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This study aims to develop mathematical models for the determination of the effects of heating or cooling on neck growth in Selective Laser Sintering (SLS) and Fused Filament Fabrication (FFF). Two particle shapes are studied: spherical and cylindrical.

The time required for the coalescence (sintering) process is determined by balancing the work of surface tension forces and viscous dissipation. Heating and cooling effects are studied by incorporating temperature dependence of viscosity in an exponential form. Heating by a laser, convective and/or radiative heat transfer is assumed. It is also assumed that there are no temperature gradients within the coalescing molten polymers (lumped parameter heat transfer analysis).

The models predict faster sintering with heating and slower with cooling, as expected because of the effect of temperature on viscosity. For the isothermal case of pairs of cylinders, the present model predicts significantly longer time for completion of sintering than a previously developed and frequently cited model by Hopper.

An isothermal sintering model for two spheres was reworked for two long cylinders, and for the first time it has been compared to other models available in the literature. The mathematical models are capable of predicting neck growth under non-isothermal conditions for both spheres and cylinders. They are useful in assessment of bonding in selective laser sintering and fused deposition fabrication.

A tailored graphical user interface (GUI) for finite element analysis, fully integrated into Microsoft Windows 3.1, has been developed. The current application is the simulation of flat sheet extrusion of thermoplastics, but many of the features would be common to a wide range of finite element analyses. Microsoft’s C/C++ Professional Development System 7.0, including the Software Development Kit 3.1 (SDK), has been used as the programming tool for the GUI. The interface is based on the Common User Access Advanced Interface Design Guide, which is part of the IBM Systems Application Architecture Library, and The Windows Interface: An Application Design Guide, which is part of the SDK. A memory handling technique is proposed to break the imposed 64 KB data segmentation. Connected finite element calculation routines are written in Fortran and compiled by the Salford FTN77/x86 32‐bit compiler. The protected mode interface of the Fortran compiler allows direct access by the GUI, and allows the computation to run as a 32‐bit background application, without memory limitations, in the multitasking environment. Finite element routines are supported by pre‐ and post‐processors comprising mesh generation, post‐processing for derived results, and graphical displays. A convenient contouring algorithm is proposed to generate contoured plots of nodal quantities in the form of iso‐lines or iso‐fields.

This chapter theorizes a proposal for applying the study of Brexit as a pedagogical strategy in an European Studies (ES) bachelor program, as a means to activate theoretical knowledge for different disciplinary and thematic fields of study about the European Union. The proposal uses the problem-based learning (PBL) approach as a pedagogical methodology and the bachelor of ES at the Faculty of Arts and Humanities at the University of Coimbra as a case study to rehearse teaching innovation. It is based on a theoretical part, conciliating PBL as a pedagogical tool in social sciences and humanities with the exceptionalism of Brexit within the European integration theories and the study of European policies to activate and question prior scientific knowledge, and on a survey to bachelor’s students and alumni on the pertinence of PBL and of Brexit as an empirical element for scientific knowledge in ES. As a result, specific proposals to use Brexit in PBL experiences in different disciplinary areas of ES are made, paving the way for a range of teaching and learning opportunities and challenges released by Brexit to make progress in the ES pedagogical framework.

The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs).

A mixed-method approach with questionnaires and interviews was used to collect the data.

Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring-related content of the online course could be mediated. The most significant difference in the participants’ meaning making and ability to “connect theory and practice” with “concrete knowledge” was between those with experience of mentorship before or during the course and those without.

The study focuses on one cohort of mentor participants (n=18) attending one mentor education course.

The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers.

This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

This paper aims to examine the roles of quality managers at community colleges, their experiences balancing accountability and improvement and their insights into the future of quality assurance.

This phenomenological, qualitative study used semi-structured interviews with eight community college quality managers to investigate their roles, experiences and perspectives. A reflexive thematic approach was used to analyze the interview data.

Four themes were identified from participant responses: quality managers frame and enable program quality, quality managers drive program change, quality managers cultivate a culture of quality and quality managers seek system change. The findings illustrate the roles played by quality managers as they work to improve college education at program, institution and system-wide levels.

