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This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning.

The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis.

The literature revealed five types of playful pedagogical practices: single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching.

Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula: their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.

No matter how dominant a worldview is, there are always other ways of interpreting the world. (Littlebear, 2000, p. 79)

No matter how dominant a worldview is, there are always other ways of interpreting the world. (Littlebear, 2000, p. 79)

These words resonated with me when I first started my career in higher education in Canada 15 years after being a school teacher for much of my young adult life in México. Back then, in Mexico, I took for granted the way in which I lived my values. While there were instances and contexts where those values were challenged, it was not until I moved to Canada that I started redefining and reshaping my worldview, negotiating what was negotiable within me, and fighting to maintain my position in what was not negotiable. I am still learning to navigate the world of postsecondary education where I have learned that, as Siksika Elder Leroy Littlebear (2000) observes, “No one has a pure worldview that is 100 percent Indigenous or Eurocentric; rather, everyone has an integrated mind, a fluxing and ambidextrous consciousness” (p. 85). How then, do I show all of who I am when my position toward Indigenous history, culture, language, and values is informed by my own upbringing and experience and consequently might be perceived as “biased”?

This auto-ethnographic chapter addresses this question by presenting a case study where I reflect on Littlebear's (2000) observations on the fluidity of worldviews and the development of an “ambidextrous consciousness,” and how those principles have allowed me the space to be my authentic self despite the different ontological and axiological orientations I have encountered my work in higher education.

The marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.

A qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.

Chinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.

This study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

Are franking credit balances priced? This paper aims to investigate the valuation of franking credit balances via a determinant analysis and value relevance analysis.

The determinant analysis examines the factors that contribute to the increasing cumulative level of franking credit balances. Value relevance studies explore whether franking credit balances are priced in the market.

The results provide strong evidence of a size effect that the level of franking credit balances increases with firm size and weak evidence of an international focus effect that the level of franking credit balances increases with international ownership. They also find an individual dividend clientele effect that the level of franking credit balances decreases with individual ownership. They find significant evidence that franking credit balances are priced in the market. One dollar of franking credit is worth 1.4 dollars in firm value. That franking balances are capitalized at more than their face value suggests that franking credits signal firms' future dividend policy. They also find that the market valuation of franking balances increases with firm size but decreases with international focus.

This study provides direct evidence that franking credit balances are capitalized into equity prices. In the determinant analysis, this paper improves Heaney's (2009) model by using the percentage of international ownership as the proxy of international focus, thus addressing the limitation of his measure. In the value relevance tests, the study uses a modified model that includes log-transformation to reduce the skewness of variables based on Tanza's (2014) value relevance model. Moreover, the study suggests that the market valuation of franking credit balances increases with firm size, which contradicts Heaney's (2009) findings.

As the number of web applications is increasing day by day web mining acts as an important tool to extract useful information from weblogs and analyse them according to the attributes and predict the usage of a website. The main aim of this paper is to inspect how process mining can be used to predict the web usability of hotel booking sites based on the number of users on each page, and the time of stay of each user. Through this paper, the authors analyse the web usability of a website through process mining by finding the web usability metrics. This work proposes an approach to finding the usage of a website using the attributes available in the weblog which predicts the actual footfall on a website.

PROM (Process Mining tool) is used for the analysis of the event log of a hotel booking site. In this work, authors have used a case study to apply the PROM (process mining tool) to pre-process the event log dataset for analysis to discover better-structured process maps than without pre-processing.

This article first provided an overview of process mining, then focused on web mining and later discussed process mining techniques. It also described different target languages: system nets (i.e. Petri nets with an initial and a final state), inductive miner and heuristic miner, graphs showing the change in behaviour of the dataset and predicting the outcome, that is the webpage having the maximum number of hits.

In this work, a case study has been used to apply the PROM (process mining tool) to pre-process the event log dataset for analysis to discover better-structured process maps than without pre-processing.

The purpose of this study is to identify discourses of sustainability of community colleges and how they related to sustainability imaginaries.

This study used a combination of research strategies associated with corpus linguistics and critical discourse analysis. Data included 57 issues of Community College Journal, a professional magazine published by the American Association of Community Colleges, and 2,972 abstracts of dissertations about community colleges. Publication dates ranged from 2010 to 2020.

Community college discourse of sustainability coheres around six themes: careers and fields of study; curriculum and credentialing; campus ecological sustainability; administrative roles and processes; external organizations, partnerships and processes; and fiscal sustainability. There is little evidence of a sustainable living imaginary found.

The analysis is limited to a specific set of professional and academic texts about community colleges. Future researchers should explore discourses of sustainability in other contexts.

There has been no research associated with critical discourse analysis and corpus linguistics to explore community college discourses of sustainability, specifically in the field of community college leadership. The findings of this study situate the community college within contests over sustainability competencies in the practice of community college leadership development.

This quantitative phase of a mixed-methods study aims to describe the effect of the Transitional Care Bridge (TCB) programme on functional decline, mortality, health-care utilisation and health outcomes compared to usual care in a regional hospital in the Netherlands.

In a pre- and post-cohort study, patients aged ≥70 years, admitted to the hospital for ≥48 h and discharged home with an Identification of Seniors at Risk score of ≥2, were included. The TCB programme, started before discharge, encompassed six visits by the community nurse (CN). Data were obtained from the hospital registry and by three questionnaires over a three months period, addressing activities of daily living (ADL), self-rated health, self-rated quality of life and health-care utilisation.

In total, 100 patients were enrolled in this study, 50 patients in the TCB group and 50 patients in the usual care group. After three months, 36.7% was dependent on ADL in the TCB group compared to 47.1% in the usual care group. Mean number of visits by the CN in the TCB group was 3.8. Although the TCB group had a lower mortality, this study did not find any statistically significant differences in health outcomes and health-care utilisation.

Challenges in the delivery of the programme may have influenced patient outcomes. More research is needed on implementation of evidence-based programmes in smaller research settings. A qualitative phase of the study needs to address these outcomes and explore the perspectives of health professionals and patients on the delivery of the programme.

This study provides valuable information on the transitional care programme in a smaller setting.

Medical tourism demands tremendous responsiveness and accountability. The triple bottom line in medical tourism indicates that these organizations must emphasize on economic profits, environmental protection, and conservation of social resources. Developing a resilient medical tourism ecosystem is another critical necessity after the COVID-19 pandemic. The present study attempts to study the various aspects of medical tourism while synthesizing the relevant theories. This synthesis was used to propose a framework for developing a resilient medical tourism system. The outcomes of the chapter also propose the long, medium, and short-term goals. These goals focus on relevant stakeholders for developing highly integrated and resilient medical-tourism destinations.