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The purpose of this paper is to examine mechanisms for managing the transition from school/college/work to university for disabled students

A research project using a case study methodology in a UK university department was conducted over a four year period

The paper finds that it is important that students with a disability who enter university identify themselves as early as possible so that appropriate adjustments can be made where required to teaching, assessment and pastoral care. It is also important that the transition to university is appropriately co‐ordinated both centrally by university wide disability support services and within the relevant university department. Ideally there should be anticipation of adjustments that may be required by the students with a disability.

Although the case study reported in this paper focusses on just one university department, the number of students with a disability entering UK higher education is likely to increase and higher education institutions need to be aware of the adjustments that may potentially be required, as well as the timeliness of such adjustments.

In previous decades few students with a disability have attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any research has been conducted regarding the adjustments that may need to be made for such students.

As new computer communication systems, such as distributed computer networks or mobile data networks, grow in scale and complexity, the problem of being able to understand and to predict system behaviour becomes increasingly important. To their behaviour analysis we can use both analytical and simulation methods. Principally the application of analytical queuing theory results belongs to the preferred method in comparison to the simulation method. In this sense the article describes the development, realisation and verification of the new analytical model for the study of the basic parameters (end‐to‐end delay, performance etc.) of distributed data networks (computer networks, mobile data networks). The suggested model considers for every node of the data network one part for its own node's activities (communication functions) and another one for the modelling of each node channel for data transmission. When using a multiprocessor system, as the modern node communication processor, the model for its own node activities is the more realistic M/D/r system (Poisson arrival process/Deterministic service time distribution/r server system) and for the every node transmission channel the M/M/1 system (Exponential service time, Single server system). The new developed analytical model includes the influence of the communication functions to the whole delay in each node of a computer communication network. The achieved results of the developed model are compared with the results of the commonly used analytical and simulation models to estimate the magnitude of improvement. Likewise the developed analytical model was tested under various ranges of parameters, which influence the architecture of the distributed data networks and which are important for practical use.

The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector.

A case study in a UK university was undertaken over a two‐year period.

A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.

The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students.

This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties.

Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.

The aim of this study was to investigate the role of immersive gaming on brand coolness and brand equity, with particular emphasis on fashion gaming collaborations. We used game theory as a theoretical framework to analyse immersive branding strategies and gain a deeper understanding of fashion consumers’ decision-making process in gaming environments. Gender, as a significant factor affecting gamers, has been studied as a moderator that impacts the overall proposed framework.

A quantitative method was used to assess the significance of relationships within the proposed model empirically. The partial least squares structural equation modelling technique was implemented to assess the relationships of the framework with a sample size of 160 active Malaysian gamers.

The findings indicate that brand equity is positively associated with perceived brand coolness. Furthermore, of the three core values of online games, perceived enjoyment is most strongly associated with perceived brand coolness, ahead of the values of self-expression and perceived emotional challenge. The results of the multigroup analysis further suggest that in the fashion industry, building brand equity through online games is strongly related to perceived brand coolness among female respondents, the role of perceived brand coolness being weaker among male respondents.

The study contributes to the existing literature by providing a deeper understanding of the impact of immersive gaming branding practices on the overall equity of the fashion brand. The results provide insight for fashion brand managers into the significant effect on consumer behaviour outcomes of fashion-gaming collaborations.

本研究擬探討身歷其境的遊戲體驗在品牌酷感和品牌資產上所扮演的角色; 研究特別強調裝扮遊戲的合作。研究人員以博弈論作為研究的理論框架,來分析沉浸品牌策略、和對時裝消費者在遊戲的環境中如何作出決策取得更深入的瞭解。研究人員探討了性別作為影響遊戲參與者的重要因素,這因素被視為為整個被提出的框架帶來調節的影響和作用。

研究人員採用定量方法進行研究,目的為於被提出的模型內之各種關聯的意義進行以經驗為依據的評估。研究人員採用了基於偏最小平方法的結構方程模型研究法,來對一個包含160名活躍的馬來西亞遊戲參與者的樣本進行框架的各個聯繫的評估研究。

研究結果顯示,品牌資產與品牌酷感成正相關; 而且,在網絡遊戲的三個核心價值中,感知享受與品牌酷感之間的聯繫最為強烈和密切,超過自我表現和感知情感挑戰兩者的價值; 多群組的分析結果更暗示了在時裝產業裡,透過網絡遊戲去建立品牌資產在女性回應者中是與品牌酷感有強烈密切的關係; 而在男性回應者中,品牌酷感所扮演的角色則較弱。

本研究使我們能更深入認識沉浸遊戲品牌的慣常做法如何影響時裝品牌的整體資產。研究結果為時裝品牌經理提供了啟示,使他們明瞭時裝遊戲的合作會給消費者行為產生重要的影響。

The purpose of this paper is to assess student perceptions of their engagement in tangible and intangible higher education services using the College Student Experiences Questionnaire (CSEQ).

