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To build adaptive learning systems for a better learning experience, designers need to identify users’ behaviour patterns and provide adaptive learning materials accordingly. This study involved a quasi-experiment and also this paper aims to investigate the accuracy of eye-tracking technology in identifying visualisers and verbalisers and the contributing factors to diverse levels of accuracy, which lays the foundation for the establishment of adaptive learning systems.

The authors prepared eight documents with different image-text combinations with the intention of triggering participants’ natural reading habits. By analysing the eye-movement data, this author categorised the 22 participants as visualisers or verbalisers. The results were compared for accuracy measure with participants’ self-reports in response to the index of learning style questionnaire.

The results showed that visualisers and verbalisers presented significantly different eye-movement patterns, which was confirmed by the fixation data from the Tobii eye-tracker with the detection accuracy ranged from 38% to 77%. Various factors contributed to a range of levels of accuracy, including highlighted elements, learning context, complex background, low relevance of images and texts, learner differences, awareness of experimental settings, self-conception and prior knowledge.

To the authors’ knowledge, this is the first paper investigating the feasibility of eye-tracking technology to identify visualisers and verbalisers for the development of adaptive learning systems.

As the knowledge management and research communications arm of the Global Development Network, GDNet builds the capacity of researchers from developing and transition countries to inform global development research and policy. In its early years, GDNet focused on information and knowledge management staff in developing country research institutes, recognising the importance of this group in moving locally generated research into policy. From 2005 onwards, GDNet piloted a series of knowledge management workshops in Africa, and in 2007, organised a two‐day conference in Cairo, in partnership with the ACBF and the World Bank Institute, to share and examine its findings with others. Called “Knowledge Management as an Enabler of Change and Innovation in Africa”, the conference brought together the experiences and lessons learned from efforts to build knowledge management capacity from across the African continent. In 2007, the discussion centered on two key themes: the need to create an enabling environment for the adoption of knowledge management practices in Africa and the importance of indigenous knowledge assets as inputs to poverty alleviation strategies. In exploring these themes, speakers highlighted several key challenges in “efforts towards building effective communication strategies and building a ‘knowledge friendly culture’ in the continent” (GDN, 2007). The 20th anniversary of ACBF is a timely opportunity to revisit the discussions of 2007, to question progress made towards meeting these challenges and share with delegates how GDNet’s capacity building activities have evolved in the light of the conference findings.

This study takes the position that the concept of fraud is socially constructed. Moreover, it asks why and how different understandings of fraud have emerged. Insights from the work of Lakoff and Johnson (1999, 2003; Lakoff, 2002, 2004, 2009) are used to analyze language revealing dominant worldviews and metaphors regarding fraud. The research method is a case study (Yin, 2014), and the analytical approach used parallels the one described in O’Dwyer (2004). The research setting is a report issued by the Financial Crisis Inquiry Commission, which provides a context to study different understandings of fraud due to the report’s divided nature. The analysis reveals three alternative worldviews, representing different assumptions about reality, that are at the root of the different understandings of fraud. These worldviews also lead to the usage of different conceptual metaphors which allow the commissioners to interpret facts in a manner that supports each worldview’s assumptions. The paper also concludes by providing a nuanced and critical examination of the results of the commission concerning its understanding of fraud.

A few hours before the May 17, 2004 gala to commemorate the legal decision that ended “separate but equal” facilities for black and white U.S. citizens, comedian Bill Cosby heard a radio broadcast that was on his wavelength. As Cosby listened to “Ask the Chief” on May 17, 2004 Washington, DC Police Chief Charles H. Ramsey recounted the number of children who had been the victims of homicide (Schroeder, 2004). A few hours later, Cosby picked up on the discussion with a live audience at Constitution Hall to celebrate the historic verdict of Brown v. Board of Education of Topeka, Kansas. During the event, the National Association for the Advancement of Colored People, the Legal Defense and Education Fund, and Howard University acknowledged Cosby for his multimillion dollar contributions to historically black colleges and universities.

The purpose of this paper is to identify reported barriers to benchmarking and strategies to surmount these barriers.

The study is a qualitative meta‐analysis of 32 peer‐reviewed sources from January 2005‐July 2010. The authors sought recently published authoritative information on the topic of benchmarking reluctance to formulate an up‐to‐date framework explaining this phenomenon. Content analysis was used to identify reasons for benchmarking reluctance and ways to overcome reluctance.

The study concludes that organizational leadership best practices have been found to counter each of the four major benchmarking reluctance concerns: soundness of benchmarking theory/practices; lack of resources for benchmarking; inertia impeding pursuit of new practices; and specific impacts of implementing new practices.

The findings of this literature review may assist leaders to anticipate potential benchmarking barriers and to follow best practices for addressing these impediments.

Given the limited amount of recent literature focused on the topic of benchmarking reluctance, this paper provides valuable resources to help organizations succeed in their benchmarking efforts.

Gives the highlights of the 2004 annual conference of the American Library Association (ALA) held in Orlando, Florida, in June 2004. These included differing viewpoints on publishing and licencing scholarly work and technology trends.

Management of customer participation (CP) in service production and delivery is of critical concern for service managers, as CP can result in various positive but also negative outcomes. However, an integrated understanding on how service providers can manage CP is still missing. The purpose of this paper is to gather and synthesize the extant knowledge on the constituents of CP management into a comprehensive framework, and to offer an extensive agenda for future research.

A systematic literature review of existing research is conducted. A total of 181 journal articles are analyzed in five steps: attaining basic understanding, coding, categorization, comparison, and further analysis.

The authors provide identification and categorizations of the customer inputs, their antecedents, the management approaches, and the outcomes of CP. To date, CP management has been addressed from three distinct perspectives: human resource management that treats customers as partial employees; operations management that focusses on customer functioning during the service process; and marketing that highlights the roles and value outcomes for customers.

The authors call for further research that addresses the relationships between the antecedents, customer inputs, management approaches, and outcomes of CP, and argue for extension of contextual diversity. The detailed research agenda provided is helpful for interested researchers.

The study offers managerial insights on how the degree and quality of CP can be improved by applying the various management methods examined in academic research.

As the first comprehensive review on this topic, this paper brings together the dispersed knowledge on CP, integrates it into a comprehensive framework of CP management, and paves the way for future focussed research.

In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.

Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.

By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.

In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.