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Seeks to show that the software development process is based on the premise to provide an enhanced e‐learning environment by supporting individual learning styles and preferences through the use of emerging adaptive technologies that also enable performance evaluation in the context of meeting agreed learning outcomes.

The design methodology adopts a case study approach that follows the design and implementation of a learner management system.

Web‐based intelligent tutoring systems, aimed at compensating for the absence of a real world tutor have to date mostly concentrated on providing assistance in a particular subject domain and not focused on the problem of utilising content represented as learning objects across multi‐subject domains. This paper describes the creation of a non‐dictatorial tutoring system that has been developed at NTP Information Solutions Ltd. A visualisation tool has bee4n created called “learning navigator” to help learners to visualise the best path through assignable units extracted from a learning repository.

The system is currently able to suggest new paths that take into account learning styles through learner performance, learner previous experience and learning objectives. Future work will include extending this criterion to take into account further individual learning preferences.

The sharable content objects (SCOs) approach to the software solution extends the internationally recognised SCORM development standards. As a consequence the paper contributes to international e‐learning standards development but also extends current knowledge of the role of adaptive technologies in supporting learning styles and preferences.

This paper aims to explore how situational variables jointly affect the choice of leadership style.

This qualitative study is based on semi-structured interviews conducted with 11 senior leaders in the Australian Defence, including with the Chief of Defence Force.

The paper identifies four organizational factors (human capital, performance, time orientation and risk appetite) and two environmental factors (risk and stability) that are considered to have an effect on leader’s choice of transactional versus transformational styles. Furthermore, organizational human capital and leader’s training and experience are identified as prerequisites of leadership ambidexterity.

The findings explain how the choice of leadership style is contingent on internal and external factors, identifies several new contributing factors and explains how such factors may jointly affect the choice of leadership style.

This paper aims to discuss what it means to consider the information experience of academic information management from a constructivist grounded theory perspective. Using a doctoral study in progress as a case illustration, the authors demonstrate how information experience research applies a wide lens to achieve a holistic view of information management phenomena. By unifying a range of elements, and understanding information and its management to be inseparable from the totality of human experience, an information experience perspective offers a fresh approach to answering today's research questions.

The case illustration is a constructivist grounded theory study using interactive interviews, an original form of semi-structured qualitative interviews combined with card-sorting exercises (Conrad and Tucker, 2019), to deepen reflections by participants and externalize their information experiences. The constructivist variant of grounded theory offers an inductive, exploratory approach to address the highly contextualized information experiences of student-researchers in managing academic information.

Preliminary results are reported in the form of three interpretative categories that outline the key aspects of the information experience for student-researchers. By presenting these initial results, the study demonstrates how the constructivist grounded theory methodology can illuminate multiple truths and bring a focus on interpretive practices to the understanding of information management experiences.

This new approach offers holistic insights into academic information management phenomena as contextual, fluid and informed by meaning-making and adaptive practices. Limitations include the small sample size customary to qualitative research, within one situated perspective on the academic information management experience.

The study demonstrates the theoretical and methodological contributions of the constructivist information experience research to illuminate information management in an academic setting.

A three year Esprit project – ProCure – is ultimately aiming to take a significant but achievable step forward in the application of available information and communication technology (ICT) to the large scale engineering (LSE) construction industry. The ProCure consortium consists of five industrial partners supported by four associated research and expert partners. The project combines leading expertise from three member states to support ICT deployment by three industrial collaborative groups, i.e. UK, Germany and Finland. The basis of the project is in the partners’ belief that sufficient ICT is now available to achieve deployment, with care, in real projects, with an acceptable risk of failure. This paper presents work undertaken within the project to investigate the various metadata standards that exist in order to define a minimum metadata set based on these standards for the implementation of two demonstrators for XML based automated document exchange between a simulation of a corporate document management system and a simulation of a collaborative construction project Web site.

In the competitive retailing environment, retailers who provide service experiences that stand out from the competition can gain a competitive advantage. Increasingly, an important aspect of the service experience involves product returns, in particular, the fairness of returns policies and procedures. Previous research studies support that interpersonal justice and informational justice relate positively to consumer attitudes and behaviors. In this paper, the authors examine the relative effects of interpersonal justice and informational justice on return satisfaction, positive word-of-mouth (PWOM) and trust. Additionally, the authors examine the moderating effects of returns process convenience and returns policy restrictiveness as indicators of procedural justice.

A scenario-based experiment methodology was used to test the relationships of interest.

Results support that the effects of interpersonal justice on the outcome variables are stronger than the effects of informational justice. There is also support for a moderating effect of returns process convenience on the relationships between interpersonal justice and each outcome variable, as well as partial support for the moderating effect of returns policy restrictiveness on the relationship between interpersonal justice and PWOM.

The research extends previous work on the effects of justice on customer outcomes. Results support the importance of retailers treating customers with fairness during the returns experience and further support the benefits of providing a convenient returns experience.

This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important.

Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir.

The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL.

If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.

Urban flooding in developing countries of the Global South is growing due to extreme rainfall and sea-level rise induced by climate change, as well as the proliferation of impervious, built-up areas resulting from unplanned urbanisation and development. Continuous loss of traditional knowledge related to local water management practices, and the de-valuing of such knowledge that goes hand-in-hand with globalised aspirations, is inhibiting flood resilience efforts. This paper aims to address the need to include traditional water knowledge (TWK) in urban living and development processes in the Global South.

This paper commences with a review of existing frameworks that focus on natural resource management, critically assessing two existing frameworks of traditional ecological knowledge (TEK). The assessment of the existing approaches contributes to this paper’s development of a novel framework to promote TWK with regard to resilience and risk reduction, specifically for developing flood adaptive strategies, which is the second stage of this paper. Finally, the paper explains how the framework can contribute to the field of urban design and planning using examples from the literature to demonstrate challenges and opportunities related to the adaptation of such a framework.

The framework developed in this paper reveals three proposed vertices of TWK, named as place-based landscape knowledge, water use and management and water values. This framework has the potential to produce context-specific knowledge that can contribute to flood-resilient built-environment through urban design and practices.

The framework developed in this paper reveals three proposed vertices of TWK, named place-based landscape knowledge, water use and management and water values. This framework has the potential to produce context-specific knowledge that can contribute to flood-resilient built-environment through urban design and practices.

Within the field of TEK research, very few researchers have explored the field of developing flood resilience in an urban context. The proposed TWK framework presented in this paper will help to fill that gap.