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We articulate cycles of creative storying and data analysis and the wonder that motivated the project by detailing our reading, thinking and writing processes to contribute to the conceptual and practical literature on collaborative writing as method.

This paper documents a process of collaborative writing as method that produced a co-written fictional narrative that evokes questions about schooling.

Our process began with world-building for our fictional future, creating characters to serve as a lens for analysis. From our discussions of the data, we crafted a plotline to present our themes in coherent story. As we explored and shared our readings, interdisciplinarity shaped our project in unique ways.

Throughout, our collaboration and fiction-writing opened spaces for wonder, interdisciplinarity and joy that may inspire other researchers to engage in collaborative and/or creative writing processes.

Adding to the rich literature of arts-based research methods, we contribute our reflections on the pragmatics of incorporating reading, writing and thinking for collaboration and creative writing as qualitative research methods for document analysis.

The purpose of this paper is to present how my positionality as a researcher aligned with the works of Latour in terms of methodological inspirations and allowed me to develop a critical vantage point and simultaneously adopt a heterogeneously rather than hierarchically informed approach to ordering the world, which I argue serves as a basis for a more inclusive study of management systems.

I reflect on my own positionality as a researcher and share how my interpretation of Latour's ontology through some of his ideas and concepts, particularly symmetry, power, translation and agency, allowed me to incorporate and organize heterogeneous actors depicted in different empirical materials into space-time contexts and subsequently theorize organizing and management practices as agential, multiple and becoming.

A base in Latour’s ontology has equipped me with openness towards empirical settings, which I argue retains a democratic approach to theorization, i.e. theorization, which remains mindful of inadvertent assumptions about power, hierarchy or the taken for granted. This approach has also given me a form of personal resilience as a researcher.

The originality of this paper lies in presenting and developing the concept of method as democratizing. I argue that Latour’s approach to the empirical allows for at least two forms of active democratizing, one relating to the researcher as self and the other in how it incorporates the empirical actors into research, making possible the inclusivity of heterogeneity in analyses of organizations and organizing.

This scoping review aims to explore how “food media”, “food messages” and “food content” are referred to in scholarly writing to enhance a shared understanding and comparability.

Following the PRISMA, ScR-guidelines, four scientific databases were screened on published manuscripts in academic journals, books and doctoral theses mentioning food media, content and messages within the prevalent meaning as in human communication.

Of the 376 included manuscripts, only a small minority (n = 7) provided a conclusive definition of at least one of the three earlier-mentioned concepts; 40 others elucidated some aspects of food media, messages or content; however, they emphasized different and, sometimes even, contrasting aspects. In addition, the review explores in which disciplines the manuscripts mentioning food media, messages or content occur, which methodologies are used and what target groups and media are most common.

Based on this aggregated information, a definition of food media, messages and content is proposed, aiming to enhance the comparability of diverse academic sources. This contribution invites scholars to critically reflect on the included media and content types when comparing studies on food media, messages or content.

Being clear and specific on what moderating and/or mediating variables are included and what effects are observed in academic research helps the reader to better understand the academic research context and results. But in terms of managerial relevance, it is also important to do this in a way that it provides descriptive, goal and operational relevance to decision makers in practice, depending on the type of intended research. This article wants to provide “a question-based step-by-step guide” on how to make the analysis of moderating/mediating variables and their observed effects more managerially relevant.

Based on a critical review of the literature, important criteria of managerial relevance are confronted with important aspects of theory building with respect to mediating and moderating effects, leading to best-practice insights and recommendations. Moreover, exemplary articles are used to illustrate these findings.

The insights and step-by-step recommendations assist the academic researcher in making choices when analyzing moderators and mediators, by not only taking a theoretical perspective, but also a managerial (relevance) perspective. Adding moderators/mediators may for instance challenge the “core logic of managerial practice” (in terms of thinking and decision making), even if it does not change the “core logic of a theory” as such. In the other direction, academics (and their theory) may be challenged by practitioners, in the way they define moderators/mediators and their levels. The steps in this article relate to aspects such as measurability, controllability and role of moderators and mediators in managerial problem and decision contexts. In case of multiple moderating and/or mediating variables, the decision architecture for managers becomes more complex, especially when the effects are countervailing/opposite. Multiple studies in this article illustrate that in that case, making optimal decisions becomes a “balancing” act for managers/decision makers and may even challenge their common beliefs (e.g. linear thinking).

The guidelines on managerial relevance of moderating and/or mediating variables and their effects can be used by academic researchers and editors of academic journals, pursuing not only academic rigor, but also managerial relevance. Besides being a guide for managerially relevant output, it also helps in determining for which questions in the research process, input from practitioners or at least insights from practice (e.g. through sources such as business magazines and portals) may be needed. The guidelines may also be used for teaching purposes, complementing more theoretical articles that mainly focus on methodological/statistical issues of moderating/mediating variables and their effects.

This paper mainly aims to explore the AI Open research Plagiarism Dupli Checker, Scribbr Plagiarism Checker, Quetext and Small SEO Tools Plagiarism Checker and provides a comparative study about the features and benefits.

This study provides a check list for AI Open research Plagiarism Dupli Checker, Scribbr Plagiarism Checker, Quetext and Small SEO Tools Plagiarism Checker according to the features and limitations.

After the analysis, it is found that DupliChecker scans up to 1,000 words per check; Scribbr, authorized partner of Turnitin, scans up to paid bases; Quetext offers free 500-word plagiarism and Small SEO Tools scans up to 1,000 words per check. The limitations noted are as follows: Dupli Checker provides limited checks per month, Quetext offers limited free scan and Small SEO Tools have limited features compared to other options.

