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This paper aims to share the University of Strathclyde’s experience of embedding research-based education for sustainable development (RBESD) within its undergraduate curricula through the use of an innovative pedagogy called Vertically Integrated Projects (VIP), originated at Georgia Institute of Technology.

This paper discusses how aligning VIP with the SDG framework presents a powerful means of combining both research-based education (RBE) and education for sustainable development (ESD), and in effect embedding RBESD in undergraduate curricula.

The paper reports on the University of Strathclyde’s practice and experience of establishing their VIP for Sustainable Development programme and presents a reflective account of the challenges faced in the programme implementation and those envisaged as the programme scales up across a higher education institution (HEI).

The paper is a reflective account of the specific challenges encountered at Strathclyde to date after a successful pilot, which was limited in its scale. While it is anticipated these challenges may resonate with other HEIs, there will also be some bespoke challenges that may not be discussed here.

This paper offers a practical and scalable method of integrating SDG research and research-based education within undergraduate curricula.

The paper has the potential to deliver SDG-related impact in target communities by linking research-based teaching and learning with community outreach.

The alignment of VIP with the SDG research area is novel, with no other FE institutions currently using this approach to embed SDG research-based teaching within their curricula. Furthermore, the interdisciplinary feature of the VIP programme, which is critical for SDG research, is a Strathclyde enhancement of the original model.

The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges.

This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system by reviewing associated literature.

The research has found out that there are several achievements, including: the development of the accreditation framework; establishment of accrediting agencies; completion of almost universities’ self-assessment reports; implementation of external assessment exercise at some institutions, a few of which were awarded accreditation certificates. However, there remain a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation and the pace of accreditation implementation.

The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders.

On the basis of the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.

Describes a non‐contact optical sensing technology called C3D that is based on speckle texture projection photogrammetry. C3D has been applied to capturing all‐round 3D models of the human body of high dimensional accuracy and photorealistic appearance. The essential strengths and limitation of the C3D approach are presented and the basic principles of this stereo‐imaging approach are outlined, from image capture and basic 3D model construction to multi‐view capture and all‐round 3D model integration. A number of law enforcement, medical and commercial applications are described briefly including prisoner 3D face models, maxillofacial and orofacial cleft assessment, breast imaging and foot scanning. Ongoing research in real‐time capture and processing, and model construction from naturally illuminated image sources is also outlined.

This study aims to investigate the effectiveness of widely adopted but under-studied synthetic humanlike spokespersons (SHS) compared to organic human spokespersons in workplace training videos. The primary aim is to evaluate whether employees will rate training videos more negatively when they perceive their trainer to be synthetic such as those videos made with the AI-powered tools Synthesia or HeyGen. Results suggest that while ratings are more negative when the viewer perceives syntheticness, the change is only mild across most measures deployed here. When measures were calculated by using actual modality and not perceived modality, no significant change in rating was found. This study deployed three measures: actual knowledge transfer, perceived effectiveness and brand impression. It is guided by a convergence of AI Literacy Theory, the Technology Acceptance Model and the Theory of Reasoned Action.

Over 250 professionals assessed the effectiveness of training videos in a 2 × 2 trial design. Participants were randomly assigned to view one of four training videos featuring either a synthetic or organic spokesperson for a fictional business. After watching the video, participants answered Likert-scale survey questions and multiple-choice quiz-style questions to provide comparative measurements of actual knowledge transfer effectiveness, perceived effectiveness, brand impression and the effectiveness of the synthetic deception. The study used both ANOVA and multiple regression analyses to control for potential confounding variables and ensure the robustness of the findings.

The results indicate no significant differences between SHS and organic human spokespersons in terms of actual effectiveness (quiz scores), perceived effectiveness or brand impression, based on actual modality comparisons. However, when respondents perceived syntheticness, the avatar triggered the negative uncanny valley phenomenon and slightly decreased overall scores in perceived effectiveness and brand impression. Notably, more than half of respondents did not detect that the SHS was synthetic. Demographic variables such as gender, age or household income had no significant impact on the results.

Organizations can justifiably consider incorporating SHS into their training programs, leveraging these synthetic agents to deliver cost-effective and scalable learning solutions. The findings suggest that SHS can be used effectively for goals such as actual knowledge transfer without compromising training quality, and that other perceptual goals may be within reach as well. This may offer a viable alternative to traditional, organic human spokespersons, opening up new opportunities for enhancing training efficiency and accessibility across various industries.

Synthetic avatars, as outlined here, are a demonstrably effective new option in the array of available learning technologies. They are being adopted en masse but without significant study of their effectiveness. This research provides foundational quantitative assessments designed to address that gap in the literature and practice. The data presented here is highly valuable for practitioners and scholars interested in cutting-edge learning tools. Given the rapid advancement of technology, this study provides an important benchmark for evaluating future improvements in these tools. Furthermore, it offers actionable recommendations for integrating AI-powered avatars into professional development, enhancing understanding of the roles advanced technologies play in educational and training programs.

The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development.

After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy.

While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi‐dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning.

This is the first paper to demonstrate the applicability of Marshall et al.'s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy.

Matching celebrity athletes with potential endorsement opportunities is often difficult. Yet there are easy-touse survey-based methods available. Based on a survey of the general public in New Zealand, this study uses both Ohanian's source-credibility scale and a constant-sum scale to help brand managers, player agents and advertising practitioners select good celebrity athlete-product fit. Four New Zealand athletes (two males and two females) and several products were included in the test. Results show that the female celebrity athletes outperformed their male counterparts as potential endorsers. Use of Ohanian's multi-attribute scale yields a level of richness and insight, prompting us to advocate the use of both scales in the pursuit of endorser-product congruences.