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The purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs in Instructional Design and Technology (IDT).

An open‐ended online survey instrument was developed for this study for three reasons. First, the study aimed at investigating what is actually happening in IDT programs in terms of integration of social and cultural issues into coursework. Using an online questionnaire, data were collected from IDT instructors and instructional designers.

Findings of the study indicated that while there is a general agreement and interest in infusing content that addresses socio‐cultural perspectives challenges into courses, the challenges include the existence of a common framework for defining and prioritizing socio‐cultural issues, and difficulties in identifying the most important issues to address, and appropriate instructional approaches to address sensitive topics.

There were some limitations to this study. First, the data were collected primarily through a survey instrument as indicated above. Nonetheless, the qualitative data collected were rich and informative. Second, as noted earlier, a majority of the participants indicated they are based in the USA. Thus, study findings may be more specific to IDT programs in this context. Third, participation in the study was voluntary, hence demographics were not controlled for. However, this opened up opportunities for attaining multiple perspectives from the participants.

A recommendation that this study brings out is that while it is impossible practically to address all potential topics, a starting point may be to identify and address the most pertinent topics, such as those which may cause misunderstanding or reinforce the wrong ideas.

While instructional designers and instructors cannot be expected to be cultural experts in every single context or topic, there are certain content issues, such as authentic activities and design strategies that would warrant further attention. Of course this will vary by content and context and instructors and instructional designers should at least be prepared to recognize these unique issues.

The paper highlights some issues worth discussing: the complexity of directly incorporating socio‐cultural issues into IDT curricula; the broad elusive nature of the knowledge of socio‐cultural issues; and the difficulty in defining socio‐cultural content, including what to teach and how to teach it. These three issues address the role of coursework in professional preparation, and the structure of instructional design courses and curricula.

Using Bourdieu‐inspired sociological literature, this paper aims to report on a study that examines the educational choices of new entrants in the three library and information science (LIS) schools operating in Greece at the undergraduate level, with reference to their socio‐cultural characteristics.

Data were obtained through a questionnaire, distributed to 187 LIS students, aiming to address the question of what attracted them to the LIS field.

Analysis reveals three distinctive student groups in the sample and shows that these differ in respect to the reasons attracting them to LIS. The first group, with restricted cultural resources at their disposal, is attracted only by extrinsic reasons, namely the prospect of immediate employment. The second group, of middle level parental education, is attracted by intrinsic reasons, most notably the qualitative characteristics of the field as a future profession. This group seems to use these qualities to preserve the belief in an upwards moving and successful educational career. Qualities attracting the students of the third group, when examined with reference to their socio‐cultural characteristics, indicate that the choice of subject made is linked to their socially acquired ability to recognise what may be promising regarding possible future LIS career paths. This is in contrast to students from low socio‐cultural backgrounds, who seem not to have access to the high cultural resources the LIS field requires for “decoding” and understanding its hidden possibilities.

This paper uses socio‐cultural explanations of students' choice of LIS as a field of study, contributing methodologically and substantively to this area of research.

While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in tandem. This paper aims to bring these two areas together.

This research uses qualitative methods within the context of a case study. A dual role is played by the author as instructor‐researcher in gathering and analyzing the data.

One area of success in the course is that it served to increase the coverage of the area of instructional design in addition to expanding the literature base in this area of study that has only recently begun to receive attention.

One limitation of the course is that while it is designed to provide a blended mix of learning opportunities, the instructional design field is quite large and it is impossible to explore all relevant topics.

A challenge of the course is that socio‐cultural concepts are broad and it is recognized that a single course is not enough to effectively cover all relevant issues. Careful course design is therefore important.

Feedback from this study can serve as a resource for decision making about existing and additional courses, and specific content that could be incorporated into similar courses.

This study aims to explore the socio-cultural aspects of e-learning delivery in Saudi universities from the perspectives of universities’ instructors and expert designers from the Ministry of Education. More specifically, this study examined the opportunities and challenges faced in the development of online learning environments at Saudi universities from a socio-cultural perspective.

This qualitative research study addressed pervasive socio-cultural challenges connected to e-learning delivery in Saudi Arabia. Data collection methods consisted of 28 in-depth insider expert interviews as well a thematic analysis of documents related to socio-cultural aspects of e-learning delivery in Saudi Arabia.

