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Information practices become highly complex in biodiversity citizen science projects due to the projects’ large scale, distributed setting and vast inclusion of participants. This study aims to contribute to knowledge concerning what variations of information practices can be found in biodiversity citizen science and what these practices may mean for the overall collaborative biodiversity data production in such projects.

Fifteen semi-structured interviews were carried out with participants engaged with the Swedish biodiversity citizen science information system Artportalen. The empirical data were analysed through a practice-theoretical lens investigating information practices in general and variations of practices in particular.

The analysis shows that the nexus of biodiversity citizen science information practices consists of observing, identifying, reporting, collecting, curating and validating species as well as decision-making. Information practices vary depending on participants’ technical know-how; knowledge production and learning; and preservation motivations. The study also found that reporting tools and field guides are significant for the formation of information practices. Competition was found to provide data quantity and knowledge growth but may inflict data bias. Finally, a discrepancy between practices of validating and decision-making have been noted, which could be mitigated by involving intermediary participants for mutual understandings of data.

The study places an empirically grounded information practice-theoretical perspective on citizen science participation, extending previous research seeking to model participant activities. Furthermore, the study nuances previous practice-oriented perspectives on citizen science by emphasising variations of practices.

The purpose of this paper is to examine whether and how a methodological coupling of visualisations of trace data and interview methods can be utilised for information practices studies.

Trace data visualisation enquiry is suggested as the coupling of visualising exported data from an information system and using these visualisations as basis for interview guides and elicitation in information practices research. The methodology is illustrated and applied through a small-scale empirical study of a citizen science project.

The study found that trace data visualisation enquiry enabled fine-grained investigations of temporal aspects of information practices and to compare and explore temporal and geographical aspects of practices. Moreover, the methodology made possible inquiries for understanding information practices through trace data that were discussed through elicitation with participants. The study also found that it can aid a researcher of gaining a simultaneous overarching and close picture of information practices, which can lead to theoretical and methodological implications for information practices research.

Trace data visualisation enquiry extends current methods for investigating information practices as it enables focus to be placed on the traces of practices as recorded through interactions with information systems and study participants' accounts of activities.

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.

Social hackathons are events designed to craft social change using technology that enables citizen empowerment or addresses societal issues by deploying data. Hackathons provide a framework for organizing to help create prototypes and business models through interaction with technology. The relevance of the sociomateriality of the emergent technology (prototype) and organizational structure raises the question if viable and impactful solutions can be developed within such frames.

This study applies an inductive research methodology based on ethnographic participant observation, interviews with participants and event organizers, and qualitative insights from surveys.

Events such as social hackathons are centered around technology and share a vision of creating opportunities for change. The materiality of prototypes may define their interaction patterns. The differentiation of the embodiment and emergent structuration of technology may be a breaking point for in-group dynamics and a barrier to social innovation. The emergent structuration of technology with a longer initial phase of problem definition and ideation within a group was found to have more potential for impactful embodiment with the technological artifact. Some cases reveal that “expert” participants who shared visions of change enabled by technology were constrained by other members.

The paper suggests an extended view on the connection of sociomateriality, organizing and social impact.

All entrepreneurs face challenges during their venture start-up process, but immigrant entrepreneurs face additional and distinctive challenges due to their contextual newness. This paper focuses on understanding the intertwined journeys of nascent entrepreneurship and cross-cultural adaptation of immigrants in a small Western European country where immigrant entrepreneurship is still a relatively new phenomenon.

The induction-driven, 18-month longitudinal empirical inquiry focused on six early-stage nascent entrepreneurs. Qualitative methods included participant observation during an enterprise program, qualitative interviews and ongoing informal communication.

The data uncovered the interplay between the nascent immigrant entrepreneurship and cross-cultural adaptation. This led to the development of a novel conceptual framework which highlights how the cross-cultural adaptation domain links with the process of recognition, evaluation and exploitation of entrepreneurial opportunities by immigrant entrepreneurs. While varying temporarily and contextually, cross-cultural adaptation was found to create both enabling and constraining tensions within the nascent entrepreneurial experiences of immigrants.

It is recognized that undertaking just six cases may present a significant limitation of the research, but a close examination of even one individual's lived experience can yield valuable insights. It is hoped that future work will test the highlighted research propositions and other findings in different empirical contexts, and so add to the emerging conceptual framework on nascent immigrant entrepreneurship within the context of cross-cultural adaptation.

No previous qualitative studies have been undertaken seeking to understand how cross-cultural adaptation interacts with the early stages of nascent immigrant entrepreneurial activity. By integrating new venture creation and cross-cultural adaptation theories, this research contributes to the conceptualisation of early stages of nascent entrepreneurial activities of immigrants in a new host environment. The implications of the research are also relevant to enterprise support bodies, policymakers and practitioners who support immigrant entrepreneurship.

With the proliferation of international education initiatives, research into the transfer of pedagogy across cultures is essential to ensure that quality education is delivered in a culturally accessible form. One of the factors impeding such research is the lack of widely accepted theoretical frameworks (Dimmock & Walker, 2005). This paper examines the development and effectiveness of a cross cultural framework that was used to compare a Business program at a Canadian College with its branch campus in Qatar (Prowse & Goddard, 2010). Findings are compared to results in the literature to gauge the robustness of the framework. The framework developed in the study was found to be a helpful means of allowing a comparison of pedagogy across two cultures.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

The purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for International Research and Education (PIRE) developed intercultural awareness and cross-cultural adaptability skills. It also suggests additional program design features to enhance students' international experiences.

To better understand participants' experiences in the PIRE program, this study adopts a mixed-methods approach. Demographic questionnaires, pre- and postsurveys, observational field notes and individual interviews were conducted for data collection and analysis.

Students perceived the experience abroad to improve their intercultural awareness and skills such as openness to cultural differences, coping with challenges abroad and effectively working in diverse teams. Specifically, quantitative findings reflected group gains in the areas of flexibility/openness and perceptual acuity, whereas qualitative findings indicated growth in students' emotional resilience and personal autonomy.

Additional data collection methods, such as pre-/postinstruments or a longitudinal study would provide a more comprehensive assessment of the impact of education abroad on students' intercultural learning.

Evaluation of programs and outcomes can help identify areas to maximize student learning and assess the value of education abroad.

This is original research and makes a contribution to education abroad programs in postsecondary education.

The different dimensions and contexts within which value is co-created has generated varied views of how value is understood or formed. This study aims to examine employee-guest perceived value as important factors for the successful implementation of value co-creation (VCC).

The study employs an interpretive paradigm, using in-depth interviews, focus group discussions and participant observation in a qualitative design to increase understanding of employee-guest perceived value to aid the implementation of VCC at the dyadic level.

Findings highlight eight value perceptions including value for money, hotel location, physical evidence, mutual respect, appreciation, safety & security, quality & varieties of food and technological characteristics of service as important factors for the successful implementation of VCC at the dyadic level.

Generalisability of the findings is a limitation not only due to the smaller sample size but also due to industry-specific context. The study follows rigorous procedures to minimise biases, yet research limitation is acknowledged from the researcher’s participation in the research process.

The notion that actor’s assess value differently from the same service suggests that diverse service elements might be experienced differently. This study provides insights for hotel managers to recognise not only individuals’ value preferences but also service types that reflect employee-guest collective service preferences for sustainability.

This study integrates and extends extant literature by examining employees’ and guests’ individual and collective views at distinct hotel contexts to gain useful insights into value and VCC. The study proposes a framework that hospitality firms can use to address service failure and competition-related issues.