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The authors developed a pedagogical framework called the game-based structural debriefing (GBSD) to leverage the affordances of video games for teaching systems thinking. By integrating system dynamics visualization tools within a set of debriefing activities, GBSD helps teachers make systems thinking an explicit goal of the gameplay and learning when they use available educational games in the classroom.

This study uses a design-based research methodology with the goals of validating GBSD and investigating the utility of GBSD across different contexts as a design source to develop game-based curriculum. Over the course of 12 months, the authors conducted one focus group interview and three design workshops with participating teachers and master teachers. Between the workshops, the team rapidly iterated the framework, as well as curricular materials, in collaboration with the teachers.

The authors developed a curriculum unit that integrates systems dynamics visualization tools and a video game for middle school life science ecosystem curriculum. The unit was implemented by the three teachers who participated in the co-design. The implementations confirmed the flexibility of the unit because teachers created additional instructional materials that supplemented the GBSD protocol and addressed the unique limitations and needs of their classrooms.

GBSD builds on system dynamics, which is a distinct academic discipline and methodology, and it uses its visualization tools, which are not widely used in the systems thinking educational literature. GBSD is also unique, in that it applies these tools within the debriefing activities developed for an off-the-shelf educational game. This paper illustrates how a design framework can be used to support teachers’ thoughtful integration of games in curriculum development.

The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education.

Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017.

Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement.

Although there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.

This paper aims to explain the relevance of science-society interfaces and their potential for higher education institutions to engage stakeholders in supporting sustainable change in cities, via the transdisciplinary learning and teaching approach of the Regional Centre of Expertise on Education for Sustainable Development Vienna.

This case study stresses new forms of transdisciplinary learning and teaching as essential drivers of a sustainable urban development. The inter- and transdisciplinary teaching course “Sustainability Challenge”, which has been offered since 2010 as a collaborative project by the four largest universities of Vienna, highlights the value of experienced-based learning approaches and the method of service learning. Special attention is devoted to the opportunities and challenges of the setting provided by the applied science-society interface and the particular method of service learning with its concrete benefits for the city of Vienna.

In analyzing the conceptual framework of the teaching course as well as conducted service learning projects, the authors prove potential benefits of transdisciplinary learning and teaching for real answers to urban sustainability challenges. Portraits of the most successful service learning projects are presented, with partners such as the City of Vienna, an organization and one enterprise. Lessons learned from the case study and key elements of the institutionalized umbrella function of science-society interfaces that provide prerequisites for applying transdisciplinary learning and teaching are shown.

Finally, main requirements, challenges and necessary institutional settings for transdisciplinary learning and teaching are summarized.

Numerous studies document that students struggle to comprehend complex dynamic systems (CDS). The purpose of this paper is to describe a design framework applied to the creation of a personalized and adaptive online interactive learning environment (OILE) to support students in their study of CDS.

A holistic instructional design is applied in five steps to create the OILE. The OILE has the following characteristics: first, it presents a complex, dynamic problem that learners should address in its entirety. It then allows learners to progress through a sequence of learning tasks from easy to complex. Second, after completion of each learning task, the OILE provides learners with supportive information based on their individual performance. The support fades away as learners gain expertise. Third, the OILE tracks and collects information on learners’ progress and generates learning analytics. The OILE was tested on 57 system dynamics students.

This paper provides evidence that supports the theoretical design framework from the literature. It also provides a sample from students’ progress logs to demonstrate how the OILE practically facilitated students’ cognitive development. In addition, it provides empirical evidence regarding students’ attitudes toward the OILE that was obtained from administering two questionnaires.

In light of supportive evidence from the literature, students’ progress in the cognitive domain, and confirmative response in the affective domain, the use of personalized and adaptive OILE to support learning about CDS is considered promising.

Kenya leads East Africa in creative goods export and enjoys high internet penetration. Therefore, identifying pathways, missed opportunities for accelerating job creation and development in the sector and strategies for mitigating youth-related challenges are essential. This paper therefore aims to examine the effects of digital media and the cultural and creative industry (CCI) on youth employment and economic development.