Findings from the data analysis uncovered two main thematic areas connected to e-learning delivery in Saudi Arabia, namely, culture and female access to e-learning.

This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.

This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.

This research contributes unique knowledge about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.

The interaction between Saudi culture and online learning has nurtured a unique learning model that adapts to cultural values to provide a quality learning experience.

Family socio-cultural values and its practices have pervasive effects on early age at first marriage in every society. The purpose of this paper is to examine and compare how family socio-cultural values and its practices exert effect on early age at first marriage between Muslim and Santal couples in rural Bangladesh.

First of all through snow-ball process and checking of marriage documents the author carefully identified 598 couples from Muslim and 560 from Santal who were married the first time between 1995 and 2005 years and whose age range was 12-48 years for husbands and 10-45 years for wives. Then, 585 pairs of couples (295 for Muslim and 290 for Santal) were randomly selected from the Talonda of Rajshahi district, Bangladesh. Data were collected, applying interview method with semi-structural questionnaire in family setting. Then the collected data were analyzed, using χ2 test and binary logistic regression (BLR) technique.

The frequency distribution showed that most of the Santal couples compared to the Muslim ones were married before the minimum legal age in Bangladesh. The results of χ2 test of the frequency distribution were significant at p<0.01 and p<0.05 level. In addition, results of BLR analysis suggested that early age at first marriage was significantly (p<0.01 and p<0.05) associated with family socio-cultural values studied. It is argued that ethnicity, family pattern, residence pattern, illiteracy and ascriptive occupational status were the risk factors to persist early marriage among the Santal couples than the Muslim ones in rural Bangladesh.

Although the findings are suggestive to understand differences in early marriage associated with family socio-cultural values between the ethnic couples, further cross-cultural study should be conducted on how socio-psychological factors affect early marriage between the ethnic groups. In spite of the limitations these findings may have implications in comparative social policy practice to prevent early marriage associated with changes in family socio-cultural values between the ethnic groups in Bangladesh.

The findings in the paper are original in linking between family socio-cultural theory, its related policy and practice to prevent early marriage between the ethnic couples in Bangladesh.

This paper presents the research findings of the “Syrian New Scots’ Information Literacy Way-finding practices” research project, funded by the Information Literacy Group of the Chartered Institute of Library and Information Professionals. The purpose of this paper is to explore the information needs of “Syrian New Scots” (the preferred name for refugees in Scotland), their habitual and adaptive information literacy practices and the barriers and enablers they encounter within their new socio-cultural setting via their interactions with people, tools and processes.

Primary data were collected via interviews with three Local Authority Leads for Syrian Resettlement and focus groups with Syrian New Scots in three geographical locations in Scotland: two rural areas and one urban. Syrian research subjects were also involved in a drawing exercise that helped to contextualise the findings.

The main information needs expressed by participants revolved around the learning of English language which was linked to addressing health-related information needs, well-being and community engagement. All participants also highlighted the issue of socio-cultural differences in fulfilling everyday life information needs (such as health and housing). Information provision to Syrian New Scots requires a more structured process that acknowledges personalised information needs and it is tailored to the different stages of the adaptation process. The findings suggest that the “ways of knowing” that Syrian refugees bring with them are converging information experiences of past and new knowledge structures gained via different socio-cultural and migration experiences.

The research findings of this project will be of interest to local and regional support organisations and community volunteer groups who contribute to the social well-being and social integration of Syrian refugees. In addition, they may be of interest to public libraries due to their role as centres for educational and cultural orientation sessions, and as places of support for newly settled Syrian refugees and the communities that embrace them.

This paper seeks to examine the relationship between Turkish ethnic entrepreneurs' socio‐cultural characteristics (namely education, experience and religion) and the entrepreneurial orientation of their firms.

The study collected data through 139 face‐to‐face structured interviews with Turkish ethnic entrepreneurs in London, UK.

The study illustrates that educational attainment of an entrepreneur makes a positive impact on a firm's entrepreneurial orientation. Educational attainment equips business owners with the skills and reflective mindsets of understanding customers and responding to their needs. Previous business experience of the entrepreneur also impacts positively upon a firm's entrepreneurial orientation, while religion of the entrepreneur does not have a significant impact on the firm's entrepreneurial orientation.

