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1 – 10 of 48Ahreum Lim, Daeun Jung and Eunsun Lee
As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of…
Abstract
Purpose
As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity.
Design/methodology/approach
Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system.
Findings
Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars.
Originality/value
Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.
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Aparna Chakravorty, Mousumi Mukherjee and Krishan Kumar Pandey
The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student…
Abstract
The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.
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Baburhan Uzum, Bedrettin Yazan, Sedat Akayoglu and Ufuk Keles
This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.
Abstract
Purpose
This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.
Design/methodology/approach
Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.
Findings
The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.
Research limitations/implications
When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.
Practical implications
Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.
Social implications
Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.
Originality/value
This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.
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Fangxuan (Sam) Li, Jianan Ma and Yun Tong
This study aims to explore tourism live streamers’ motivations of sharing their travel experiences based on the grounded theory.
Abstract
Purpose
This study aims to explore tourism live streamers’ motivations of sharing their travel experiences based on the grounded theory.
Design/methodology/approach
The use of purposive and snowball sampling methods was used to conduct 22 in-depth semi-structured interviews. The manuscript was analyzed based on the grounded theory.
Findings
This study identifies five tourism live streamers’ motivations of sharing their travel experience, including information sharing, entertainment, self-presentation, monetary incentives and socialization. Information sharing and entertainment are identified as the most important motivations of travel livestreaming (TLS) among the motivations. Monetary incentive is identified as a new motivation for tourism live streamers compared to other social media users.
Research limitations/implications
This study provides valuable suggestions for livestreaming platforms and tourism product providers to attract more tourism live streamers and better serve them.
Originality/value
To the best of the authors’ knowledge, this is one of the first studies to offer empirical findings and discussions on tourism live streamers’ motivations of sharing their travel experiences.
目的
本研究旨在基于扎根理论探讨旅游直播主分享旅游体验的动机。
设计/方法
使用目的性和滚雪球抽样方法进行了22个深入的半结构化访谈。 本研究采用扎根理论对数据进行分析。
发现
本研究发现了五种旅游直播主分享旅游体验的动机, 包括信息共享、娱乐、自我展示、金钱激励和社交。信息共享和娱乐被认为是旅游直播最重要的动机。与其他社交媒体的用户相比, 货币激励被认为是旅游直播的新动机。
研究意义
本研究为直播平台和旅游产品提供商提供有用的建议, 以吸引更多的旅游直播者并更好地为他们服务。
创意/价值
这是对旅游直播主分享旅游体验的动机提供实证研究结果和讨论的首批研究之一。
Propósito
este estudio tiene como objetivo explorar las motivaciones de los transmisores en vivo del turismo para compartir sus experiencias de viaje según la teoría fundamentada.
Diseño/metodología/enfoque
Des méthodes d'échantillonnage raisonné et boule de neige ont été utilisées pour mener 22 entrevues semi-structurées approfondies. Le manuscrit a été analysé sur la base de la théorie ancrée.
Hallazgos
este estudio identifica las motivaciones de cinco transmisores en vivo del turismo para compartir su experiencia de viaje, incluido el intercambio de información, el entretenimiento, la autopresentación, los incentivos monetarios y la socialización. El intercambio de información y el entretenimiento se identifican como las motivaciones más importantes de la transmisión en vivo de viajes (TLS) entre las motivaciones. El incentivo monetario se identifica como una nueva motivación para el transmisor en vivo del turismo en comparación con los usuarios de otras redes sociales.
Limitaciones/implicaciones de la investigación
este estudio proporciona sugerencias útiles para que las plataformas de transmisión en vivo y los proveedores de productos turísticos atraigan a más transmisores turísticos en vivo y les brinden un mejor servicio.
Originalidad/valor
este es uno de los primeros estudios que ofrece hallazgos empíricos y debates sobre las motivaciones de los transmisores en vivo del turismo para compartir sus experiencias de viaje.
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Scott Foster, Trang Ly Thien, Anna Jayne Foster, Thi Hanh Tien Ho and Sarah Knight
The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future…
Abstract
Purpose
The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern.
Design/methodology/approach
This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives.
Findings
The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field.
Originality/value
Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.
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Molly Pasley and Stacy M. Kelly
This chapter discusses what special education means for students with visual impairments (that is, those who are blind or have low vision) including what is being done and how…
Abstract
This chapter discusses what special education means for students with visual impairments (that is, those who are blind or have low vision) including what is being done and how traditions are maintained. More specifically, this chapter explores the importance of advancing values for the diverse population of students with visual impairments, focusing on cultivation of supportive, inclusive, and collaborative educational environments that continue to stand the test of time. This chapter highlights the increasing heterogeneity of this population of students and specific instructional strategies to support the cultural and linguistic diversity of learners with visual impairments in today's classrooms. This chapter also discusses the significance of promoting core concepts that are rooted in a traditional and specialized instructional framework for students who are visually impaired.
