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The purpose of this paper is to create a “go-to-guide” of best practices in the creation of asynchronous courses. Due to the global pandemic, millions of students around the world transitioned from in-class instruction to online programs, which ranged from completely synchronous classrooms to completely asynchronous classrooms. Students were forced to learn how to engage within an online classroom environment with minimal notice and instructors were abruptly thrusted into a different operational environment, with many required to construct educational ecosystems in an unfamiliar and digitized interface. This led to several actions and the utilization of a multitude of different teaching techniques, many of which were poorly implemented.

Key words, “Asynchronous learning”, “Learning”, “Feedback”, “Online Instruction”, and “Classroom Design” were searched in online data bases (Google Scholar, PubMed, EBSCO and Data Base of Open Access Journals). These then were read by the authorial team and authoritative papers were selected by the team based on the frequency of utilization by other papers in the field and the utility of these papers for the design of asynchronous courses.

This paper explores asynchronous learning from the perspective of how instructional science and learning science can be applied to create the best classroom for both pupil and instructor.

It looks to provide a go-to-guide for best practices in asynchronous learning and the development of K-12 classrooms, graduate and medical school classrooms and finally continuous medical education classrooms. Finally, this guide looks to facilitate the development of master instructors through statements on how to properly provide feedback to students.

The Gulf Cooperation Council (GCC) countries have consistently ranked high in per capita carbon emissions, not to mention the fact that a lifestyle with a high ecological footprint in a fragile ecosystem can affect the regional environment, prosperity and social stability. The adoption of carbon capture and storage (CCS) in the GCC countries has been consistently gaining attention, as it is widely seen as a suitable mitigation measure, particularly in a region where heavy industry and geological exploitation have led to wealth and prosperity. Additionally, making captured CO₂ available for enhanced oil recovery is expected to create significant economic value. However, the lack of a coordinated environmental regulation regime to cap future carbon emissions is posing significant risks for further CCS development. The paper aims to discuss these issues.

This paper reviews the state of play with regard to CCS in the GCC region and investigate the opportunities and challenges facing CCS development in the UAE by use of the interview technique.

This paper finds that the lack of CCS‐related regulations, absence of CCS policy at a national level and limited human capital resources are impeding the development of CCS in the UAE. Findings from this study can offer GCC policy‐makers relevant insights into how best to develop CCS projects for the GCC region.

This is an original research, that has not been conducted before. This is first of a kind assessment for the GCC region.

The authors examine how local firms, regardless of industry, influence each other's corporate policies. The authors argue that there are two motives for why local firms may have similar corporate social responsibility (CSR) policies. First, the peer effect argues that a firm's chief executive officer (CEO) will likely interact regularly with fellow CEOs of local firms, especially those of similar size, influencing each other's firm to make similar decisions. Second, firms may believe that CSR policies can be used to attract local talent. That is, if there are many firms in the area, employees may elect to work for the firm that treats their employees better or shares their values. Thus, to compete for labor resources, local firms will herd in similar CSR policies.

Through regression analysis, the authors compare a firm's CSR policies to the policies of other firms in the geographic area (within 100 miles).

The authors find support for the peer effect hypothesis, as local firms of the same size positively and significantly affect a firm's own CSR score. In contrast, local firms of different sizes have a negative relationship. The combination of CSR scores being related to the CSR scores of similar sized firms and not to other size firms suggest that the peer effect dominates the labor pool effect.

Through regression analysis, the authors compare a firm's CSR policies to the policies of other firms in the geographic area.

The education sector is increasingly targeted by malicious cyber incidents, resulting in huge financial losses, cancelation of classes and exams and large-scale breaches of students’ and staff’s data. This paper aims to investigate education technology (EdTech) vendors’ responsibility for this cyber (in)security challenge, with a particular focus on EdTech in India as a case study.

Theoretically, building on the security economics literature, the paper establishes a link between the dynamics of the EdTech market and the education sector’s cyber insecurities and investigates the various economic barriers that stand in the way of improving EdTech vendors’ security practices. Empirically, the paper analyses publicly reported cyber incidents targeting the Indian education sector and EdTech companies in the past 10 years as published in newspapers, using the LexisNexis database. It also examines existing EdTech procurement challenges in India and elsewhere and develops a number of policy recommendations to address the misaligned incentives and information asymmetries between EdTech vendors and educational institutions.

Market forces alone cannot create sufficient incentives for EdTech vendors to prioritise security in product design. Considering the infant stage of the EdTech industry, the lack of evidence about the efficacy of EdTech tools, the fragmentation in the EdTech market and the peculiarities of educational institutions as end-users, a regulatorily and policy intervention is needed to secure education through procurement processes.

This paper introduces a novel exploration to the cybersecurity challenge in the education sector, an area of research and policy analysis that remains largely understudied. By adding a cybersecurity angle, the paper also contributes to the literature using a political economy approach in scrutinising EdTech.

