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This study aims to investigate the effectiveness of a theory-driven realist evaluative research approach to better understand complex technology implementations in organizations.

An institution wide e-learning implementation of lecture capture (LC), within a UK University, was chosen, and a realist evaluation framework was used, tailored for educational technology. The research was conducted over four, increasingly focused, evaluation cycles combining engagement analytics, user interviews and theory to refine what works (or does not work), for whom, in which contexts and why.

Despite explicit demand and corresponding investment, overall student engagement is lower than expected. Increased student use appears linked to particular staff attitudes and behaviours and not to specific disciplines or course content. The main benefits of LC are providing reassurance to the majority, aiding revision and understanding for the many and enabling catch-up for the few. Recommendations for future research are based on some unexpected outcomes uncovered, including evolving detrimental student behaviours, policy development based on technological determinism and future learner-centred system development for next-generation LC technologies.

The realist approach taken, and evaluation framework used, can be adopted (and adapted) for future evaluative research. Domain specific reference models, categorizing people and technology, supported analysis across multiple contexts.

This study responds to a call for more theory-based research in the field of educational technology. The authors demonstrate that a theory-driven approach provides real and practical recommendations for institutions and allows for greater insight into the political, economic and social complexity of technology implementation.

This paper is premised upon an analysis of 26 cities within the UK regarding their smart city projects. Each city was analyzed through news articles, reports and policy documents to ascertain the level of each city's development as a smart city. Each was coded by separating the projects into five types, which were ranked on a scale from 0 (no plans for use) to 5 (project type in use). The most common types are the provision of open data and the creation of business ecosystems as the primary driver of the smart city. However, many councils and enterprises proclaim smartness before the technology is actually in use, making it difficult to separate what is utilised and what is under development. Therefore, this paper further carried out an analysis of 20 cities and their intended plans to usher in the smart city, to observe the expected emergence of smart city technology. This was achieved by interrogating various roadmaps and policy documents produced by the respective cities. It was found that the most prevalent form of emergent smart city technology is the rollout of 5G and increased educational programmes alongside a proliferation of internet of things and electric vehicle usage.

The purpose of this paper is to identify a business simulation appropriate for MEng Engineering students. The selection was based on the following factors; exploring methods for evaluating potential software and enhancing the learner experience.

An interdisciplinary project team was formed to try and resolve the pedagogic, technical and business aspects that would need to be addressed in order to implement such software within the programme. Tools included a questionnaire to assess the potential enhancement of employability skills and a usability questionnaire on ease of use. These were supplemented with discourse on technical and pedagogic issues.

After the initial scoping study, the findings indicated that two business simulation software packages had potential. These were “Marketplace – Venture Strategy” and “SimVenture”. Marketplace proved to be the most suitable in terms of the pedagogic and technical requirements.

The authors were not able to fully trial each simulation over the recommended duration of play because of practical time constraints and they did not have any student contribution to the process. Findings will need to be verified with the piloting cohort of students. Further pedagogic research could be carried out to evidence the enhancement to the student learning experience.

This study is valuable because it purposefully uses an interdisciplinary team comprising expertise in teaching and learning, technology, business and sector knowledge. This was vital in the decision‐making process. It is also valuable in its development of generic methods and tools to measure and evaluate software suitability in relation to usability and employability skills.

This paper aims to spark dialogue regarding what it takes to lead well as a university leader post-pandemic. While much has been written about the future challenges facing universities, not a lot has been written about the kind of moral courage that is required to lead them. There never has been a more important time for strong leadership from university presidents; leadership that supports human flourishing and learning in all its forms.

Discussion focuses on the role of presidents in leading the post-pandemic university. The author speaks from experience on the need to restore well-being, community, and capacity for a more hopeful and resilient future.

This study makes a case for a post-pandemic university needing to be marked by courage and humanity. Students are looking for universities to align with what they care about and what is relevant to their experience and future. Responsibility falls to leaders within the academy to restore well-being, community and capacity across the university.

Leading a university as president, at the best of times, is a complex and rewarding role. Leading during a global pandemic could hardly get more challenging. It is hoped that this paper will generate additional discussion as to what it means to lead well in the academy.

The author’s experience having led a university through one of the most challenging times in our history may provide a perspective for colleagues and future leaders of the university sector.

There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives.

An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives.

A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping.

Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity.

This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.

The article outlines the background to the recently commissioned UK national study of the prevalence of elder abuse and explains the methodology adopted in Stages 1 and 2 of the research. This is being funded by Comic Relief with co‐funding from the Department of Health and carried out by a team of researchers at King's College London and the National Centre for Social Research. Stage 1, the development work, was completed in autumn 2005. Stage 2, which began in March 2006, is a national survey of the private residential population of the United Kingdom.

The findings of the UK prevalence study of abuse and neglect among older people provide unique opportunities for adult protection systems to consider possible changes to their priorities, activities, services and publicity. This article reports first on the contribution of adult protection coordinators to the design and execution of the research. It then sets out potential uses for the evidence provided by the study by the adult protection community in the UK. The article outlines some of the media reactions to the study that adult protection workers will also have to understand and navigate. It concludes with some suggestions for future research and service development in the UK context.

In areas subject to social and economic disadvantage where resources are scarce, the physical environment of the public realm is often identified as a place for investment by governments - a place where infra-structural improvements to the built environment, funded through government, may reap wider social rewards. In addition, specific social policy ambitions in Australia, within both state government and other welfare agencies, focus on social capital building and community strengthening initiatives. Yet the relationship between these crucial areas of government action - social welfare and community development, and the design of the built environment -is often disconnected.

This article describes an experimental pilot study for a prototype community engagement tool aimed at foregrounding the user in design for the public realm. The project, which will devise an innovative methodology for community consultation in areas of neighbourhood renewal and change, operates within the structure of a design studio at RMIT University School of Architecture + Design. The outcome - the Digital Map - is an interactive map website which acts as a mechanism for engaging people in the design of the built environment and the public realm, simultaneously providing a platform for social connected-ness and networking within the community. Embedded links to a repository of one-person film narratives, means that the map is an ongoing device for community participation: a transparent and open-ended alternative to the limitations of consultation through questionnaire, and a mechanism for building sustainable communities.

Reports on the production, by the British Standards Institution, of two new standards which are closely linked to the ever‐popular BS 5750. Looks at the standards and sets the scene with an overview of BSI′s plans for the future. Emphasizes that the customer and member is king, also the need to become user‐friendly. Concludes by reporting that the best way forward is to produce a single generic standard which has all the necessary elements and which is supported by specific guidance notes relevant to different people. Asserts that BSI will be the first standards body to do so.