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Situation and problem: a course‐writing team needs to converge rapidly to what it regards as: an agreed topic structure, which is keyed to agreed learning objectives, which specify relevant assessment questions in a natural learning sequence. Only then can the team members go away individually to write, knowing that everything that they write will fit together. In normal practice, this convergence is only partial: the topic structure harbors gaps, ambiguities and contradictions; the learning objectives are not keyed explicitly to the concepts in the topic structure; and questions for assessment of learners’ understanding do not directly exemplify conceptually keyed learning objectives. The result is courseware which does not help people to learn as well as it otherwise could, and which has been created with more effort than otherwise would have been needed. This paper shows how systemic methods inspired by Gordon Pask can be used to complete the necessary convergence with ease.

Based on a review of constructs that have been the subject of both educational and information science research, a model of learning‐related information behaviour is developed. The model details components of such behaviour, including: basic information processes, information processing types and information processing approaches; and factors affecting information behaviour relating to educational environments (in particular, learning objectives) and mental (including cognitive and affective) states. The complexity of information needs and associated relevance judgements implied by the model are discussed, as are implications for the provision of cognitively and affectively ergonomic access to information, and for research into learning‐related information behaviour.

The reliance on teams in today’s work environment underscores the importance of understanding how teams function. To better understand teams, one must be able to measure team dynamics or interaction. The purpose of this chapter is to outline an unobtrusive approach to measuring team dynamics from verbal communications.

The basic premise of this approach is that the words we use provide insight into how we feel and think at any given time. The methodology described in this chapter employs a lexical analytic approach to examining team dynamics. To best accomplish this, we first identify the principal features or dimensions of teamwork and then we propose lexical measures that may map to these processes.

This approach can be employed to track team functioning over time “at a distance” without interrupting task performance.

This chapter describes an approach to measuring relevant teamwork dimensions through verbal content. This approach has the potential to give us direct, unobtrusive insight into the emotional and cognitive states of teams. It is original in its examination of how team dynamics can be indexed in speech.

The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web‐based learners, and to propose further investigation of the feasibility and potential value of web‐based “conversational” information systems to complement adaptive hypermedia and information retrieval systems.

The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web‐based learners, complementary to that provided by existing computer‐assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory.

Concludes that conversation theory could be a useful framework to support the development of web‐based “conversational” information that would complement aspects of computer‐assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding.

Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web‐based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small‐scale experimental contexts can effectively be scaled to yield enhanced support for “real world” learning‐related information behaviour.

The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive “conversational” engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to “real world” learning‐related information behaviour, one can increase the range of web‐based information systems and services capable of providing pedagogical support to web‐based learners.

The purpose of this paper is to provide rationale, methodological guidance and clarity in the use of case study designs and theory driven approaches to evaluation of interventions to end homelessness.

Using an evaluation of a transitional shelter program aiming to support permanent exits from homelessness as an example, the authors show how case study designs and theory driven evaluation is well suited to the study of the effectiveness of homelessness interventions within the broader socio-political and economic context in which they are being implemented.

Taking account of the context as part of program evaluation and research on homelessness interventions moves away from blaming programs and individuals for systemic failures to better understanding of how the context influences successes and failures. Case study designs are particularly useful for studying implementation and the context which influences program outcomes. Theory driven evaluations and the use of realist evaluation as an approach can provide a broader understanding of how homelessness interventions work particularly for whom and under what conditions. These methodological and theoretical approaches provide a consistent strategy for evaluating programs aimed at ending homelessness.

There is a need for greater capacity in the homelessness sector to apply approaches to evaluation that take into account the broader socio-political and economic context in which programs are being implemented. Through the use of a case example, the authors provide guidance for application of case study design and theory driven approaches as a strategy for approaches programs aimed at ending homelessness.

A quasi‐experiment compared two instructional approaches for an existing MBA online business strategy course at an accredited university to answer the question: how can discussion questions become more effective in online MBA courses? The treatment was an instructional approach that integrated Socratic questioning and conversation theory in a discussion forum. This paper aims to document the research.

Correlation and ANOVA were utilized to test the hypothesis that more online experiential knowledge interactions would increase grade. Quasi‐experimental controls included prior ability and demographic factors (gender, age, ethnic race). The test group used Socratic questions and conversation theory while the control group used the traditional peer interaction. A statistically significant ANOVA model was created, using teaching method as a factor, to measure effect on grade.

