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This paper aims to present how iterative round‐trip modelling between two different business process modelling tools can be enabled on a conceptual level. Iterative round‐trip modelling addresses model transformations between high‐level business and executable process models, and how to maintain these transformations in change time. Currently, the development of these process models is supported by different tools. To the authors' best knowledge, no coherent collaborative tool environment exists that supports iterative round‐trip modelling.

This paper is primarily based on a literature review of state‐of‐the‐art business to IT transformations regarding business process modelling. The architecture of integrated information systems (ARIS) and Cordys tools are used as an example case in this research. ARIS is a business process analysis (BPA) tool suited for analyzing and designing business processes, while the execution and monitoring of these processes is allowed by Cordys, a business process management suite (BPMS). The theory is used for transforming between ARIS event‐driven process chains from the business perspective and business process modelling notation in Cordys from the IT perspective.

A conceptual framework is proposed to couple a BPA and BPMS tool for round‐trip business process modelling. The framework utilizes concepts from the model‐driven architecture for structurally addressing interoperability and model transformations. Ensuring iterative development with two tools requires traceability of model transformations.

In many organizations, BPA and BPMS tools are used for business process modelling. These are in practice often two different worlds, while they concern around the same business processes. Maintaining multiple versions of the same process models across two tools is a considerable task, as they often are subject to design changes. Interoperability between a BPA and BPMS tool will minimize redundant activities, and reduce business to IT deployment time.

This research provides a theoretical base for coupling a BPA and BPMS tool regarding iterative round‐trip modelling. It provides an overview of the current state‐of‐the‐art literature of business process modelling transformations, and what is necessary for maintaining interoperability between tools. The findings indicate what is expected in tool support for iterative development in business process modelling from analysis and design to execution.

Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL classroom. As a result, students are often rendered voiceless by essentialist discourses on culture and identity in the classroom that serve to replicate and reinforce dominant societal discourses and strengthen existing institutional power structures.

By drawing on a postcolonial theoretical framework comprising theories of race, identity, power, representation, synecdoche and Third Space, this paper interrogates current literature to understand the complex multidimensional and dynamic cultural identities of adult EAL students.

This paper reveals that adult EAL students are still being oversimplified within the classroom, not just disadvantaging students and institutions, but also hindering multicultural pedagogies.

This paper suggests that teachers require opportunities for critical reflection incorporated within a critical pedagogy in decolonised classrooms that can not only build respectful and equitable awareness of their students' cultural identities and educational and historical backgrounds but provide important implications for effective pedagogical practices.

To outline the critical role of the sporting context in traumatic experiences, exploring sport as a catalyst to traumatic experiences and as part of the recovery process. In doing this, the chapter also aims to review the qualitative literature on trauma and provide recommendations for future research directions.

The chapter begins by asking two key questions: what silences some stories of trauma in sport and what stories are valued above others? In answering these questions, the qualitative literature is discussed with particular reference to how voice is given to stories of trauma.

Trauma may be silenced by the particular norms and values that exist within sport, creating a culture in which athletes and coaches alike fear to speak out. As a consequence, trauma stories are not voiced but avoided, a strategy that is not conducive to good mental health. The difficulties in coping with trauma may then become ameliorated by the dominance and expectation of stories of growth through adversity.

Creative strategies for allowing athletes to voice stories of trauma are discussed, including the use of visual and written methods.

It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.

The purpose of this paper is to provide an investigation of how different types of gig workers engage in the gig economy. Specifically, the authors distinguish between workers who view gig work as primary income (or not) and those workers who view it as a job (or not).

In total, 1,190 Mechanical Turk (MTurk) workers completed surveys across two studies examining whether types of workers differ based on demographic characteristics, utilization of MTurk, why they participate in the gig economy on MTurk (i.e. push and pull factors) and how this impacts life satisfaction.

