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This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field.

This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning.

The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts.

The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation.

The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students.

The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches.

This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.

The purpose of this study is to assess the relationships between older travelers’ self-determined motivations, memorable travel experiences and overall satisfaction with educational holidays. This study also examined the mediating effects of memorable travel experiences on the relationships between motivations and overall satisfaction.

An integrative model using a pre-post travel approach was used as the framework for this study. A total of 361 valid pre- and post-travel surveys were gathered from Australians 50 years or older who participated in educational tour packages.

Results found “personal development” and “learning” dimensions of intrinsic self-determined motivations were the main decision making factors for older adults to engage in educational tourism. “Learning” was the main driver to influence memorable experiences and overall satisfaction. Findings also revealed “local culture” and “excitement” dimensions of memorable experiences were found to influence their overall satisfaction with the trip. These two dimensions were found to be significant factors that partially mediated the relationship between intrinsic motivation (“learning”) and overall satisfaction.

This study contributed to developing a theoretical framework that assessed antecedents and outcomes of older adults’ motivations and travel-related behaviors.

本论文旨在研究老年游客的自我决定、印象深刻的旅游体验、和整体满意度之间的关系, 以教育假期为研究背景。本论文还研究了印象深刻的旅游体验对于动机和满意度之间的中间调解作用。

本论文采用旅游前-旅游后的一体化模型作为理论框架, 使用来自澳大利亚年龄为50岁以上的教育旅游团游客为样本, 收取了361份有效旅游前-旅游后问卷。

个人发展和各种自我决定动机的学习因素成为主要决定老年人游客参与教育旅游团的原因。学习成为主导印象深刻的体验和整体满意度的原因。印象深刻的体验中的当地文化和兴奋度等因素成为主导其对整个旅游过程满意度的原因。这两个因素（当地文化和兴奋度）也部分地中间调解内部动力（学习）和整体满意度的关系。

本论文对于老年游客动机分析和旅游行为的相关文献具有理论贡献。

老年人 PLS-SEM, 、整体满意度, 、教育旅游, 、印象深刻的体验

研究论文

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral.

More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included.

The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation.

A repository about educational innovation best practices and experiences is available.

The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world.

The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

The study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides insight into the circumstances in which the educational use of ICT enhances work well-being.

A total of 60 Finns from the education sector wrote descriptions of situations in which they experienced techno-work engagement related to the use of educational technology. The responses were analysed qualitatively.

Participants experienced techno-work engagement not only when educational technology facilitated work, enabled progress and produced novelty value but also when working in collaboration and in a positive climate.

This first qualitative study of techno-work engagement deepens the understanding of positive well-being experiences associated with the use of educational technology. It also provides suggestions for leading technology-related work well-being in educational sector.

Intelligence or general mental ability (GMA) is a strong predictor of job performance across most occupations, and educational attainment has been shown to be a predictor of entrepreneurial outcomes. However, there has been little research examining the simultaneous effects of entrepreneurs’ GMA and educational attainment on their venture outcomes. The purpose of this paper is to examine the impact of these human capital resources on venture performance and survival.

Using a sample of 234 self-employed entrepreneurs from a longitudinal database, regression analysis was employed to examine the predictors of venture performance. A hazard model was utilized to assess venture survival.

Entrepreneurs’ intelligence influenced venture performance directly and indirectly via educational attainment. Entrepreneurs with higher GMA were subsequently able to obtain more education, and GMA had an indirect, positive influence on venture performance through this additional educational attainment. Findings also demonstrated an inverted-U, curvilinear effect on venture survival for GMA and educational attainment. This indicates that both intelligence and educational attainment should be considered when examining how likely entrepreneurs are to persist or survive in their ventures.

Entrepreneurs with higher GMA had ventures that performed better and obtained more education, which influenced venture survival. These findings suggest that entrepreneurs’ intelligence is likely to be an important predictor of venture outcomes, as well as a source of entrepreneurs’ human capital acquisition. Therefore, GMA should have a more central role in the human capital discussion within the entrepreneurship literature.

The purpose of this study is to demonstrate the lighter (entertainment and esthetic experiences) and darker sides (educational and escapist experiences) of dark tourism experiences. This study also examines the effect of lighter and darker sides of dark tourism experiences on functional and emotional value.

To investigate how and where visitors experience lighter and darker sides of dark tourism, the authors conducted in-depth interviews from visitors to the Korean demilitarized zone (DMZ). To demonstrate consequences of lighter and darker sides of dark tourism experiences on functional and emotional value, the authors collected field survey data. Taken together, the authors used mixed methods with exploratory sequential design.

Interviewees vividly described their entertainment (crossing the suspension bridge) and esthetic experiences (seeing a family of crane birds from a short distance) in the Korean DMZ. They also described educational (understanding the background of the civil war) and escapist experiences (limiting daily entries made them feel like they were entering a special place or even a foreign country). Survey results showed that educational and esthetic experiences increased emotional value, while educational and escapist experiences enhanced functional value of a tour of the Korean DMZ.

Previous research operationalized lighter and darker sides of dark tourism based on characteristics of dark tourism sites. Specifically, darker and lighter aspects of dark tourism were determined, depending on whether such sites are directly related to human death or not. However, the current study draws on tourist experiences to operationalize lighter and darker sides of dark tourism. While previous research focused on the supply side, this study shifts focus to the demand side, thereby advancing knowledge in hybrid dark tourism experiences.

