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The purpose of this paper is to examine the application of low-end, low-fidelity (gaming/consumer-level) haptic devices for medical-based, surgical skills development (surgical bone-based drilling in particular) with serious games and virtual simulations as an affordable training solution with the potential of complementing current and traditional training methods.

The authors present the adaptation of two low-end haptic devices (Novint Falcon and Geomagic 3D Touch) to simulate a surgical drill drilling through bone for a serious game developed for total knee arthroplasty training. The implementation was possible through the analysis of the bone drilling mechanics. The authors provide a quantitative comparison of both haptic devices with respect to forces, movements, and development.

Although further testing is required, the initial results demonstrate that the low-end, consumer-level haptic devices can be incorporated into virtual environments/serious games to allow for the simulation of surgical drilling. The authors also believe that the results will generalize and allow these devices to be used to simulate a variety of technical-based medical procedures.

In contrast to previous work where the focus is placed on cost-prohibitive haptic devices, this approach considers affordable consumer-level solutions that can be easily incorporated into a variety of serious games and virtual simulations. This holds promise that haptic-based virtual simulation and serious games become more widespread, ultimately ensuring that medical trainees are better prepared before exposure to live patients.

This conceptual paper explores the relationship between school structure, organisation, and home–school collaboration. It argues that the traditional and dominant secondary school model based on same-age organisation acts in ways that constrain home–school collaboration while claiming to value it. The paper proposes an alternative model (vertical tutoring), one that relies on home–school collaboration and developing the capacity to absorb the complexity that collaboration creates

Models of home–school collaboration abstracted from the research literature are set within a framework of organisational studies, complexity science, and systemic thinking, revealing incongruities between claimed values and operational practices. The paper contrasts the frailties endemic to same-age organisation with the advantages claimed by schools that have adopted a vertical tutoring (VT) system

The choice of organisational structure is a major influence on a school's capacity to develop the home–school collaboration needed to liberate individual and organisational learning. Same-age organisational structure has a reduced capacity for building the collaborative partnerships needed to engage parents in their child's learning process. Multi-age organisation matches capacity with learning demand, enabling agency and liberating management.

Current approaches to modelling rarely consider same-age operative structure and so are destined to restrict rather than enable home–school collaboration. The adoption of VT by schools broadens the scope of organisational analysis, positing a need for multi-disciplinary research able to link the form of school organisation to individual and organisational learning.

VT is rarely mentioned in the research literature as an alternative to same-age structuration. This paper addresses this issue and draws upon complexity science, autopoietic theory, and systemic thinking to explain why current models of home–school collaboration are insufficiently situated in organisational practice.

The classification of strategic issue terms, as used by managers and management teams in decision making, has previously been shown to have an impact on organizational performance. The question of the extension of such research to include managers in transition economies is less known. In order to address this research gap, a replication of an empirical study was conducted. It was found that managers in a transition economy (the Baltic country, and former Soviet republic, of Estonia) differed in the number of strategic issue terms that were classified as being indicative of a strategic “threat” or “opportunity” when compared to their western counterparts. These findings contribute to the continued need for questioning the applicability and validity of management classification strategies and frameworks, based on western managers’ and firms’ actions, for use in transition economies.

The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork.

A three‐phase approach to teaching teamwork was introduced. Tuckman's model of team development was explicitly taught and used as the conceptual framework for the student teamwork process. Assessments were constructively aligned to address team skills and engage students in team processes. A questionnaire was developed to guide team member expectations of teamwork. Two online surveys tracked the development of student team skills and were used in feedback loops for student learners and facilitators. The use of reflective weblogs provided insights to student perspectives.

Student engagement in teamwork was aided by the use of team surveys to assist students to explicitly make connections with the generic skills underpinning effective teamwork and a questionnaire to establish team norms. The teaching strategies employed developed a greater level of awareness in students, contributing to the development of their team skills.

The student experience of working in teams can be enhanced by providing a clear, conceptual framework for developing team skills. The teaching practices implemented can be replicated and address student perceptions of working in teams in order to effect positive change and develop transferable team skills.

The case study highlights the applicability of explicitly teaching team skills to positively enhance the student experience in a unique generic skills programme.

The ability to working effectively with others (WEWO) is critical yet industry continues to lament deficiencies in new graduates. Progress in developing this highly valued skill in undergraduates is impeded by a lack of conceptual clarity and evidence of how best to measure it, and a tendency to adopt an outcomes-focused, rather than process-oriented, approach. This paper aims to investigate undergraduate perceptions of how well a stand-alone employability skill development programme, operating in an Australian Business Faculty, is fostering the WEWO skill set and which pedagogical practices are considered to add most value.

The study examines undergraduate perceptions using data gathered from a skills audit of 799 business undergraduates from all four sequential units within the skills programme. Undergraduates rated and described their development against an established framework of WEWO behaviours.

Findings indicate that, overall, skill development is rated highly among the undergraduates although the behaviours of conflict resolution, social intelligence and influencing others were rated less highly than others within the skill set. The importance of class activities and assessment items, including the use of virtual learning tools were identified by students as critical to the development of WEWO behaviours.

The study highlights the important role of constructive alignment, sequential skill development, consistency of delivery and ensuring student “buy-in” to education practitioners in their efforts to meet industry expectations of graduates who can WEWO.

This chapter offers an experience-based report about the development of the first Scandinavian PhD program in tourism studies at Mid-Sweden University. This process is documented through a framework which, rather than having the coherence of a single clearly bounded discipline, focuses on tourism as a study area encompassing multiple disciplines. Tourism knowledge is derived through a synthesis of fact-oriented positivist methodologies and critical theory. The theoretical framework employed to develop the graduate program in tourism studies is presented by critically discussing its multidisciplinary base and briefly outlining future veins of further development.