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Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.

This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.

The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.

This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern.

This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives.

The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field.

Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.

The purpose of this study is to compare violent and non-violent extremists in terms of their age when they first perpetrate an extremist act, and to understand how this relates to other factors underlying extremist behaviours. While the end goal of many extremists may be functionally similar, the pathways into extremism vary, and the literature has demonstrated that a “one-size-fits-all” explanation does not exist. Motivational drivers are complex and dynamic; therefore, attempting to identify a terrorist “profile” has limited applied efficacy.

This study applied a temporal approach (“crime script analysis” or CSA) to identify, map and compare the sequential stages (or “scenes”) in the life histories of violent and non-violent extremists who have committed acts of extremism across different age groups. Crime scripts comprising mainly qualitative data for 40 male extremists (20 violent, 20 non-violent “cases”) were developed, and CSA was conducted according to the age at which they committed their first extremist offence.

Results demonstrated key temporal, developmental differences between the pathways of extremists who commit their first offence at different ages. One key difference was that for both the violent and non-violent extremists, those under 30 used the internet as a main means of joining networks and spreading information, whereas the over 30s made more personal, community links.

This research can aid identification of potential environmental triggers and potential increased susceptibility to triggers across certain age groups.

This study aims to examine the relationships between handlers and (canine) K9. Understanding the influence of well-being and stress (general, occupational and home) is a first step in understanding the performance of K9 units in law enforcement.

A mixed-methods approach employing semi-structured interviews and quantitative surveys. This approach assessed the relationship between handlers and K9s, while capturing context and the nuanced nature of these partnerships.

Handlers agree that K9 can detect handlers' general stress, which potentially impacts K9 performance. Occupational stress influences handler/K9 abilities, however, handlers did not agree on all individual behaviors contributing to this stress. Finally, handlers stressed the importance of K9 units training together and suggested supervisors do not always appreciate the importance of joint training sessions.

As specialized units, K9s are often overlooked in policing scholarship, but serve a substantial large role in the missions of safety and security. Little is known about the dynamics of handler/K9 relationships.

The coronavirus (COVID-19) pandemic in early 2020 prompted widespread global lockdowns as the world looked to contain and reduce the impact of the virus, including a pause on most sporting competitions (Parnell et al., 2020). COVID-19 has greatly affected the world, exposing stark inequalities, especially across gendered lines, in areas of society such as the labour market, domestic responsibility and economic hardship (Alon et al., 2020). Sport is a crucial, interwoven aspect of society and like wider societal trends, elite women's sport has been adversely affected by the pandemic, facing an existential threat (Bowes et al., 2020; Clarkson et al., 2020; Rowe, 2020). The aim of this chapter is to provide an overview of how the pandemic is negatively impacting a wide variety of elite women's sports. Specifically, we cover sports where women have traditionally existed on the margins of the sport and could be considered as male-dominated labour industries. Centring primarily on the United Kingdom, we present a brief chronology of the impact of the crisis on elite women's sport, across football, rugby, cricket and golf – in many ways different from the men's versions – spanning the eight months since the start of the pandemic in March 2020 until the time of writing in November 2020. Throughout, the chapter utilises qualitative data from elite sportswomen encouraged to share their experiences during the pandemic (see Bowes et al., 2020). Subsequently, this chapter concludes with a summary of the challenges for women operating in (semi-)professional sports environments.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The process of digital transformation is accelerating among organizations and institutions within different settings. Firms' quest to build digital capability can be aided by following guidance provided by a suitable framework and taking necessary actions with regard to each of its dimensions.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow students to complete engineering projects in the community, enabling them to learn by doing.

A formal commitment to civic engagement was undertaken by the NUIG in 2001 with the establishment of the Community Knowledge Initiative (CKI) to work on mainstreaming civic engagement (service learning) within the curriculum across the institution. Today, the majority of undergraduate and postgraduate degree programmes in the College of Engineering and Informatics at NUIG have embedded service learning into their curriculum. These initiatives allow students to work with and in local communities, international communities and multi‐disciplinary groups as part of their academic courses. The paper investigates and shows that community‐based projects can enhance student learning and engagement in a number of ways. At NUIG, these projects are framed by a research orientation, commitments to civic engagement and building university‐community partnerships, city‐university partnerships and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results.

It was found that the students got a sense of pride and satisfaction out of the knowledge that their work may be helping communities and that learning is not just to get marks to pass the exam! The projects can increase the students’ sense of ownership of their own learning. Learners are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others.

The work represents work done in one institution affecting a region in a country. This can be extended to include more institutions and other regions. This paper presents evidence from the aforementioned projects that by creating service‐based learning the students’ energy in learning can have a positive impact on the community.

The energy and enthusiasm of learners can be better utilised (and increased) by setting assignments as real community‐based projects.

This lies in the design of projects and assessment involving education providers and public for the benefit of learners and the society at large.

For the 15 member states of the Caribbean Community (Caricom) to join and to introduce a measure of equity to the emergent global information society, they must be able to manage and exploit digital communication networks, technologies, products and services in ways that nurture and advance Caribbean knowledge, culture and development. This requires a type of digital access to the new telecommunication infrastructures these small developing countries as yet have been unable to attain. As a consequence, this paper develops a six‐layered model of societal access that includes physical, financial, cognitive, secure, administrative and operational components, and argues that in the absence of all of these layers functioning together, less advanced economies like those in the Caricom grouping cannot begin to build local innovation, foster knowledge creation and advocate increased equity in the evolving networked society.

Increasingly, schools are embracing action research as an innovative strategy to develop collective teacher efficacy and expertise in a bid to improve learner outcomes. In this chapter, what follows is an exploration of the challenges frequently faced by middle leaders implementing and facilitating action research in schools. These include low levels of collective autonomy, clouded evaluative thinking, and the siloing of success. To support middle leaders in overcoming these challenges, Sarah and Pamela offer an array of practical solutions they have witnessed working successfully in varying contexts. In doing so, they spotlight the work of educational thought leaders, Michael Fullan, Professor Emeritus Helen Timperley, Dr Kaye Twyford, and Simon Breakspear.