The research draws on a random sample of students without disabilities and all students with disabilities in a public university in Qatar. Group comparison analysis is conducted to find differences between the two groups by adapting the CSEQ to assess student perceptions of engagement with the services.

The findings showed that students with disabilities were less satisfied with intangible services in learning systems. Students with and without disabilities felt that the campus facilities were below average; students with disabilities rated university services lower than students without. All students felt that the learning systems were above average, with higher ratings among students without disability.

Considerable work needs to be done in capacity and professional development with faculty to deal with learning and teaching methods with students with disabilities.

In general, this study compares students with disabilities with non-disabilities. Both groups confront barriers to access learning and to the assessment of their learning. They both were satisfied with services but with higher perceptions of engagement among those with non-disabilities. Higher education institutions must consider those services in unison to both groups treating both equally, recognizing that a discourse of differences may pit one group over another in infrastructure and the institutional services provided.

Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution.

The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities.

The study’s findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies.

This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work.

This paper situates a large‐scale learning and service development capacity‐building initiative for hospice palliative care services within the current Canadian policy context for use by international readers.

In 2000 a national initiative using action research as its design was crafted to support continuing professional development and knowledge management in primary‐health care environments.

The Canadian health policy context is complex and requires innovative solutions to achieve desired changes in response to emerging population health demands for quality end‐of‐life care. Employment of educational and social science constructs, including complexity theory, communities of practice, transformative learning theory, and workplace learning methods, has proven helpful in supporting the creation of national capacity for hospice palliative care.

There is a significant contribution for social scientists to make in aiding a better understanding of the complexity in health systems. At the same time, an aging population in industrial countries demands more active engagement of legal and bioethical scholars in a range of emerging policy and legislative questions about quality end‐of‐life care. Educational research is also required to understand better and reform curricula to prepare an emerging generation of health science practitioners for the demands of an aging population.

Changing health service delivery environments demand rethinking of the knowledge and skills leaders require to influence desired change. A broader understanding of where and how learning takes place is essential for enhancing the quality of patient care.

The Pallium Project represents a generative response to facilitating learning and building longer‐term system capacity. The journey of project development to date illustrates some important lessons that can be adopted from hospice palliative care to inform other primary‐health care initiatives, including, potentially, mental health, cardiology, diabetes, geriatrics, where productive change can result from productively linking specialists and primary‐care colleagues.

The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing landscape of self‐directed learning (SDL) within the digital ecosystem based on the concept of World 2.0.

This paper reviews and builds on the literatures of self‐directed learning and Web 2.0 technologies to explore how self‐directed learning is being transformed in the creative digital era.

The paper outlines five transformations that change the landscape of workplace learning in the creative digital era: virtual collaboration, technological convergence, global connectivity, online communities, and digital creativity.

This paper gives extensive guidance on how HRD specialists and practitioners can transform their strategies to adapt to the training needs of employees in the creative digital era. The paper provides new ideas and vision for industrial trainers and human resource development practitioners on self‐directed learning.

This article provides some future research areas and limitations.

This paper opens up new possibilities for self‐directed learning and discusses how self‐directed learning might be transformed in the light of technological and workplace changes. In particular, self‐directed learning might decrease the HRD/training costs significantly while providing employees with just‐in time training.

This chapter views the leadership function of instructional supervision through three lenses: organizational improvement, teacher development, and student growth and achievement. This chapter argues that quality supervision is a product of the principal developing and maintaining a trifocal view of (a) improving the school as an organization by (b) developing teacher capacity to (c) address the growth and achievement needs of students. Failure to adequately address any of these three areas leads to inadequate and unproductive supervisory behavior. Conversely, principals who develop this trifocal approach facilitate a synergistic system that enables the school, its faculty, and its students to grow.