This study shows the comparative study of AI Plagiarism online tools and is very useful for researchers and learners. The value of this study is to improve the user’s experience and performance of AI plagiarism.

This study shows the comparative study of AI Plagiarism online tools and is very useful for researchers and learners. This study finds out the user experience and awareness accessibility about the performance of open AI plagiarism feature and function.

To explore the interplay between human translators and AI tools, focusing on tertiary students' perceptions in the context of Portuguese-Chinese translations in Macao.

This research employed a mixed-methods approach. Quantitative surveys were complemented by qualitative responses. Qualitative class observations (participant and non-participant) and autoethnography further enriched the insights. Participants included undergraduate and postgraduate students in translation studies from the Macao Polytechnic University.

The data revealed a dual perspective: appreciation for AI’s efficiency contrasted with concerns about its potential to overshadow human touch in translations, especially in cultural nuances. Views on integrating AI into curricula were diverse, but a balanced, synergistic approach between human expertise and AI efficiency emerged as a common theme.

This study offers a fresh perspective by integrating various methodologies, capturing both statistical and experiential insights on the evolving relationship between AI and human translation efforts in academia.

Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.

Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.

The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.

The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.

The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.

Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.

The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

The “Picture This, Picture Me” research project enabled young people who have experience of a parent in prison to challenge the narrow narrative of “prisoners’ children” by sharing their wider sense of identities and their needs. This paper aims to show the value of specialised voluntary sector support groups for children with a parent in prison as well as demonstrate that parental imprisonment, whilst significant, is only one part of their story.

Children’s experiences are explored through expressive and creative research methods informed by photovoice research, including taking and responding to photos and caption writing, short conversational interviews and curation of artefacts.

Children’s perspectives are presented: what matters to them, what makes them happy, how do they perceive themselves beyond the label of “a prisoner’s child”, how do community-based support services help and what they would like people to know about children who have been impacted by parental imprisonment.

This research contributes to an emerging research area on the role of services from the community and voluntary sector and non-formal educational organisations that support children impacted by parental imprisonment at a personal and family level.

This research offers useful knowledge to professionals, including those in education, children’s services and non-formal community-based services, with an interest in holistically supporting children and families with a relative in prison.

Children’s insights are offered on the value of peer-to-peer and community-based interventions that support them holistically, including articulating their self-identity, life and educational aspirations and practical issues for families.

There is minimal research on including and hearing the voices of children who have a family member in prison and their perspectives are invaluable.

Vocational education and training (VET) in Australia has for some time been driven by an agenda of “reasonable adjustment”, in which practices are modified to ensure equitable access and participation by disadvantaged students. However, the growing marketization of VET has instead encouraged the use of more flexible approaches to attract and retain students from diverse backgrounds. They have thus paralleled and confounded reasonable adjustment practices for inclusive development. This study sought to identify the moral dilemmas experienced by VET teachers arising from implementing reasonable adjustment practices.

This phenomenological research project used in-depth conversational interviews with 19 experienced VET teachers from a diversity of teaching fields to identify moral dilemmas experienced as arising from changes in their workplace contexts.

One of the identified dilemmas was responding flexibly to heightened student diversity, to which study participants largely responded by prioritising the economic imperative over social inclusion. Well-intended actions thus led to unintentionally damaging outcomes, raising important ethical questions about the relative value of economic and social development outcomes and the role of reasonable adjustment in their attainment. The study also highlights the lack of appropriate VET teacher training in managing ethical conflicts to minimise risks to themselves and their employing organizations.

As a case study of inclusive development policies in practice, this research may be seen as a cautionary tale for inclusive development policies in other countries with similarly strong VET economic and socially inclusive development policies for sustainability. The paper thus opens a dialogue for critical reflection on the current problems in a reasonable development approach in the field of comparative and international education. Those two parallel agendas have presented VET teachers and trainers with ethically challenging situations in which the economic and social development imperatives are experienced as being conflict with each other.

The purpose of this study is to explore how the risk of management motives for fraud can be assessed in external audits.

Semi-structured interviews were conducted with 26 experienced external auditors to explore their perspectives on the methods they employ to assess the risk of management motives for fraud.

The study identifies six methods external auditors can use to assess management motives for fraud. It emphasises that assessing management motives requires auditors to go beyond understanding these motives and necessitates a sceptical and analytical mindset. Auditors need to identify the accounts most vulnerable to management manipulations, observe management attitudes and assess the credibility of management assertions. The auditors in this study highlight specific accounts frequently manipulated by management. Still, manual year-end journal entries are the most vulnerable to management manipulations as they are subject to fewer controls. They recommend increasing the sample size to 100% and assigning more experienced staff, particularly, those with qualifications in fraud examination or anti-fraud training, to audit these vulnerable accounts thoroughly. They also provided examples of how auditors can identify management motives for fraud, observe management attitudes and assess the credibility of management assertions.

Audit standards (e.g. ISA 240, SAS99) lack explicit guidance on assessing management motives for fraud, but auditors are required to consider it in fraud risk assessment. This study proposes guidance recommendations to improve auditors' ability to assess this risk, which could be integrated into professional audit standards and training materials to improve auditors' professional scepticism, ability to challenge management and skills in fraud risk assessment.

Assessing the risk of management motives for fraud in external audits has received limited attention in the literature. To the best of the authors’ knowledge, this study is the first to address this knowledge gap.