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This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from reading and discussing graphic texts.

This paper is based on qualitative discourse data collected from an afterschool program with five high-school-aged English-language learners and their teacher. The afterschool program is centered on reading and discussing graphic novels.

Transcript analysis showed that the girls, even while working to “break” the written code, were engaged in critical analysis. In other words, English learners’ struggles to decode the words did not hinder them in assuming the role of a text analyst, and in questioning the creator’s message, purposes and worldviews.

This paper, which draws on an approach wherein the researcher pays close attention to immigrant youth as language users and meaning makers, can inform the methodologies of literacy and language researchers.

The paper can also inform the work of educators who are interested in pedagogical supports – texts and practices – that promote powerful language and literacy.

This paper is timely, given not only the challenges and possibilities associated with educating recent-arrival immigrant youth and English-language learners, but also the growing interest by language and literacy educators in the role of multimodal texts for developing multiple and critical literacies of all students.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development.

The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis.

Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others.

The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Unless higher education institutions ensure that first-rate academic programme offerings are supported with the provision of high-quality services, student satisfaction, retention, enrolment and ultimately, viability of the institutions will be adversely affected (Canic and McCarthy, 2000). The purpose of this paper is to evaluate the quality of selected administrative and academic support services by a community college in Trinidad and Tobago using a performance-only model of service quality (SERVPERF). This also informed the development of a service quality construct unique to the particular educational setting.

A multi-method approach was adopted where qualitative data from focus groups and two routine institutional surveys were triangulated with quantitative data from a slightly modified SERVPERF survey administered to separate random samples of students. Principal component analysis was also used to examine the unique service quality dimensions in this setting.

Results indicated that students had major issues with the timeliness of responses and staff not taking time to understand their needs. They also placed a high value on knowledge and courtesy of staff. Three separable dimensions of service quality (effectiveness and efficiency; professional and personal touch; and tangibles) emerged from the analysis.

This research demonstrated an appropriate approach which could be used to evaluate overall service quality as well as develop an instrument to routinely monitor, assess and inform improvements to service quality at similar types of tertiary-level educational institutions.

The paradox is identified of the few women who attain high managerial positions compared with public perceptions of extensive occupational progress on the part of women entering the labourforce. In accounting for this paradox the status of research and theory on women in management in the US is described, gaps in this knowledge identified, explanations offered for the current state of development, and prospects for the future are considered.

The purpose of this paper is to identify three key areas where autistic people may find themselves impacted through COVID-19, namely, education; employment; and anxiety.

This paper provides some views based on the extensive experience of using immersive technologies for the utilisation and application with autistic groups during COVID-19.

This paper offers some examples of immersive technology application that might be helpful for practitioners, services and others to consider in overcoming possible challenges faced by people with autism.

This opinion piece offers expert insights to the role immersive technologies and virtual reality might play during COVID-19 in the lives of autistic groups.

This paper aims to present an approach to the knowledge‐based economy that focuses on the developmental synergies between technology (especially information and communication technologies), culture and place (hub) as expressed in the innovative milieu of the inner city.

This paper draws on research in city and urban planning, which emphasizes the importance of quality of a place, location or city and the more intentional emphasis given to development of human and cultural resources, which are conducive to innovation, learning, creativity and change in a knowledge‐based economy.

Singapore is chosen as a case study of analysis for a knowledge‐based economy in transition because of its developmental approach and strategic shift from one focused on technology‐intensive sectors to one focused on high knowledge‐intensive companies and towards a free‐spirited dynamic creative hub in the making. It displays many characteristics typical of a knowledge‐based economy in which people, their ideas and capabilities are the key sources of wealth and opportunities.

The paper observes a missing link in the transition from technology to knowledge to culture hub, which might have implications for Singapore's effort towards establishing itself as a cultural industries metropolis, a renaissance city using culture to re‐position its international image as a global city for the arts.

The originality and value of the paper lie in this analysis, which makes one conclude that, although Singapore's developmental model had created benefits in many ways, it had also negatively constrained its development, particularly in the area of knowledge creation and application to entrepreneurship, innovation and creativity.

The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

The aim of the paper is to compare consumer acceptance, sensory analysis and volatile compounds of caiman meat with regard to surubí fish and chicken meat.

Caiman tail, chicken thigh and surubí meats' cuts were cooked in a pan with little oil and salt. The affective tests of acceptance (9-points hedonic scale) and preference ranking were evaluated by 80 consumers. Sensory analysis carried out by eight trained panelists described attributes' intensities on an unstructured linear scale (0–150 mm). Volatile compounds were analysed by solid-phase micro-extraction and gas chromatography/mass spectrometry GC–MS.

Caiman meat had good acceptance values of 6–7 (“like slightly” to “like moderately”), being similarly preferred to surubí but less than chicken. The ratings of bitterness, hardness, fibrous appearance, fibrous texture and cohesiveness were higher and raw colour, characteristic flavour and oiliness were lower in caiman's meat than in the others. Caiman meat had lower juiciness than chicken but similar to surubí. Caiman showed lower levels of aldehydes than chicken, lower level of hydrocarbons and higher levels of acids and esters than the other meats. Alcohols, mainly found in caiman and chicken meat, were positively associated to aroma acceptance. Hydrocarbons, mainly found in surubí meat, were positively associated with the characteristic flavour and negatively correlated with aroma acceptance. Volatile composition of meats was related to their sensory attributes and consumer acceptance.

Given that caiman meat showed similar acceptance and preference to that of surubí, it could be considered a good quality meat, helping promote current programmes of sustainable use of natural resources.