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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.

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.

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 paper aims to investigate the relationship between perceived inclusion (individual and group-level) and team creativity climate (TCC) and explore the role of team learning climate (TLC) and task interdependency in the above relationship.

Data were collected using questionnaires from 24 Indian organizations. The respondents were junior and middle-level employees (N = 303) working in small teams (n = 73). The cut-off criteria for sample team selection were at least three team members within a team had responded and at least 60% within-group response rate was achieved.

Perceived inclusion (PI) of employees had a positive influence on TCC via TLC. However, the negative effect of team-level differences in perceived inclusion (TPID) was also mediated by the learning climate. Task interdependency moderated the PI-TLC relationship in such a way that in a high task interdependency situation, the negative effect of TPID on learning climate is reduced, while in a low task interdependency situation, the negative effect is enhanced.

The current research has contributed to the limited literature on PI and team creativity. This paper has uniquely investigated TLC as an intervening variable in the PI-TCC relationship. The paper has encapsulated the theoretical and practical underpinnings of inclusion beliefs in the modern organizational context.

The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society.

This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools.

Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the sport’s culture, self-development and health being as positive contributions of sports, whereas injuries were referred as the main negative factor of sport. As proposal of changes, athletes referred to the need of a more professional organization of the sport contexts and to more proximity between school policies and sport policies allowing conciliating both.

One limitation that could be pointed to this research is the difference between the Czech and Portuguese socio-cultural and political situation, not only in the concept and organization of sports activities (since scholar years) but also in the general society. This difference could have more visibility when interpreting the data that led to this fact referred above.

It is recommended a more proximity relationship between researchers and the contexts of practice (sport contexts) being that it is important that these contexts should have feedback from the investigations carried out. Only in this way coaches, federations and confederations can be aware of the motivational factors that lead to talented athletes drop out, and make a greater investment in initial formation of the coaches and propose policies that try to establish partnerships with schools or professional contexts which could help the management of athletes’ times outside of sport.

Departing from the athletes’ feelings, concerns and motivations related to sport and the reasons that led to their drop out, we argue for the definition of public policies, in both countries, that promote non-discrimination of young people who wish to maintain a path linked to sports in articulation with other areas of their lives.

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of organizational resilience of academics with and without the mediating effect of a multi-stakeholder network.

The authors used a comprehensive count sampling in which every academic was handed a questionnaire form to fill. This led to a decrease in the likelihood of research bias. In total, the authors distributed 960 questionnaire forms and collected 576 completed questionnaires, which is almost more than 60% of the total population. The authors used structural equation to determine the effect of OL on academics’ level of organizational resilience. The same equation was later used to assess the mediating role of the multi-stakeholder network on the aforementioned relationship.

The findings highlight a statistically significant influence of OL on academics’ level of organizational resilience. Moreover, the results revealed the significant role of the multi-stakeholder network in mediating the relationship between OL and organizational resilience.

This paper contributes by filling a gap in human resource management and organization literature in the higher education sector, in which empirical studies on the relationship between OL, multi-stakeholder networks and organizational resilience have been limited until now.