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The purpose of this paper is to empirically investigate and compare the use of multiple data sources, different classifiers and ensembles of classifiers technique in predicting student academic performance. The study will compare the performance and efficiency of ensemble techniques that make use of different combination of data sources with that of base classifiers with single data source.

Using a quantitative research methodology, data samples of 141 learners enrolled in the University of the West of Scotland were extracted from the institution’s databases and also collected through survey questionnaire. The research focused on three data sources: student record system, learning management system and survey, and also used three state-of-art data mining classifiers, namely, decision tree, artificial neural network and support vector machine for the modeling. In addition, the ensembles of these base classifiers were used in the student performance prediction and the performances of the seven different models developed were compared using six different evaluation metrics.

The results show that the approach of using multiple data sources along with heterogeneous ensemble techniques is very efficient and accurate in prediction of student performance as well as help in proper identification of student at risk of attrition.

The approach proposed in this study will help the educational administrators and policy makers working within educational sector in the development of new policies and curriculum on higher education that are relevant to student retention. In addition, the general implications of this research to practice is its ability to accurately help in early identification of students at risk of dropping out of HE from the combination of data sources so that necessary support and intervention can be provided.

The research empirically investigated and compared the performance accuracy and efficiency of single classifiers and ensemble of classifiers that make use of single and multiple data sources. The study has developed a novel hybrid model that can be used for predicting student performance that is high in accuracy and efficient in performance. Generally, this research study advances the understanding of the application of ensemble techniques to predicting student performance using learner data and has successfully addressed these fundamental questions: What combination of variables will accurately predict student academic performance? What is the potential of the use of stacking ensemble techniques in accurately predicting student academic performance?

Crisis management has developed as an established field of scholarly research in tourism over the last three decades. More recently, the concept of resilience has emerged within this body of literature as a longer-term planning process. However, important knowledge gaps remain, especially with regards to the strategic responses of small tourism businesses in destinations prone to repeated crises.

This chapter reviews the literature related to crisis management and resilience in tourism.

Key knowledge gaps are outlined and discussed in the context of tourism research related to crisis management and resilience, with a specific emphasis on research related to small tourism businesses.

Although crisis management and resilience are fields of research that continue to generate a considerable amount of scholarly enquiry in tourism, particularly with studies related to the impacts of terrorism on tourism destinations and, more recently, the short- and longer-term impacts of the COVID-19 pandemic on tourism, there is very little research related to the role of small tourism businesses in this context, in spite of their key role in the tourism system of destinations around the world.

Studies have shown various benefits of using technology especially digital games in making classroom learning more engaging and motivating. In Scotland, a new approach to education called the Curriculum for Excellence (CfE) was implemented in 2010. This approach moves away from traditional ways of teaching to more active learning. One of the popular approaches among teachers is the use of digital games-based learning (DGBL). This chapter presents the findings from some interviews with lecturers of education, in charge of Information and Communication Technology (ICT) courses at Scottish Universities on how pre-service teachers are being prepared to embrace CfE in general and DGBL in particular, and also what are their views on DGBL and its role within the CfE. Although it was found that the characteristics of CfE, such as being less prescriptive, based on teacher's interpretation and context-based, allowed DGBL to fit well into the new curriculum, the lecturers in general do not see the need for emphasis on DGBL at university level. There is a lack of courses on DGBL and the pre-service teachers who are keen to take forward this approach are expected to do so in their own time. Based on the findings from the interviews, some recommendations are made for the role of Higher Education Institutions (HEI) in promoting DGBL among the pre-service teachers.

To meet the needs of the environment and to improve competitiveness through lower costs and greater responsiveness, the paperless office is once again being anticipated. While the concept of the paperless office was subject to derision until just recently due to the large volume of paper currently being produced, the large reduction in the costs of personal computers has made the paperless office viable. More than just a tool, it will redefine our concept of the document and the way we do business. Explains various facets of the paperless office. Electronic mail (e‐mail) will make the generation and transmission of letters and memos more efficient. Business forms will be better utilized through the improved processing offered by computerization and hand writing recognition software. Also addresses how document management makes information more readily accessible through the use of improved indexing.

The aim of this paper is to examine the subject area of implementing Web 2.0 tools in organisations to identify from the literature common issues that must be addressed to assist organisations in their approach towards introducing Web 2.0 tools in their workplace. Based on the findings of the literature a Web 2.0 tools implementation model is presented.

