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In this chapter, we unpack what we experienced during the process of facilitating a group of early career researchers, and how we feel an approach to ‘humanising academia’ may have helped at least us to envision higher education not in terms of the struggle it is often depicted as but as a community and a safe space. Setting out with a conscious naivety, either ignoring (Taina) or ignorant of (Andrew) the ways things ‘should be done’ in academia, allowed us to start a critically supportive community of researchers. This chapter explores how this approach allowed us to engage with different modes of being together and to reconsider existing forms of togetherness. This ‘being together’ was related not only to academic hierarchies and positions but also to thinking, feeling and experiencing. Using lenses from affect theory and queer studies, we discuss how, without quite meaning to, we developed an ‘affective community’ of those interested in discovering alternative ways to approach the international dimension of higher education. This shows how enacting ideals of community can bring us to build a community beyond hierarchies and competition.

The intricate dynamics of ChatGPT adoption among Indian students are discussed while exploring the factors outlined by Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). By assessing these factors, this study aims to unravel their impact on the behavioral intention to use ChatGPT.

While evaluating ChatGPT's adoption dynamics, this study analyses the UTAUT2 core factors and perceived benefits. Real-time data from 638 business and management students in India were collected through purposive sampling and a cross-sectional survey. An in-depth examination using IBM SPSS and AMOS revealed the patterns that regulate ChatGPT reception in educational settings.

Habit emerges as a powerful predictor, which aligns with the Habit Loop Theory's cues, routine and rewards. Perceived benefits significantly influence adoption, and traditional factors like performance expectancy and social influence exert no influence. The insignificance of effort expectancy challenges conventional understanding, unveiling novel aspects of student tech adoption.

There is a need for guidelines to ensure fair and responsible use of ChatGPT among students. While ChatGPT presents advantages like task automation and personalized learning, integrating it into the existing education system requires careful planning to harness its benefits effectively.

With the recent introduction of Generative-AI tools, understanding student acceptance and application is essential. This research sheds light on this emerging technology, emphasizing the importance of analyzing technology acceptance for its successful adoption.

This study aims to use social media data mining to revitalize and support existing urban infrastructure monitoring strategies by extracting valuable insights from public opinion, as current strategies struggle with issues such as adaptability to changing conditions, public engagement and cost effectiveness.

Twitter messages or “Tweets” about public infrastructure in the Philippines were gathered and analyzed to discover reoccurring concerns in public infrastructure, emerging topics in public debates and the people’s general view of infrastructure services.

This study proposes a topic model for extracting dominating subjects from aggregated social media data, as well as a sentiment analysis model for determining public opinion sentiment toward various urban infrastructure components.

The findings of this study highlight the potential of social media data mining to go beyond the limitations of traditional data collection techniques, as well as the importance of public opinion as a key driver for more user-involved infrastructure management and as an important social aspect that can be used to support planning and response strategies in routine maintenance, preservation and improvement of urban infrastructure systems.

Police officers in the UK frequently experience traumatic events and work pressures, and these can have a detrimental impact on mental health. A psychological surveillance programme has been implemented and clinically evaluated. This paper reports an economic evaluation of the programme.

A decision analytic model was developed to explore programme costs, outcomes and return on investment for a notional cohort of 1,000 police personnel (officers and staff). The model parameters were obtained from a large data set of sequential psychological surveillance results. Changes in individual work productivity were derived from a workability measure included in the survey.

The modelled expected total cost incurred to screen 1,000 participants was £84,287 ($106,971). The expected net increase in work productivity for those receiving interventions was valued at £241,672 ($306,713). This result represents a return on investment of 187%. Sensitivity analyses showed that the model was robust to changes in key parameters.

Police personnel experiencing traumatic events may need specialist support from occupational health services or psychological therapy. Screening or surveillance can detect mental health problems, but its cost-effectiveness has been previously unknown.

The value for money of providing surveillance within the police force to detect mental health problems is assessed in this research. The gains in terms of increased work are evident. In similar environmental working conditions, this could extend to emergency services globally.

The police are often called upon to deal with the lowest points in people’s lives. The findings have implications for police forces wishing to support officers to be able to provide the best of themselves in these situations.

There have been no previous studies in policing that have concluded that running a psychological surveillance programme in policing is financially viable. Although this requires initial investment, this paper models that the extra costs incurred are more than offset by improved work productivity.

This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students.

This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews.

From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics.

First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds.

The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world.

Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures.

Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.