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Seoyoun Lee, Younghoon Chang, One-Ki Daniel Lee, Sunghan Ryu and Qiuju Yin
This study explores the key platform affordances that online social platform providers need to offer digital creators to strengthen the creator ecosystem, one of the leading…
Abstract
Purpose
This study explores the key platform affordances that online social platform providers need to offer digital creators to strengthen the creator ecosystem, one of the leading accelerators for platform growth. Specifically, it aims to investigate how these affordances make the dynamic combinations for high platform quality across diverse platform types and demographic characteristics of digital creators.
Design/methodology/approach
This study adopts a multi-method approach. Drawing upon the affordance theory, Study 1 aims to identify the key affordances of online social platforms based on relevant literature and the qualitative interview data collected from 22 digital creators, thereby constructing a conceptual framework of key platform affordances for digital creators. Building on the findings of Study 1, Study 2 explores the dynamic combinations of these platform affordances that contribute to platform quality using a configurational approach. Data from online surveys of 185 digital creators were analyzed using fuzzy set qualitative comparative analysis (fsQCA).
Findings
The results of Study 1 identified key online social platform affordances for digital creators, including Storytelling, Socialization, Design, Development, Promotion, and Protection affordance. Study 2 showed that the combinations of these platform affordances for digital creators are diverse according to the types of platforms, creators’ gender, and their professionality.
Research limitations/implications
Like many studies, this research also has several limitations. One limitation of the research is the potential constraint of the extent of how well the data samples represent the group of creators who are actively producing digital content. Despite the addition of screening questions and meticulous data filtering, it is possible that we did not secure sufficient data from creators who are actively engaged in creative activities. In future research, it is worth contemplating the acquisition of data from actual groups of creators, such as creator communities. Future researchers anticipate obtaining more in-depth and accurate data by directly involving and collaborating with creators.
Practical implications
This study highlights the need for online social platforms to enhance features for storytelling, socializing, design, development, promotion, and protection, fostering a robust digital creator ecosystem. It emphasizes clear communication of these affordances, ensuring creators can effectively utilize them. Importantly, platforms should adapt these features to accommodate diverse creator profiles, considering differences in gender and expertise levels, especially in emerging spaces like the Metaverse. This approach ensures an equitable and enriching experience for all users and creators, underlining the importance of dynamic interaction and inclusivity in platform development and creator support strategies.
Social implications
This study underscores the social implications of evolving digital creator ecosystems on online platforms. Identifying six key affordances essential for digital creators highlights the need for platforms to enhance storytelling, socializing, design, development, promotion, and product protection. Crucially, it emphasizes inclusivity, urging platforms to consider diverse creator profiles, including gender and expertise differences, particularly in transitioning from traditional social media to the Metaverse. This approach nurtures a more robust creator ecosystem and fosters an equitable and enriching experience for all users. It signals a shift towards more dynamic, adaptive online environments catering to diverse creators and audiences.
Originality/value
For academics, this study builds the conceptual framework of online social platform affordances for digital creators. Using the configurational approach, this study identified various interdependent relationships among the affordances, which are nuanced by specific contexts, and suggested novel insights for future studies. For practices, the findings specified by creators and platform types are expected to guide platform providers in developing strategies to support digital creators and contribute to platform growth.
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Asim Qazi, Ubedullah Khoso, Farooq Ahmad and Syed Ali Raza Hamid
The purpose of this study is threefold: firstly, to compare Pakistani and French consumers’ perceptions of well-being; secondly, to investigate how consumers in both countries…
Abstract
Purpose
The purpose of this study is threefold: firstly, to compare Pakistani and French consumers’ perceptions of well-being; secondly, to investigate how consumers in both countries relate to food; and thirdly, to assess whether they associate food with well-being.
Design/methodology/approach
Thirty participants (15 French and 15 Pakistani) between the ages of 24 and 35 were interviewed, using convenience and snow bowling sampling. Data triangulation was performed by combining three qualitative techniques, word association, photo-elicitation-based interviewing and open-ended questions to explore consumer perceptions of well-being, food and food well-being.
Findings
The study’s findings suggest that well-being is a broad concept in which food is an ingredient. Food and well-being share common elements, and food well-being can be defined as an individual’s psychological, physical, social and societal relationship with food ascribed by affordability and food literacy.
Originality/value
Pleasure, sharing and respect emerged as dimensions of food well-being that can be applied to transfigure consumer behaviour and reduce over-consumption, food waste and hunger. The dimensions of well-being and food were explored for both countries to understand their cultural nuances and determine the influence of food on well-being. This comparative analysis will help researchers understand consumers’ preferences for food in various aspects from two regions. This study can potentially contribute to scale development in food and well-being, which can help researchers measure the effects of food and well-being in different sectors of the economy, particularly in health care. The most aspiring aspect of the current research is the insights unveiled during interactions with research participants, which will help develop consumer baseline feelings.
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