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This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

Field theory is waxing in the sociology of science, and Pierre Bourdieu’s work is especially influential. His characterization of field structure and dynamics has been especially valuable in drawing attention to hierarchical and center-periphery relations in science and technology, and to the stability and reproduction of science and technology practices. What field theory does less well, however, is to capture the existence of multiple (including marginal) logics around a given sociotechnical object. Nor does it capture the dynamics of a specific logic of neoliberal capitalism in the US: the cultural and economic value of entrepreneurship that emphasizes the continual reconfiguration of social relations, which has its roots in a longer US history of progress-through-reinvention, and is abetted by new technologies designed to continually “update” and remix. Much better at capturing these qualities, we argue, is an institutionalist theory in which dynamism, not stasis, is foregrounded, and there is room for multiple, contradictory, and non-cognitive logics to co-exist. Using the expansion of “alternative nutrition” in the US, we show that its formation took place via the conjunction of parallel streams of social action that encompassed diverse logics and encouraged creativity and hybridity. More generally, variability in field stability and qualities, not static fields, deserve analytic attention.

This chapter examines US Africa Policy under Obama with a particular focus on the Southern African region. The author examines American policy from a historical perspective to give credence to his view that while certain changes have occurred in American global and Africa Policy in particular, it is the issues that have changed, and the drivers of that policy change but the fundamental basis of the American policy has not changed much. American policy has remained anchored on global hegemony driven by the increasingly frayed Washington consensus as expressed initially in its Cold War rhetoric and stance against the former USSR and its perceived allies and now against terrorism.

This work examines the existing literature on Southern African history and politics written by scholars and observers including regional heads of state like Nyerere of Tanzania and Kenneth Kaunda of Zambia. This study also draws from the author’s knowledge and experiences as a citizen and observer over the years of the many facets of vicissitudes of regional politics and is interface with international foreign policy pressures and interests. This work thus, draws from the literature on and about regional politics and international relations over the years coupled by the author’s personal experiences.

This chapter makes clear link between Cold War politics and current American foreign policy on African and the Southern African region in particular. In fact the US anti-terrorism rhetoric has remained consistent during and after the Cold War. During the Cold War, liberation movements in Southern Africa fighting to end colonial rule and racist apartheid regime were declared terrorist movements and hence the subject of US hostility especially given these movements’ support for arms and materials from the USSR and China. USSR was manufactured as the organizer of international terrorism. Proxy wars were waged to deal with these movements and their supporters such as the war in Angola where the United States supported dubious and questionable characters like Jonas Savimbi of the National Union for the Total Liberation of Angola (UNITA) and Holden Robert of the Front for the National Liberation of Angola (FNLA) and Zairian dictator, Mobutu SeseSeko. While FNLA was widely accepted as a CIA outfit, Mobutu was imposed by US intelligence support (CIA) against a popular leader, Patrice Lumumba, who was assassinated shortly after independence.

At the end of the Cold War a new form of terrorism manifested itself in the form of Muslim Jihadists who on the continent were seen to emerge in East Africa and the Horn of Africa and the American fascination has been to ensure that this terrorism does not afflict the rest of the continent and the Southern African region in particular. Support to African governments has shifted from the initial years of confused neglect complimented with ambivalent engagement and finally, to humanitarianism. This has taken the form of the support to Africa to fight HIV and AIDS so as to harvest a favourable ground among African governments. This was seen as helping to ensconce American support in the region and weaken the ground for the Al Qaeda intrusion, real or imagined. It was also hoped that this might help counter growing Chinese influence. It is not entirely surprising too that the economic and strategic focus has been to sustain a declining hegemonic position especially in a region where Chinese investments and influence have outstripped American and Western influence.

There have always been concerns about task complexity and respondent burden in the context of stated choice (SC) studies, with calls to limit the number of alternatives, attributes and choice sets. At the same time, some researchers have also made the case that too simplistic a design might be counterproductive given that such designs may result in issues of omitting important decision variables. This paper aims to take another look at the effects of design complexity on model results. Specifically, we make use of an approach devised by Hensher (2004)¹ in which different respondents in the study are presented with designs of different complexity, and look specifically at effects on model scale in a UK context, adding to previous Chilean evidence by Caussade et al. (2005). The results of our study indicate that the impact of design complexity may be somewhat lower than anticipated, and that more complex designs may not necessarily lead to poorer results. In fact, some of the more complex designs lead to higher scale in the models. Overall, our findings suggest that respondents can cope adequately with large number of attributes, alternatives and choice sets. The implications for practical research are potentially significant, given the widespread use, especially in Europe, of stated choice designs with a limited number of alternatives and attributes.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.