This paper reports findings based on Turkish ethnic entrepreneurs in London. Therefore, care should be taken in making generalisations from the sample.

This paper identifies those socio‐cultural attributes that entrepreneurs can capitalise on in order to enhance the entrepreneurial orientation of their firms.

The paper fills in a glaring gap by providing empirical evidence about the relationship between socio‐cultural characteristics of entrepreneurs and their small firms' entrepreneurial orientation.

The current study aims at exploring China’s tourism sustainability issues as indicated in magazine articles related to China tourism. China’s environmental, socio-cultural and economic sustainability has been frequently discussed in Western media.

Both qualitative and quantitative research methodologies were used to content analyze the textual data in one of the most popular US travel magazine – National Geographic in the past ten years (2003-2012).

This study presents the changes of topics on China tourism image conveyed by Western media in the past ten years (2013-2012). In addition, themes on China tourism sustainability issues are extracted from the China tourism image messages. The results reveal China tourism sustainability issues in two levels: sustainability issues directly related to China tourism with two dimensions of environmental sustainability and socio-cultural sustainability, and sustainability issues indirectly related to China tourism with two dimensions of economic sustainability and socio-cultural sustainability. Furthermore, the results delineate both positive and negative observations on environmental, socio-cultural and economic sustainability.

The findings of the study highlight challenges and successful practices of the sustainable development in China tourism destinations and the importance of incorporating tourism image in sustainable practices, as well as a need of better communication with foreign media.

The effects of disability are well recognised by the social security systems worldwide. This study aims to examine the disability and health-related costs of Syrian migrants in Turkey using the standard of living (SoL) approach.

The empirical analysis relies on primary data collected from 1,067 Syrian migrants in Turkey, and the author applies the ordered Probit model. The SoL is operationalized by frequency of attendance to a Turkish theatrical play or movie, inviting Turkish friends for food and attending a theatrical play or movie with Turkish friends.

The findings show that health problems and disability are negatively related to the frequency of participation in socio-cultural activities. Moreover, employed, wealthier and educated Syrian migrants participate more frequently in the social and cultural activities explored.

The results show that the costs range between 9% and 38%, which translates in monetary values between 3,700 and 10,700 Turkish Liras (TL) per annum or between US$530 and US$1,530 expressed in 2020 values. These findings highlight the significant cost and burden that disability and health problems may put in migrant households.

Policies encouraging immigrants to participate in socio-cultural events, particularly those with disabilities and health issues, may promote their integration into the host society’s social and cultural values. Furthermore, policies improving employment opportunities, income and educational attainment of Syrian migrants may enhance their participation in socio-cultural activities.

To the best of the author’s knowledge, this is the first study exploring the disability and health costs of migrants related to integration and participation in cultural activities.

Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised by academics there.

A total of 168 academics were contacted and interviewed in 42 focus groups. The length of each focus group was about 45 min, and all of them were conducted in Arabic because the majority of respondents are not fluent in English. The authors used thematic analysis to determine the main ideas in the transcripts.

Based on data analysis of the perceptions of academics concerning business education, research and management process at the target business schools, the authors of this paper found that responsible management education is not considered a priority in the work agendas of the Egyptian public business schools. Furthermore, the authors believe that besides issues with the general acceptance of the need for responsible management education, there are functional, procedural and edu-academic barriers that these schools need to overcome first before proceeding with implementation and expecting positive outcomes.

This research maybe subject to criticism because the authors address only the perspectives of academics in the chosen business schools while neglecting other academic partners, particularly those in managerial positions, such as rectors and heads of departments. Future researchers may use the same research questions to investigate a managerial level perspective to depict a more holistic picture of the situation. Moreover, including Egyptian private business schools may also enrich the findings. In fact, the authors suggest that scholars from different academic disciplines such as sustainability management, business ethics, higher education, sustainability and cultural diversity work together to produce more interdisciplinary and trans-disciplinary research on the global responsibility themes business schools have to manage.

This paper contributes by filling a gap in sustainability, HR management, business ethics and higher education literature in which empirical studies on responsible management education and the responsible practices of academics have been limited so far.