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The purpose of this paper is to examine best practices in supporting tutors in academic quality within private training enterprises (PTEs) in New Zealand and to make practical recommendations for people working in the tertiary education sector.

A hypothesis is proposed, which is then tested using a case study examining what support from the quality assurance section of a PTE’s tutors perceive to be important. The hypothesis is that additional feedback is required for tutors. The results are compared with those on the literature on quality assurance to see if there is consistency in themes.

The primary themes that emerged from interview and survey data were that tutors with more than three years of experience feel they would benefit from more regular, clear and constructive feedback and that these tutors need support during any programme-related changes.

This research highlights that the quality of feedback is crucial in education and a worthwhile area of further investigation. Limitations include the size of the sample of interviewees and that the study was based on only one organization in New Zealand. Future research is also suggested, which could include data from other tertiary educational institutions.

The paper concludes with a practical overview of “dos” and two “don’ts” identified from the case study. The objective is to share recommendations in a practical and useable way with other practitioners.

This account of an inquiry into internal quality assurance processes and outcomes offers transferable learnings to tutors, academic quality assurance teams, employers and other stakeholders across the education sector.

The conclusion drawn from this is case study is that educational organisations should ensure that anyone tasked with providing feedback to tutors is first coached themselves; otherwise, the feedback can be unhelpful.

This paper aims to explore the intersection of disability and accounting employment.

The paper uses oral history accounts of 12 disabled accountants. The authors investigate narrators' experiences of being disabled people and professional accountants, identify the barriers they encounter in professional employment, and how they (re)negotiate professional work.

The narrators' accounts are complex and diverse. The narratives record a discourse of success, offset by the consistent identification of social and environmental barriers relating to limited opportunities, resources, and support.

The paper develops the limited research on the relationship between disability and the accounting profession, expands the limited literature on disabled professionals' experience of work, provides voice for disabled accountants, adds to the limited oral histories available within accounting, and augments the accumulated literature considering the accounting profession and minorities.

The purpose of this paper is to discuss three potential contributions from implementation science that can help clinicians and researchers to design and evaluate more effective integrated care programmes for older people with frailty.

This viewpoint paper focuses on three contributions: stakeholder engagement, using implementation science frameworks, and assessment of implementation strategies and outcomes.

Stakeholder engagement enhances the acceptability of interventions to recipients and providers and improves reach and sustainability. Implementation science frameworks assess provider, recipient and wider context factors enabling and hindering implementation, and guide selection and tailoring of appropriate implementation strategies. The assessment of implementation strategies and outcomes enables the evaluation of the effectiveness and implementation of integrated care programmes for this population.

Implementation science provides a systematic way to think about why integrated care programmes for older people with frailty are not implemented successfully. The field has an evidence base, including how to tailor implementation science strategies to the local setting, and assess implementation outcomes to provide clinicians and researchers with an understanding of how their programme is working. The authors draw out implications for policy, practice and future research.

Different models to deliver integrated care to support older people with frailty exist, but it is not known which is most effective, for which individuals and in which clinical or psychosocial circumstances. Implementation science can play a valuable role in designing and evaluating more effective integrated care programmes for this population.

As a pioneering and influential journal in the field of library and information science (LIS), the Journal of Documentation (JDoc) needs to be evaluated from a bibliometric perspective. This study aimed at conducting a bibliometric overview and visualization of the scientific output of JDoc from its inception in 1945–2018.

In this bibliometric study, 2056 papers published in JDoc were analyzed. All needed data were extracted from Scopus in 9 July 2019 in CSV format. Bibliometric analyses were done in Microsoft Excel. Visualization was done by Vosviewer software and applying techniques such as co-citation, co-authorship and co-occurrence. As a limited altmetric study, JDoc highly mentioned papers and the rate of their presence in social media were extracted from Altmetric LLP, too.