The online interactions of the test group were higher and so was the mean grade. The MANCOVA model was able to pinpoint why. Prior ability was ruled out as a moderating factor.

The implications were cited as an increasing need to use high quality instructional methods for online courses, which requires student interaction. Experienced faculty are difficult (and expensive) to hire, and thus this represents an important requirement to identify for faculty development and selection during recruiting. The teaching method could work with other online e‐learning courses disciplines.

A solid scientific methodology was applied using advanced statistical techniques yet the explanations are very basic and clear. Socratic questioning and conversation theory were integrated as an instructional strategy to improve online MBA course interactions and grades.

Parental feeding practice (PFP) plays an important role in child’s eating behavior and weight status, but less information is available about its role in the Thai family setting. The purpose of this paper is to examine the influence of PFP on child’s gender and body mass index (BMI).

Participants included 227 parents-child dyads from the suburban area of Nakhon Pathom province, Thailand. Children aged 9-12 years and parents who were either child’s mother, father or grandfather/grandmother were enrolled in the study. Body weight, height, waist circumference and body fat were measured in all children. Eating behavior of each child was assessed by using child’s eating questionnaire. Parents also provided their feeding practices in child feeding questionnaires. Information on household food security was also obtained from children’s parents.

There was significant difference in eating behaviors and home environment between child’s genders. For child’s eating behavior, mean total eating scores of girls were significantly greater (p=0.002) than that of boys and that the inappropriate home environment was more found in families of boys than girls. Regarding feeding practice, parents used more food restriction (p=0.008) and monitoring on child’s eating (p=0.042) in girls than boys. Parents put more pressure to eat on the normal weight than obese children (p=0.001). Regression analysis revealed that, apart from parental BMI and household income, PFPs have a significant impact (15.6 percent explained variance) on child’s BMI.

This study highlights the importance of being aware of child’s gender and weight status when feeding practices were provided to them. Nutrition education for parents should take account for parents’ perceptions and concerns as well as the modification of feeding practices to improve children’s eating behaviors.

The fundamental role of corporate boards is to monitor and advise top management on strategic issues. It is therefore of the utmost importance that corporate directors are effective as a decision-making group to ensure corporate performance (Zattoni et al., 2015; Minichilli et al., 2012). But, what do we know about what is really going on inside the boardroom? This study aims to shed light on this important question.

The authors undertake a targeted review of the literature to take account of all publications regarding board dynamics in relation to board effectiveness.

This study shows that we know very little about what is going on inside the “black box” of board dynamics and its relation to how effective directors are at doing their job, namely, monitoring and advising top management and establishing and expanding the firm’s network, to gain access to the resources it needs. The authors propose several avenues of research to better understand board dynamics.

In this study, the authors show how and why the present body of knowledge on team effectiveness should be harnessed to better understand corporate board dynamics in relation to board effectiveness.

This study aims to focus on building a conceptual closed-loop vaccine supply chain (CLVSC) to decrease vaccine wastage and counterfeit/fake vaccines.

Through a focused literature review, the framework for the CLVSC is described, and the system dynamics (SD) research methodology is used to build a causal loop diagram (CLD) of the proposed model.

In the battle against COVID-19, waste management systems have become overwhelmed, which has created negative environmental and extremely hazardous societal impacts. A key contributing factor is unused vaccine doses, shown as a source for counterfeit/fake vaccines. The findings identify a CLVSC design and transshipment operations to decrease vaccine wastage and the potential for vaccine theft.

This study contributes to establishing a pandemic-specific VSC structure. The proposed model informs the current COVID-19 pandemic as well as potential future pandemics.

A large part of the negative impact of counterfeit/fake vaccines is on human well-being, and this can be avoided with proper CLVSC.

This study develops a novel overarching SD CLD by integrating the epidemic model of disease transmission, VSC and closed-loop structure. This study enhances the policymakers’ understanding of the importance of vaccine waste collection, proper handling and threats to the public, which are born through illicit activities that rely on stolen vaccine doses.

This chapter explores the role of language in the relationship between diversity and team performance. Specifically, we consider how a linguistic approach to social categorization may be used to study the social psychological mechanisms that underlie diversity effects. Using the results of a study examining the effects of gender, ethnicity and tenure on language abstraction, we consider the potential implications for team processes and effectiveness. In addition, we propose a revised team input-process-output model that highlights the potential effects of language on team processes. We conclude by suggesting directions for future research linking diversity, linguistic categorization, and team effectiveness.