Workers relying on MTurk as a primary income had lower incomes and spent more time completing large numbers of work units. This group of workers also reported fewer pull factors (e.g. enjoyment) as a reason for working in the gig economy and had lower levels of self-reported current and predicted future life satisfaction. Individuals who view MTurk as a job were more likely to treat MTurk like a job – engaging in online communities and having a regular work schedule. These workers were more likely to report pull factors (e.g. enjoyment and challenge) and did not differ on life satisfaction.

The current research contributes to our understanding of MTurk, one of the largest online platforms for gig work, as part of the diverse gig economy and highlights potential areas for future research.

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

This study aims to highlight the theoretical foundations and future research directions in religious tourism and related topics from 2003 to 2023.

A total of 4,143 documents from Web of Science and Scopus databases related to religious tourism and pilgrimage were analysed using VOSviewer software.

The analysis illuminates a steady rise in religious tourism research. The most influential countries are the USA, the UK and Israel. Gendered studies, tourists’ perceptions and technology in religious tourism will be research hotspots, as predicted with keyword co-occurrence analysis.

This study thoroughly evaluates two decades of religious tourism literature through bibliometric and network analysis. It can help researchers comprehend religious tourism study more thoroughly and determine where to focus in future research.

本研究强调了 2003–2023 年宗教旅游及相关主题的理论基础和未来研究方向。

使用 VOSviewer 软件分析了来自 Web of Science 和 Scopus 数据库的与宗教旅游和朝圣相关的总共 4143 份文件。

分析表明宗教旅游研究稳步上升。 最具影响力的国家是美国、英国和以色列。 正如关键词共现分析预测的那样, 宗教旅游中的性别研究、游客感知和宗教旅游技术将成为研究热点。

本研究通过文献计量和网络分析彻底评估了二十年的宗教旅游文献。 它可以帮助研究人员更透彻地理解宗教旅游研究, 并确定未来研究的重点。

Este estudio destaca los fundamentos teóricos y las futuras direcciones de investigación en turismo religioso y temas relacionados entre 2003 y 2023.

Se analizó un total de 4143 documentos de las bases de datos Web of Science y Scopus relacionados con el turismo religioso y la peregrinación utilizando el software VOSviewer.

El análisis ilumina un aumento constante en la investigación del turismo religioso. Los países más influyentes son Estados Unidos, Reino Unido e Israel. Los estudios de género, la percepción de los turistas y la tecnología en el turismo religioso en el turismo religioso serán puntos críticos de investigación como se predice con el análisis de co-ocurrencia de palabras clave.

Este estudio evalúa minuciosamente dos décadas de literatura sobre turismo religioso a través de análisis bibliométrico y de redes. Puede ayudar a los investigadores a comprender el estudio del turismo religioso más a fondo y determinar dónde enfocarse en futuras investigaciones.

The purpose of this paper is to investigate how the effects of 8Ps of services marketing affect students’ selection of self-financing sub-degree programmes in Hong Kong. The factors that affect students’ selection of self-financing sub-degree programmes have not been studied in higher education market of Hong Kong. This research is to fill the gap by examining the effects of 8Ps (“Product Elements”, “Price and Other User Outlays”, “Place and Time”, “Promotion and Education”, “People”, “Process”, “Physical Environment” and “Productivity and Quality”) on self-financing sub-degree programmes in Hong Kong.

The research taken was a quantitative survey of students at Community College at Lingnan University in Hong Kong.

The results reveal that “Productivity and Quality” is the most important element of 8Ps of services marketing. Accreditation of programmes seeking recognition in Hong Kong and overseas can increase student enrolment. “Promotion and Education” element is the least important element of 8Ps of services marketing. Self-financed higher education institutions should develop strategies to build relationships with the secondary school teachers and counsellors rather than invest money on advertising.

The data were collected from a particular community college in Hong Kong only.

Management can increase student recruitment by allocating minimum amount of limited resources to recruit maximum number of students.

This research adds knowledge to the marketing of higher education in Hong Kong. The management of self-financing sub-degree programmes can use the findings of this research as a reference to develop their marketing strategies.