There was an increasing trend in published papers and received citations. Highly cited and most influential authors in JDoc are well-known in the field. However, the contributions of developing countries and their affiliated institutions to the journal were relatively low. This is true in case of author, country and institute co-authorship patterns. Highly frequent keywords and keyword co-occurrence patterns showed that the journal considered most topics related to LIS, including newly emerged ones. The authors and sources (generally journals) cited by JDoc are all prolific and influential ones.

The results of this study can be beneficial to JDoc editorial team for decision making on its further development as well as helpful for researchers and practitioners interesting in LIS field to have better contact with and contributions to the journal.

The chapter addresses the questions surrounding the politics of the academe as a reflective process. The three authors’ experiences are very different – spanning from tenured professor to sessional instructor to professor in an African university. The narratives from the authors inform the readers of their goals to join the academy as faculty; their job search; being members of the staff and then; their experiences as members of the teaching force at various universities. The chapter is based on their experiences of navigating the politics of the academe. This chapter provides their narratives of what it means to be a professor, mentor, colleague, and researcher. Each story is told from their particular standpoint: two females and one male teaching in North American universities and Africa, respectively, two Black and one racialized female who can pass, but cannot because of her name. The analysis will address numerous complications involved in addressing expectations, establishing common grounds as educators from an international perspective, and providing narratives of how we have managed to maintain our goals and aspirations as members of the academe. The tensions involved will be problematized and explored from within the context of the academy and the associated constraints therein (Tatum, 1999). The objective of this chapter is to theorize the significance of navigating the politics of the academe to deflate arising tensions that may delay your passion for teaching. The chapter is informed by an anticolonial theoretical framework in light of converges and divergences of varying colonial contexts embedded in colonial Canadian society. The anticolonial framework draws on the specific settler-colonial Canadian context (Tuck & Yang, 2012). The chapter is divided into six parts: (1) introduction that provides a general overview of what it means to be faculty at a university, (2) situating ourselves, (3) theoretical framework, (4) Universities in general and more specifically, Canadian system and Kenyan, (5) discussion that provides an analysis or synthesis of our experiences, and (6) conclusion.

To explore the experience of a key member of the UK equalities policy‐making elite, interrogating her shift from activist to top‐ranking equalities professional. To focus attention on the under‐explored area of lesbian, gay bisexual and transgender equalities work.

The interview is prefaced with a critical commentary on current UK equalities policy, contextualising the interview discussion, which links personal and collective histories and provides a comparison of equalities work over time.

Angela Mason, while top‐ranking civil servant, continues to claim the label activist. Like a variety of other equalities workers she uses multiple tactics to appeal to different constituents at different times and in different contexts.

This is an interview with one of the key protagonists in the development of UK equalities policies over the last 30 years. It is unique in its focus on the current overhaul of UK equalities policy from an “insider” and in its timing at the interim point of this reorganisation (October 2006).

The term ‘integrative levels’ was introduced by Joseph Needham in 1937. He recognized a series of eight levels. Others have since proposed various different and often longer series. Now, by the rigorus application of two ad hoc rules or criteria for the discrimination of ‘major integrative levels’, the number of such major levels (on present knowledge) is found to be nine. Short terms are available for designating the members of the different levels. Having performed the formal classification of objects, according to integrative level, several new quantitative generalizations become apparent. For instance, there is now clear evidence of a general long‐term acceleration throughout most of the period of biological and social evolution.

With the rapid diffusion of the metaverse into all aspects of businesses and the education industry, scholars have predominantly focused on examining its projected benefits and harms, yet have overlooked to empirically explore its unpredictable nature, which offers an exciting realm of unexplored challenges and opportunities.

This research adopts a qualitative research design in the form of 24 interviews from a single EdTech to investigate the possibility of unexpected developments resulting from the integration of the metaverse into its solutions.

Three noteworthy observations have emerged from the analysis: technological obsolescence, resource allocation imbalance, and monoculturalism.

This research pioneers an empirical exploration of the latent outcomes stemming from metaverse adoption within EdTechs, while also introducing a novel theoretical framework termed “meta-governance,” which extends the Edu-Metaverse ecosystem.