The decision of participants to accept the recruitment invitation might reflect particular attitudes, perspectives or experiences.

Quality assurance has emerged as a key mechanism for ensuring postsecondary programs are current, relevant and meeting the evolving needs of students and employers. This study advances the understanding of how quality assurance processes play out at the operational level and explores the experiences of quality managers as they navigate various quality tensions.

Quality managers play key roles in leading, evaluating and influencing quality assurance processes in postsecondary education yet they are underrepresented in the literature. The findings of this study shed new light on the aspirational and influential roles they play in advancing quality assurance.

This study investigates: what kind of e‐moderation is more effective in the formation of successful web‐based courses, and the essential characteristics of synchronous communication (SC) that have a positive contribution in the formation of successful courses.

The previously mentioned issues investigated a five‐month learning experiment that took place in the context of an e‐learning community consisting of 18 e‐courses dedicated for primary and secondary school teachers. About 59 school teachers participated in this community as trainees, 23 professionals as trainers and two professionals as moderators. In terms of methodology this research can be characterized as a case study. Various data (quantitative and qualitative) were collected from both trainers and trainees regarding the teaching and learning which took place within the context of e‐learning community. These data were quantitatively and qualitatively analyzed.

The analysis of the data shows that: the role of SC is crucial for the formation of successful e‐courses. Four categories of language used that constitute effective SC via chat, applied by an e‐moderator, were identified: social, encouragement, learning and negotiation.

This study contributes in the understanding: that SC is crucial in the formation of successful e‐learning courses, and which are the essential characteristics of SC in order to moderate effectively electronically supported courses.

Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

Although workaholism in organizations has received considerable popular attention, our understanding of it based on research evidence is limited. This results from the absence of both suitable definitions and measures of the concept. The purpose of this paper is to examine gender differences in three workaholism components, workaholic job behaviors and work and well‐being outcomes among Norwegian journalists.

Data are collected from 211 journalists (138 males and 68 females) using anonymously completed questionnaires, with a 43 percent response rate.

Females and males are found to differ on some personal and situational demographic characteristics, and on one of three workaholism components (feeling driven to work, females scoring higher). Females however report higher levels of particular outcomes (e.g. negative affect, exhaustion) and less professional efficacy, likely to be associated with lower levels of satisfaction and well‐being. Females and males score similarly on the experience of flow at work and absenteeism.

All data are collected using self report questionnaires. It is not clear the extent to which these findings would generalize to men and women in other occupations.

This study adds to the small but growing literature on flow and optimal experience in organizations.

The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.

Different research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.

The study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.

The research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.

As faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.

This paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

This study aims to advance the understanding of both the challenges and the priorities facing Spanish universities undergoing the digital transformation era, to identify areas for improvement in university management, from a managerial point of view.

To analyze the importance and adequacy of various aspects related to digitalization, the authors use the importance–performance matrix, by surveying figures who have or have had a managerial position in the university, such as rectors and vice-rectors.

The results showed that the priority areas were related to strategic and financial management, knowledge management and the society and environment dimension. It all revealed imbalances, the most important of which were in the areas referring to attracting talent, sources of financing, strategic management and digitalization.

The study could benefit from considering or placing greater emphasis on alternative viewpoints, including those of external experts and administrative managers at public universities.

The practical implications relate to university management. In particular, the study highlights two issues that are a priority: attracting talent and training for university management as well as for data management. It follows from these results that legislative development and public funding should be directed towards adapting the training offer as well as the management structure and processes to the context of digitalization.

These results have implications for the public sphere, for decision-making related to the public funding that organizations receive from governments. Indeed, as the empirical results demonstrate, the proposed framework is effective not only in assessing the status of digitalization in the university but also in providing information on the most important aspects that need particular attention to achieve the desired future condition.

The novelty of this study lies in the analysis and evaluation of the digitalization process and how public universities are facing it, from the perspective of university management. Methodologically, the novelty lies in the use of the importance–performance matrix, which not only provides insight into the importance of different aspects to be analyzed but also provides information about their adequacy.