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Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

The purpose of this paper is to integrate branding and higher education literature to conceptualize, develop, and empirically examine a model of university social augmenters’ brand equity.

Drawing on an empirical survey of 401 undergraduate students enrolled in private universities in Egypt, this study model was tested using structural equation modeling.

The findings reveal that university social augmenters’ reputation, coach-to-student interactions, and student-to-student interactions influence students’ satisfaction with social augmenters. The results also suggest that students satisfied with university social augmenters are more likely to exhibit outcomes of brand equity – namely, brand identification, willingness to recommend, and willingness to incur an additional premium cost.

The results offer managerial implications for university administrators in their quest to enrich students’ university experiences and build strong sub-brands within the university setting. University social augmenters are found to have strong brand equity manifestations and may hold the potential to differentiate university brands in an industry dominated by experience and credence.

This research contributes to the extant literature by filling two gaps in university branding literature. First, previous research has never unified separate streams of literature related to augmented services and brand equity. Second, limited conceptual and empirical research on university branding in general and university social augmentation in particular has been conducted in emerging markets, which has resulted in conceptual ambiguity for the key factors constructing students’ university social experiences.

The purpose of this study is to build a proposal for an integrated analysis / evaluation / decision / implementation framework to suit entrepreneurial companies intending to redefine their strategic behaviours and their competitive schemes in the global environment.

A conceptual approach, based on theoretical perspectives relating to globalisation-based management and decision-making of entrepreneurs, is adopted.

The paper presents a conceptual framework useful for supporting entrepreneurial decisions for global strategies, drawing on an integrated analysis of external environment and internal components, with a specific focus on the entrepreneur's characteristics in terms of cognitive and emotional profiles. It is suggested to adopt a logical process aimed at identifying which strategic levers are available for entrepreneurial players to implement their strategies.

Entrepreneurial decision-making may benefit from an integrated framework which helps entrepreneurs, who aim to compete in the global marketplace, to explore and exploit all the key factors useful to defining their strategies.

There is a lack of decision-making frameworks that put the entrepreneur at the centre and, at the same time, present a potential balance between the external factors (globalisation drivers and local opportunities) and the resources and competences required to manage risks and difficulties of the global environment (internal factors). The originality of the proposed framework consists in filling this gap. Moreover, this framework can be useful for “re-born global” or “global-again” firms that are currently a neglected typology of studied firms.

Going beyond the traditional approach of formal and informal institutions as antecedents of entrepreneurship (directly) and development (indirectly), this paper seeks to explore knowledge institutions as a necessary input for entrepreneurship and the development of societies.

Institutional economics lenses are utilized to observe other factors (e.g. the number of R&D staff and researchers from the public sector) that involve laws and socialization processes, which at the same time create knowledge useful for entrepreneurs and society. These ideas are tested through a sample of 281 observations from 17 autonomous communities and two autonomous cities in Spain. The information coming from the Global Entrepreneurship Monitor (GEM), Ministry of Economics, Industry, and Competitiveness, and INE (Instituto Nacional de Estadística), was analyzed through 3SLS, which is useful for a simultaneous equation strategy.

Knowledge institutions such as the number of R&D staff and researchers from the public sector are found positively associated with entrepreneurship, which is a factor directly and positively linked to economic development across Spanish regions.

The findings help the operationalization of other institutions considered in institutional economics theory and its application to entrepreneurship research. Moreover, the results bring new insights into the knowledge spillover theory of entrepreneurship in the public sector, in which the institutional analysis is implicit.

To support the standardized evaluation of bicyclist automatic emergency braking (AEB) systems, test scenarios, test procedures and test system hardware and software tools have been investigated and developed by the Transportation Active Safety Institute (TASI) at Indiana University-Purdue University Indianapolis. This paper aims to focus on the development of test scenarios and bicyclist surrogate for evaluating vehicle–bicyclist AEB systems.

The harmonized general estimates system (GES)/FARS 2010-2011 crash data and TASI 110-car naturalistic driving data (NDD) are used to determine the crash geometries and environmental factors of crash scenarios including lighting conditions, vehicle speeds, bicyclist speeds, etc. A surrogate bicyclist including a bicycle rider and a bicycle surrogate is designed to match the visual and radar characteristics of bicyclists in the USA. A bicycle target is designed with both leg pedaling and wheel rotation to produce proper micro-Doppler features and generate realistic motion for camera-based AEB systems.

Based on the analysis of the harmonized GES/FARS crash data, five crash scenarios are recommended for performance testing of bicyclist AEB systems. Combined with TASI 110-car naturalistic driving data, the crash environmental factors including lighting conditions, obscuring objects, vehicle speed and bicyclist speed are determined. The surrogate bicyclist was designed to represent the visual and radar characteristics of the real bicyclists in the USA. The height of the bicycle rider mannequin is 173 cm, representing the weighted height of 50th percentile US male and female adults. The size and shape of the surrogate bicycle were determined as 26-inch wheel and mountain/road bicycle frame, respectively. Both leg pedaling motion and wheel rotation are suggested to produce proper micro-Doppler features and support the camera-based AEB systems.

The results have demonstrated that the developed scenarios, test procedures and bicyclist surrogate will provide effective objective methods and necessary hardware and software tools for the evaluation and validation of bicyclist AEB systems. This is crucial for the development of advanced driver assistance systems.

This research aims to grasp hotel guests' motives and potential benefits sought when interacting with other guests, service personnel and residents and examines how these benefits can contribute to the total guest experience.

Mixed methods are adopted for the purpose of this study comprising individual interviews and a questionnaire survey.

Five groups of advantages emerge from individual interviews, including friendliness in interaction, social benefits, information acquisition, curiosity gratification and hospitality services. In the survey, which gathers 326 questionnaires, this study reveals that the five types of benefits derived from hotel guests' interactions could be further categorized into two dimensions: civility (e.g. friendliness and social) and utility (e.g. information, curiosity and service). The study confirms that four out of five potential or expected benefits from this personal interaction is significantly associated with the total hotel experience.

Respondents of this study are culturally homogenous; as a result, multi-cultural settings should be considered for future research.

Tourism and hospitality literature on people's interaction is mostly center around social aspects of interaction. The current study comprehensively explores all expected utilities of interaction, occurring in all sorts of interactions (e.g. customer-to-resident and customer-to-service personnel). Specifically, the findings of this study uncover the underlying factors which prompt the tourists to interact with other people in a lodging setting and examine the relative importance of those underlying factors to the total lodging experiences.

Recent studies in education attempt to ‘criminologise’ some of the current practices and policies of higher education institutions – that is, to deconstruct certain philosophies and practices which may be discriminatory, offensive, and biased to certain social groups. Recent theoretical frameworks problematize current higher education policies, many of which are taken for granted. This paper adopts a critical perspective, shedding light on some practices as they occur in higher educational institutions, by human and non-human agencies. The study applies a ‘detective’ approach examining some problematic uses of technology a higher education institution. In this proposed approach, researchers play the role of ‘detectives’, investigating possible breaches of good practice (possibly discriminatory) committed by higher education actors (referred hereafter as ‘defendants’). Most of these offences are committed through the use of educational and institutional technologies. The purpose of this theoretical approach is to empower alienated social groups against such practices by identifying ‘defendants’ and the implications of their acts. The study uses empirical data from interviews, visits, and observations to explain the ways in which defendants respond to the accusations levelled against them by other users of educational technologies. The investigation revealed that technology was used, among many other functions, to manoeuvre around the legal and ethical system serving the interests of some stakeholders. Then, the study categorises these manoeuvres, explaining the legal implications of each category, and recommending consideration of important academic and institutional issues.