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In a recent report the author wrote about a service user, the author was challenged by the service user’s advocate in respect of the author’s use of the term “sexual fetish”. The author was informed of the advocate’s fears in respect of people involved in the service user’s future care and support needs feeling uncomfortable and possibly stigmatising someone having a sexual fetish. Consequently, the author was asked to change their wording from “sexual fetish” to “sensory need”. The purpose of this study/paper aims to highlight best practice regarding the most appropriate wording for individuals with sexual fetishes.

A review of the available evidence was ascertained.

A review of British Psychological Society guidelines and recent research highlights that what were once called “perversions” must be destigmatised, which will not be achieved if people continue to sweep the term fetish under the metaphorical carpet.

It is the author’s sincere hope that use of the term “sexual fetish” embraces and normalises people’s sexual fetish and results in heightened awareness and de-stigmatisation of what is essentially a reference to an element of the wonderful and pleasurable world of sexual behaviour.

The transtheoretical model (TTM) has been applied to varying areas of physical health, e.g. diabetes. However, research into its applicability to psychotherapy is mixed. The TTM is applied through the University of Rhode Island Change Assessment (URICA). Investigating the utility of the URICA is needed to improve patient care and outcomes. This study aims to assess whether the URICA scores relate to patient outcomes; patient attendance; practitioner ratings of patient readiness, appropriateness, insight, motivation and potential for improvement; and to explore practitioner’s perspectives on the URICA.

Correlational methods were used to assess the relationship between the URICA and therapeutic outcome, attendance and practitioner-rated areas. Content analysis was used to analyse practitioner qualitative data.

The URICA did not correlate with either therapeutic outcome or attendance. A significant negative correlation was found between the URICA and practitioner-rated appropriateness of the referral. This means practitioners perceived individuals with lower URICA scores to be a more appropriate referral, despite the score indicating a reduced readiness to change. Qualitative categories included positive views, negative views, ambivalence and changes to measure and process. To conclude, the URICA does not explain a patient’s outcome or attendance. The URICA may not be appropriate to use in its current format in mental health services; therefore, assessing the TTM verbally may be more helpful.

This study provides research into suitability of using the URICA to assess the TTM and its applicability to attendance and outcome in psychological therapies.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

The age of artificial intelligence (AI) is already upon us. The rapid development of AI tools is facilitating sustainable development and its corollary social good. For AI dedicated to social good to be impactful, it has to be human-centred, striving to achieve inclusiveness, sustainable livelihoods and community well-being. In short, it offers major opportunities to holistically enhance peoples' lives in diverse areas: education, health care, food security, disaster reduction, smart cities, etc. However, ethical, unbiased and ‘secure-by-design’ algorithms that power AI are crucial to building trust in this technology. Civil society's engagement can hopefully drive the features and values that should be embedded in AI.

This chapter focuses on the societal benefits that AI can deliver. Our initiatives and decisions of today will fashion the ‘Social Good’ AI applications of tomorrow. Sustainable Development Goals (SDGs) being addressed are 2–4 and 10–11.

This study aims to study the impact of corporate governance (CG) versus ethical investment on the firm performance. It takes into account the firms of Bangladesh, India, and Pakistan for the purpose of the study. A composite variable of CG index and environmental, social, and governance (ESG) index is used to test the impact on the firm performance. Separate country wise and overall analysis is obtained. Regression analysis is used to obtain the results. Two measures of performance are used, one is return on assets (ROA) and other is Tobin Q. The findings of the study reveal that there is an impact of corporate governance index (CGI) on firm performance (overall and country wise) whereas ethical investment (EI) has an impact on firm performance when tested overall and no impact when checked for country wise results. The results further show that on country level, increase in CG measures may lead to positive results, but at the macro level, it may lower the performance. On the other hand, at the micro level, ethical finance may not show its impact; however, at the macro level, it has an impact. The study has implications for the investors and policymakers.

This study aims to explore marketing strategies that UK fish farming businesses can use to gain a competitive advantage. The marketing strategies examined include product branding and core competencies, sales promotion, market positioning and segmentation.

