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The purpose of this paper is to test whether incorporating a 20-week Kundalini yoga programme into a residential home for children improves well-being outcomes.

This is a mixed methods feasibility study. Feasibility was assessed through recruitment and retention rates as well as participants’ self-report perceptions on social inclusion, mental health and well-being and through semi-structured interviews on the benefits of the study. Mutual recovery entailed that children in care (CIC), youth practitioners and management participated together in the Kundalini yoga sessions.

The study initially enrolled 100 per cent of CIC and 97 per cent (29/30) of eligible staff. Attendance was low with an average rate of four sessions per participant (SD=3.7, range 0-13). All the participants reported that the study was personally meaningful and experienced both individual (e.g. feeling more relaxed) and social benefits (e.g. feeling more open and positive). Pre- and post-yoga questionnaires did not show any significant effects. Low attendance was associated with the challenges faced by the children’s workforce (e.g. high levels of stress, low status, profile and pay) and insufficient consultation and early involvement of stakeholders on the study implementation process.

Because of the chosen research approach (i.e. feasibility study) and low attendance rate, the research results may lack generalisability. Therefore, further research with larger samples including a control or comparison group to pilot similar research questions is mandatory.

This study has generated a number of valuable guiding principles and recommendations that might underpin the development of any future intervention for CIC and staff working in children’s homes.

The concept of togetherness and mutuality within residential spaces is discussed in the paper.

The effects of Kundalini yoga have not been reported before in any peer-review publications. This paper fulfils an identified need (i.e. poor outcomes among CIC and residential staff) and shows how movement and creative practices can support the concept of mutual recovery.

A new research domain known as the Quantified Self has recently emerged and is described as gaining self-knowledge through using wearable technology to acquire information on self-monitoring activities and physical health related problems. However, very little is known about the impact of time window models on discovering self-quantified patterns that can yield new self-knowledge insights. This paper aims to discover the self-quantified patterns using multi-time window models.

This paper proposes a multi-time window analytical workflow developed to support the streaming k-means clustering algorithm, based on an online/offline approach that combines both sliding and damped time window models. An intervention experiment with 15 participants is used to gather Fitbit data logs and implement the proposed analytical workflow.

The clustering results reveal the impact of a time window model has on exploring the evolution of micro-clusters and the labelling of macro-clusters to accurately explain regular and irregular individual physical behaviour.

The preliminary results demonstrate the impact they have on finding meaningful patterns.

The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.

A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.

The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.

This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study.

The purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.

The study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.

The study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.

The small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.

The study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.

The proliferation of (big) data provides numerous opportunities for service advances in practice, yet research on using data to advance service is at a nascent stage in the literature. Many studies have discussed phenomenological benefits of data to service. However, limited research describes managerial issues behind such benefits, although a holistic understanding of the issues is essential in using data to advance service in practice and provides a basis for future research. The purpose of this paper is to address this research gap.

“Using data to advance service” is about change in organizations. Thus, this study uses action research methods of creating real change in organizations together with practitioners, thereby adding to scientific knowledge about practice. The authors participated in five service design projects with industry and government that used different data sets to design new services.

Drawing on lessons learned from the five projects, this study empirically identifies 11 managerial issues that should be considered in data-use for advancing service. In addition, by integrating the issues and relevant literature, this study offers theoretical implications for future research.

“Using data to advance service” is a research topic that emerged originally from practice. Action research or case studies on this topic are valuable in understanding practice and in identifying research priorities by discovering the gap between theory and practice. This study used action research over many years to observe real-world challenges and to make academic research relevant to the challenges. The authors believe that the empirical findings will help improve service practices of data-use and stimulate future research.

The purpose of this paper is to investigate why environmentally-sensitive companies still face criticism despite the extensive disclosures in their annual reports. This paper explores the extent of site-specific social, environmental and ethical (SEE) reporting by mining companies operating in Ghana.

The authors conduct an interpretive content analysis of the annual/integrated reports of mining companies for the years 2009–2014 to extract site-specific SEE information relating to the companies’ mining operations in Ghana. The authors also theorise these actions using the existentialist work of Jean-Paul Sartre, in particular his work on “bad faith, nothingness and authenticity”.

The findings suggest that SEE information disclosure at site-specific level remains problematic because of bad faith and inauthenticity by mining companies attempting to placate a range of stakeholders. Bad faith represents a form of self-deception or internal denial which manifests in corporate narratives. Inauthenticity is a self-awareness that culminates in the denunciation of corporate identity and the pursuit of external expectations. The effect is the production of inauthentic corporate accounts that is constrained by the assumption made on stakeholder expectation.

The authors apply a Sartrean lens to explore site-specific SEE. Furthermore, the authors seek to expand the social accounting research domain by drawing on Sartre’s work on “bad faith” and “nothingness”. Sartre’s work to the best of the authors’ knowledge is not explored in social accounting research.

Understanding the supply network of construction materials used to construct shelters in refugee camps, or during the reconstruction of communities, is important as it can reveal the intricate links between different stakeholders and the volumes and speeds of material flows to the end-user. Using social network analysis (SNA) enables another dimension to be analysed – the role of commonalities. This is likely to be particularly important when attempting to replace vernacular materials with higher-performing alternatives or when encouraging the use of non-vernacular methods. This paper aims to analyse the supply networks of four different disaster-relief situations.

Data were collected from interviews with 272 displaced (or formally displaced) families in Afghanistan, Bangladesh, Nepal and Turkey, often in difficult conditions.

The results show that the form of the supply networks was highly influenced by the nature/cause of the initial displacement, the geographical location, the local availability of materials and the degree of support/advice given by aid agencies and or governments. In addition, it was found that SNA could be used to indicate which strategies might work in a particular context and which might not, thereby potentially speeding up the delivery of novel solutions.

This study represents the first attempt in theorising and empirically investigating supply networks using SNA in a post-disaster reconstruction context. It is suggested that future studies might map the up-stream supply chain to include manufacturers and higher-order, out of country, suppliers. This would provide a complete picture of the origins of all materials and components in the supply network.

This is original research, and it aims to produce new knowledge.

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.

Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.