The document review and analysis data came from 45 scientific and 23 grey literature articles. While the lack of primary data is a study limitation, secondary data were drawn from the United Nations Conference on Trade and Development Statistics and the 2016–2022 entertainment and media outlook analysis. Microsoft Excel 2021 for Windows was used to analyze quantitative data and generate results.

Since the CCI sector is characterized by limited financial opportunities, low youth participation in the labor force and weak policy frameworks, success in the industry requires key pathways. These include investment in digital-led innovations, developing innovative models, building partnerships with the private sector, strategic investment by government in the potential creative industry sub-sectors and identifying successful scaling-up models.

Information gathered through this study is crucial to counter the youth unemployment challenge and strategy identification, which could be used in skills and capabilities development in the potential creative economy. Future researchers must explore how to apply the proposed creative capacity theoretical lens to inform research in the sector.

The approach to organizational learning in this article is anchored in structural and cultural facets. The structural facet focuses on organizational learning mechanisms, which are institutionalized structural and procedural arrangements allowing organizations to systematically collect, analyze, store, disseminate, and use information that is relevant to the performance of the organization. The cultural facet focuses on the shared values, without which these mechanisms are likely to be enacted as rituals rather than as means for real learning. The article describes examples of this approach and focuses mainly on the role and style of organizational leaders in determining values that facilitate effective learning.

This present study sheds light on how these issues affect police officers’ personal and professional lives. This research looks at how family support (FS) and workplace pressures affect police effectiveness.

The analysis of the measurement and structural model was conducted using AMOS version 26. To ensure the accuracy of the results, a two-stage analysis methodology (Anderson and Gerbing, 1988) was used. The first stage involved testing the measurement model using various validity indicators such as confirmatory factor analysis, comparative fit index, goodness of fit index and Tucker–Lewis index to evaluate the incremental compatibility of the model. Root-mean-square approximation error and CMIN/DF were also used to further assess the model’s validity. In the second stage of the analysis, the structural model was estimated using structural equation modeling technique (Hair et al., 1998). The data obtained from the measurement model was then used to determine the fit indices. Because the values were consistent with the criterion values, the model was deemed to be a good fit.

The study conducted sheds light on the crucial role that work stressors (WS) and FS play in determining job satisfaction (JS) among nongazetted officers (NGOs) and other ranks (ORs) police officials in the state of Punjab, India. The findings suggest that there exists a complex interdependence between WS and FS, and their correlation with regards to work, family and children’s evaluations. The first hypothesis (H1, Table 4) was found to be true (0.440, p = 0.001), indicating that more than 44 % of the job performance of police officials in Punjab is affected by stressors related to work. The study also identified eight WS that have a significant impact on the performance of police officials on the job. On the other hand, FS was found to have no influence on the job performance of police officials in Punjab, and hence, the second hypothesis was rejected. Further analysis showed that FS was more prevalent among NGOs as compared to ORs police personnel, but it did not directly influence their job performance. The benefits of FS may be moderated by the nature of the job; hence, FS may be more critical in stressful jobs such as police work than in less stressful jobs. The study emphasizes the importance of balancing work and family demands and highlights the need for family-friendly policies to achieve this balance. Future research should focus on the types of policies that should be offered to lessen stress and conflict and examine the benefits of merely offering programs versus requiring or encouraging their usage. The findings of this study could be useful for policymakers and organizations in designing policies that promote employee well-being and JS while balancing work and family demands.

As with any research endeavor, it is essential to interpret the findings of this study while considering its limitations. First, the study relied on a convenience sample drawn solely from one nation, namely, India, which may restrict the generalizability of the results to other countries or cultural contexts. Furthermore, it is important to note that this study exclusively explored the causal relationship between monetary compensation, intrinsic motivation and employee performance, without delving into the nuances of various forms or qualities of FS (e.g. emotional support, instrumental support, perceived vs actual support) and their impact on job performance among police officers. Additionally, the research did not investigate whether the influence of FS on job performance varies based on the specific WS encountered by police officers. These limitations highlight potential avenues for future research to explore in greater depth.