A general scoping review of the literature will be conducted to identify potential issues that might impact on the implementation of Web 2.0 tools in organisations to provide an overview of examples of empirical evidence that exists in this subject area with a view to examining how to advance this particular field of research.

The findings of the scoping literature review indicate that while certain conceptual models and frameworks exist on how to implement Web 2.0 tools in organisations there is a lack of evidence to suggest that they have been empirically tested. The paper also notes that though organisations are unique, based on the literature common features can be found regarding “best practice” on how to introduce Web 2.0 tools in organisations.

This paper does not present any findings based on an empirical study involving the implementation of Web 2.0 tools in organisations. The paper does however provide scope for both academic and management practitioners to adopt and test the models and frameworks identified in the literature review when implementing Web 2.0 tools in their organisations.

The contribution to knowledge that this paper provides is that it reviews an area where there is a lack of empirical evidence, namely, in the approaches that organisations can adopt when implementing Web 2.0 tools. Based on the findings from the literature and through the creation of a Web 2.0 tools implementation model, this paper provides practical guidance to management practitioners who might find introducing Web 2.0 tools into the workplace a challenge.

The aim of this paper is to provide an overview of the “state of art” of organisational blogging. It also aims to provide a critical review of the literature on organisational blogging and propose recommendations on how to advance the subject area in terms of academic research.

A systematic literature review is used to illustrate the different aspects of research currently associated with organisational blogging and how these studies have advanced the field of organisational learning.

The results of the systematic literature review indicate that though research into organisational blogging is increasing, research in this subject area is still in its infancy.

Though this paper reviews empirical research related to organisational blogging it does not provide empirical evidence of Web 2.0 use within an actual organisation. The paper does, however, advocate and provide recommendations for further research to be undertaken within this subject area.

This paper contributes to the “state of art” of organisational blogging by providing a current synopsis of the area and provides the academic community with further recommendations for conducting future research into the subject. The paper also provides value to management practitioners in terms of how organisational blogs can be applied in an internal corporate context.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Bearing in mind the advantages and pitfalls of implementing blogs, the authors propose a set of practical guidelines for management who may be contemplating using blogs in their organization but who are unsure of how to implement them successfully. The guidelines are generic, in that they can be applied to most industry sectors and are more specific to large‐scale organizations or SMEs.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

The purpose of this paper is to identify the theoretical link between blogs and organisational learning. It aims to provide a set of practical guidelines on how to overcome the challenges of implementing an organisational blog.

A literature review will be used to examine blogs and their association towards organisational learning and an illustration of how one company reacted to using blogs will be provided.

It was discovered that implementing blogs within organisations can present challenges that might be overcome through properly informing and educating staff about their organisational benefits. A set of guidelines is presented as an implementation checklist for companies considering using internal blogs.

The paper does not examine the adoption of blog use within multiple organisations but reflects on the challenges of running blogs in one specific organisation. The problems identified might not apply to all types of organisations. Further research will be required to determine this.

The paper provides a set of guidelines that allows organisations to assess whether blogging is right for them and suggests steps to take that can stimulate an organisational blogging culture.

The paper offers practical advice and guidelines that help management to overcome difficulties associated with the introducing of organisational blogs internally. The paper provides a novel academic perspective in which organisational blogs might not be as straightforward to implement as argued in the literature.

Issues related to disability and childhood are frequently examined across the social sciences and humanities. Many researchers conduct studies with disabled children as the focus of study, as research participants and/or as research drivers. Disabled children represent two categories of identified vulnerability, thus, requiring stringent ethical boundaries in terms of recruitment, consent, research methods, analysis, disclosure and knowledge mobilisation. Although many safeguards apply to research with all children, the focus on disability and disabled childhoods initiates further ethical scrutiny. In this chapter, the authors examine a number of ethical dilemmas that have emerged when conducting research with, and in relation to, disabled children. In particular, the authors will examine the roles of disabled children and youth in advancing research on policy and practice within education and care sectors. The authors query the possibilities and limitations that emerge when employing institutional ethnographic, participatory action and phenomenological research. The chapter unpacks some of the tricky tensions around asking children to speak about disability and share their experiences of disablement when disability is so frequently stigmatised. The authors examine the impacts of predetermined categories of impairment within quantitative research. Across methodologies, data collection based on assumptions of impairment can skew analyses towards a medicalised framework of disability, leaving little room for socio-cultural perspectives on disablement, including how these approaches trigger ethical issues around notions of representation and agency in research with disabled children.