A survey through an online questionnaire was mailed to five randomly selected trade associations of UK fish farming businesses and distributed to their registered members, of which 200 responded. Both male and female genders with different age groups and levels of experience in the UK fish farming business participated. In addition, ten articles were sampled for a systematic review.

Results show that UK fish farming businesses could increase sales by using ecolabels in product branding to attract premium prices, build consumer confidence and using high-quality packages for fish products will keep fish fresh for a longer period.

The scope of this research is limited to the UK. The findings cannot be generalised and used for other jurisdictions because of variable economic and market conditions.

A significant recommendation from this case study is that fish farming businesses need to be creative and innovative in ways such as leveraging branding, sales promotions and core competencies to win the trust and confidence of consumers. Most importantly, each fish farming business should know the specific marketing strategy that works for them; this case study shows that not all branding and sales promotion techniques enhance competitiveness. The scope of this research is limited to the UK. The findings cannot be generalised and used for other jurisdictions because of variable economic and market conditions.

The aim of this paper is to investigate the social interaction between international students and the local community in the small university town of Famagusta, North Cyprus. The objectives of the study are, firstly, to investigate the nature of interaction between two communities; secondly, to ascertain the main factors impacting social interaction and, finally, to identify the impact of this interaction on cultural exchange.

Using a qualitative approach, the researchers conducted 39 semi-structured interviews with international students and members of the local community to gain depth and detail.

The results showed that there was a lack of interaction between the international students and locals due mainly to language barriers.

This study addresses a gap in the literature on educational tourism by focusing on the social interaction between foreign students and the host community in a nontraditional destination. It also provides guidelines for universities, local and national governments on how to build a better quality of life for the community and for international students.

This paper aims to provide researchers and practitioners with a consumer-focused alternative for considering the integration of artificial intelligence (AI) into services.

The paper reviews and critiques the most popular frameworks for addressing AI in service. It offers an alternative approach, one grounded in social psychology and leveraging influential concepts from management and human–computer interaction.

The frameworks that dominate discourse on this topic (e.g. Huang and Rust, 2018) are fixated on assessing technology-determined feasibility rather than consumer-granted permissibility (CGP). Proposed is an alternative framework consisting of three barriers to CGP (experiential, motivational and definitional) and three responses (communicate, motivate and recreate).

The implication of this research is that consistent with most modern marketing thought, researchers and practitioners should approach service design from the perspective of customer experience, and that the exercise of classifying service occupation tasks in terms of questionably conceived AI intelligences should be avoided.

Indicative of originality, this paper offers an approach to considering AI in services that is nearly the polar opposite of that widely advocated by e.g., Huang et al., (2019); Huang and Rust (2018, 2021a, 2021b, 2022b). Indicative of value is that their highly cited paradigm is optimized for predicting the rate at which AI will take over service tasks/occupations, a niche topic compared to the mainstream challenge of integrating AI into service offerings.

The present study develops, conceptualizes and validates a scale based on the transactional stress theory to assess the perceived challenge and hindrance demands of doctoral programs that impact doctoral students’ psychological well-being.

This research employs an exploratory-mixed methodology comprising five phases with a sequential qualitative-quantitative approach. A rigorous scale development process is adopted to validate the instrument’s psychometric properties. The study respondents are Indian full-time doctoral students in the management discipline.

The findings show that the construct of perceived challenge and hindrance demands is a first-order four-factor and a second-order two-factor model. The study has validated the scale to capture the challenge and hindrance demands of doctoral research programs with the following sub-constructs: doctoral program resource inadequacies, doctoral program ambiguity, doctoral program workload and complexity.

The recommended challenge demands and hindrance demands (CHD) scale provides a benchmark for doctoral institutes and program supervisors in focussing on research students’ perception of their doctoral education demands to reduce the strain and increase their well-being during their doctoral program journey.

Hindrance demands adversely influence the motivation resources needed for doctoral education; challenge demands positively impact the research students’ internal resources.