses digital marketing tools and tactics as well as traditional marketing channels to help technology companies show “proof-of-concept” and sustainability before gaining funding. The purpose of this study was to identify and understand the relevance and importance of growth hacking and identify what growth hacking tools and techniques are used by such organisations.

The main research method for the collection of primary data was in-depth interviews with both industry experts (senior professionals working for growth hacking agencies) and individual growth hacking practitioners who work for technology start-ups based in the UK. Interviews included the use of dimension cards with key growth hacking terms to act as visual cues to facilitate focus and prompt reflection.

In addition to a data analysis element, growth hacking also requires people to spot emerging opportunities before anyone else does. This makes it very difficult to find people with the right skill-set. It is also important to use traditional marketing methods to bridge the gap between the physical and digital world.

This study shows that growth hacking is a mind-set and process that can help technology start-ups grow quickly with a limited marketing budget. The research offers guidelines and frameworks for start-ups to understand the growth hacking process. The concept has direct synergy with agile marketing and this might be a term/ methodology with which people in the UK may feel more comfortable given the negative connotations of the word “hacking”.

Although many studies have considered burnout in the human services, little research on burnout has focused on police officers. This study aims to examine the relationship between burnout and police officers' attitudes towards the use of force and attitudes towards the use of social skills to solve problems.

Data were collected from 766 police officers in Norway using anonymously completed questionnaires.

Police officers reporting higher levels of cynicism also held more favorable attitudes towards the use of force; police officers reporting higher levels of professional efficacy also held more favorable attitudes towards the use of social skills to solve problems.

Future research needs to examine these findings in other countries and using longitudinal research designs.

Organizations are advised to monitor burnout levels of front‐line service workers and introduce structures and processes to reduce burnout levels.

This study has value for senior police management and employment counselors.

The purpose of this study is to examine the relationship of social capital with the negative externalities associated with stress, or the psychological and physiological strains experienced by police officers.

Using data collected in 1999 from a survey of Baltimore Police officers designed to examine questions about the relationship between police stress and domestic violence in police families and using multivariate regression analysis, the paper focuses on five different proxies for stress and strain, and two proxies for social capital and conducting several robustness checks.

Results show that an increase in social capital is significantly correlated to a decrease in the level of strain, in the psychological, physical, burnout and health areas.

While this study examines the social capital/strain relationship with US officers, more research is needed, as these findings may not extrapolate well into other national settings. It may also be interesting to further explore sub‐cultures within departments. Additionally, the data may be dated and, as major changes and events have occurred since the survey, a newer study of officers would be needed to observe whether these changes have had significant impact.

From a policy perspective, the findings suggest that stress reduction programs should actively engage employees to build stronger social networks.

This study comprehensively examines the ability of social capital at negating the impacts of strains, and significantly reduces the impact of major trauma events. This paper adds to the literature as there are few multivariate analyses of the social capital/strain relationship.