本研究旨在通过娱乐和审美体验（相对于教育和逃避现实的体验）展示黑暗旅游的光明（相对于黑暗）的一面。除此, 本研究以到访频率和到访目的作调节变量, 分别探讨上述四个类别的黑色旅游体验、功能性或情感性价值和访客满意度的关系。

为了深入探究上述四个类别的黑色旅游体验的性质, 我们与韩国非军事区的访客进行了深入的访谈。我们收集了田野问卷数据来测试上述四个类别的黑色旅游体验、价值观和满意度。运用测量不变性测试和多组分析试验了到访频率和到访目的之调节变量。

受访者在韩国非军事区生动地描述他们的娱乐（走过吊桥）和审美经历（近距离观赏一群鹤鸟）。他们还描述了教育（解释了韩战的背景）和逃避现实的经历（每日入场人数限制让访客觉得他们正在进入一个特别的地方甚至是国外）。问卷结果显示了教育和审美经历引致了情感价值, 教育和逃避现实经历则引致功能价值。

先前的研究根据黑色旅游地点的特点, 对黑色旅游的光明面和黑暗面进行了展示。具体来说, 根据这些地点是否与人类死亡直接相关, 确定了黑暗旅游的光明及黑暗的方面。然而, 本研究利用旅游体验来定义黑色旅游的光明面和黑暗面。虽然之前的研究侧重于旅游供应方面, 但本研究将重点转移到需求方面, 从而推进了混合黑色旅游体验的知识发展。

El propósito de este estudio es demostrar el encendedor (entretenimiento y estética) experiencias) y los lados más oscuros (experiencias educativas y escapistas) de las experiencias de turismo oscuro. Este El estudio también examina el efecto de los lados más claros y más oscuros de las experiencias de turismo oscuro en funcional y valor emocional.

Para investigar cómo y dónde los visitantes experimentan más claro y más oscuro lados del turismo oscuro, los autores realizaron entrevistas en profundidad a visitantes del desmilitarizado coreano zona desmilitarizada (DMZ). Demostrar las consecuencias de los lados más claros y más oscuros de las experiencias de turismo oscuro en valor funcional y emocional, los autores recopilaron datos de encuestas de campo. En conjunto, los autores utilizaron métodos mixtos con diseño secuencial exploratorio.

Los entrevistados describieron vívidamente su entretenimiento (cruzar el puente colgante) y Experiencias estéticas (ver una familia de pájaros grulla desde una corta distancia) en la DMZ coreana. Ellos también describió experiencias educativas (comprendiendo los antecedentes de la guerra civil) y escapistas (limitar las entradas diarias les hizo sentir como si estuvieran entrando en un lugar especial o incluso en un país extranjero). Los resultados de la encuesta mostraron que las experiencias educativas y estéticas aumentaron el valor emocional, mientras que Las experiencias educativas y escapistas mejoraron el valor funcional de un recorrido por la DMZ coreana.

Investigaciones anteriores operacionalizaron los lados más claros y más oscuros del turismo oscuro con base en Características de los sitios de turismo oscuro. Específicamente, los aspectos más oscuros y más claros del turismo oscuro fueron determinado, dependiendo de si tales sitios están directamente relacionados con la muerte humana o no. sin embargo, el El estudio actual se basa en las experiencias turísticas para operacionalizar los lados más claros y más oscuros del turismo oscuro. Si bien la investigación anterior se centró en el lado de la oferta, este estudio cambia el enfoque hacia el lado de la demanda, por lo que avanzar en el conocimiento de experiencias híbridas de turismo oscuro.

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent trends suggest that this practice is spreading to the less affluent classes and that many such families are heading to ‘new’ destinations, including Singapore. This study examines the transnational schooling and life experiences of Korean transnational educational families in Singapore. It addresses the questions, why did these families choose Singapore? Why did transnational schooling, which parents almost unanimously said that they had organised for the betterment of their children's future, lead to some families getting stuck in the destination country?

Fieldwork in Singapore and Korea was conducted between April 2006 and September 2007. In-depth interviews with both mothers and fathers who have at least one child attending public, private or international schools in Singapore, at the primary or secondary level, were conducted with 18 families. The analysis was conducted using a grounded theory approach and NVivo 7/8.

Although the Korean state's emphasis on international competitiveness and parental aspirations for their children's future upward social mobility were common motivators, Koreans in Singapore were also attracted by the relatively low cost, English–Chinese bilingualism and other ‘family-friendly’ features in Singapore. However, kirogi children had highly contrasting schooling experiences and they met with mixed success in gaining what they expected. Furthermore, many children in public schools faced demotion and other difficulties in their new school environments. Some less affluent families found themselves facing dilemmas of cross-border schooling. This study shows that transnational schooling does not necessarily operate equally favourably for participants from diverse class backgrounds. It also demonstrates that the societal contexts of reception in both the countries of origin and of destination, including the buffering institutions and reference groups and peer culture, are important factors shaping the schooling and life experiences of educational migrant children and in reconfiguring their trajectories.

This research explores the educational participation, cultural identification, and linguistic practices of Middle Eastern refugee youth in Vancouver, Canada. Twenty refugee youth aged 15 to 30 participated in this critical ethnography that provided new information about the impacts of pre- and post-migration experiences on their educational attainment, language, and identity construction. Evidence reported here indicates that refugee youth are subject to institutional challenges in both their home and host countries. The youth experienced educational assimilation, biased curriculum, and language discrimination with devastating impacts on their educational participation and overall well-being. In response, this study indicates that young people resist assimilation and racism in educational and wider social settings. This study further suggests that refugee youths’ educational experiences, linguistic practices, self-identification, and well-being should be examined in relation to their pre- and post-migration experiences, and the dominant meta-narratives of their home and host countries (e.g., nationalism).