Creating a culture of patient safety and developing a skilled workforce are major challenges for health managers. However, there is limited information to guide managers as to how patient safety culture can be improved. The purpose of this paper is to explore the concept of reflexivity and develop a model for magnifying the effect of patient safety culture and demonstrating a link to improved perceptions of quality of care.

This research employed a correlational case study design with empirical hypothesis testing of quantitative scores derived from validated survey items. Staff perceptions of patient safety, reflexivity and quality of patient care were obtained via a survey in 2015 and analysed using inferential statistics. The final sample included 227 health service staff from clinical and non-clinical designations working in a large Australian tertiary hospital and health service delivering acute and sub-acute health care.

Both patient safety culture and reflexivity are positively correlated with perceived quality of patient care at the p<0.01 level. The moderating role of reflexivity on the relationship between patient safety culture and quality of care outcomes was significant and positive at the p<0.005 level.

Improving reflexivity in a health workforce positively moderates the effect of patient safety culture on perceptions of patient quality of care. The role of reflexivity therefore has implications for future pre-professional curriculum content and post-graduate licencing and registration requirements.

Much has been published on reflection. This paper considers the role of reflexivity, a much less understood but equally important construct in the field of patient safety.

The purpose of this paper is to explore a non-technical overview for leaders and researchers about how to use a communications perspective to better assess, design and use digital health technologies (DHTs) to improve healthcare performance and to encourage more research into implementation and use of these technologies.

Narrative overview, showing through examples the issues and benefits of introducing DHTs for healthcare performance and the insights that communications science brings to their design and use.

Communications research has revealed the many ways in which people communicate in non-verbal ways, and how this can be lost or degraded in digitally mediated forms. These losses are often not recognized, can increase risks to patients and reduce staff satisfaction. Yet digital technologies also contribute to improving healthcare performance and staff morale if skillfully designed and implemented.

Researchers are provided with an introduction to the limitations of the research and to how communications science can contribute to a multidisciplinary research approach to evaluating and assisting the implementation of these technologies to improve healthcare performance.

Using this overview, managers are more able to ask questions about how the new DHTs will affect healthcare and take a stronger role in implementing these technologies to improve performance.

New insights into the use and understanding of DHTs from applying the new multidiscipline of communications science. A situated communications perspective helps to assess how a new technology can complement rather than degrade professional relationships and how safer implementation and use of these technologies can be devised.

This chapter offers a contemporary overview of philanthropy in education as an emerging research field. Although the education sector has traditionally been a popular recipient of philanthropic investment, the scale and scope of funding and policy involvement on the part of philanthropy are growing. In addition, and potentially amplified by COVID-19, big- and in particular tech-philanthropies are emerging as increasingly influential players in national, regional, and global educational contexts. This chapter describes how most existing education research on philanthropy is mainly US- and higher education-focused which has resulted in a narrow geographic and thematic scope whereby contemporary developments remain either overlooked or under-researched. It discusses venture philanthropy inside and outside of the United States, a greater diversity of geographic perspectives, and an increasing dependence of academia on philanthropic funding as emerging research areas that bear great potential to being explored further.

Generation Z, including individuals born from the mid-1990s to the late 2000s, is said to be different from other generations before. Generation Z is said to be the generation of digital natives, with multiple identities; a worried and creative generation who value collaborative consumption; and a generation looking forward. The authors present here tentative observations of Generation Z in Asia using theoretical approaches and scientific backgrounds: the authors show how socialisation theory (parents and peer group) and technology (relationship with smartphones) offer meaningful perspectives to understand Generation Z behaviours in Asia. Finally, the authors ask some key questions about dealing with Generation Z in Asia in the field of smartphone use, consumer behaviour (shopping orientation), collaborative consumption (sharing), and work context.

The purpose of this paper is to examine the social capital factors of career advancement of female academic staff in Nigerian universities.

A measurement and structural analysis were conducted for the three independent variables and a dependent variable on 20 public universities. Data were collected using a structured self-administered questionnaire. The dependent variable was female academic staff career advancement and the independent variables were mentoring, networking and government machinery. Using stratified random sampling, 532 academic staff were selected as the study respondents. They represented sampling criteria such as federal and state universities.

Structural modeling analysis showed that social capital variables, specifically mentoring, networking and government machinery variables, were significant contributors to the career advancement of the female academic staff in Nigerian universities.

This study creates an insight into the knowledge of career advancement among female academic staff in public universities. These institutions dominate the university system in Nigeria and serve as the main avenue for university education in the country. At the level of higher institution, HRD is significant, particularly in creating awareness among academic staff about their career planning and aspirations, the role that the perceived environmental factors play in their advancement to higher positions in the university and how they should further utilize those factors.

The paper examines social capital factors (limited to mentoring, networking and government machinery) that are of concern to managing the career advancement of female academic staff in public universities.