To enhance the well-being and JS of police officers and their families, a comprehensive set of tailored interventions and support programs can be implemented. Recognizing the unique stressors faced by officers and introducing critical incident debriefing sessions and counseling services to provide a confidential space for emotional processing. Offering flexible scheduling, exploring remote work options and developing workshops and resource programs to address the needs of officers’ families, including stress management and communication skills. Strengthening parental leave policies, incorporating extended paid leave and clear communication, to alleviate stress during significant family events. Establishing peer support networks within police departments to provide officers with a valuable avenue for sharing experiences and coping strategies. Collectively, these interventions aim to create a supportive and family-friendly environment within the police force, ultimately fostering improved work-family balance and enhanced well-being for police personnel. To enhance the well-being and JS of police officers and their families, a comprehensive set of tailored interventions and support programs can be implemented. Recognizing the unique stressors faced by officers, critical incident debriefing sessions and counseling services should be introduced to provide a confidential space for emotional processing. Given the demanding nature of police work, exploring flexible schedules and remote work options can assist officers in achieving a better work-life balance, particularly when dealing with family-related challenges. Workshops and resource programs specifically addressing the needs of officers’ families, including stress management and communication skills, can be developed to strengthen family connections. Strengthening parental leave policies, incorporating extended paid leave and clear communication, can alleviate stress during significant family events. Establishing peer support networks within police departments provides officers with a valuable avenue for sharing experiences and coping strategies. Regular mental health check-ins and screenings, as well as financial education workshops, acknowledge and address the unique challenges faced by officers and their families. Community engagement and recognition initiatives, along with specialized training on work-family balance, can foster positive morale. Finally, the establishment of a crisis intervention and FS hotline serves as a vital lifeline during critical situations, ensuring immediate assistance and resources for officers and their families in times of need. Collectively, these interventions aim to create a supportive and family-friendly environment within the police force.

The primary objective of this study is to assess the impact of occupational demands and familial support on the overall happiness levels of police officers stationed in Punjab, India. The research underscores the crucial importance of implementing family-friendly policies aimed at achieving a harmonious equilibrium between professional responsibilities and family life commitments. The findings unveil a multifaceted interconnection between occupational stress, familial support systems and individual assessments concerning career fulfillment, domestic life and parental responsibilities. Moreover, the study sheds light on various family-friendly initiatives, such as empowerment strategies and recognition programs, that have the potential to augment JS among police personnel. Furthermore, it suggests that future investigations delve deeper into the efficacy of implementing voluntary programs rather than mandating or promoting their usage in mitigating stress and resolving familial conflicts. The study establishes a clear correlation between JS, overall well-being and the interplay between occupational demands and familial encouragement. Policymakers and corporate entities are urged to take cognizance of these factors while formulating strategies aimed at enhancing the health and contentment levels of employees in the workplace. Additionally, the study underscores the significance of cultural factors, emphasizing the need to consider them in future research endeavors and policy formulations. Cultural factors such as societal norms, values and expectations can influence the way that police personnel perceive and use FS, as well as the impact that FS has on their job performance. By conducting cross-cultural studies, researchers can gain insights into how the relationship between FS and job performance may vary across different cultural contexts. This can help to identify universal factors as well as culturally specific influences on the interplay between FS and job performance among police personnel. Furthermore, investigating the impact of FS on job performance in diverse cultural contexts can contribute to the development of culturally sensitive support programs and policies for police officers. Understanding how cultural factors shape the experiences of police personnel and their families can inform the design of interventions that are tailored to the specific needs and challenges present in different cultural settings. In summary, expanding the research scope to include diverse cultural contexts can enhance the generalizability of the findings and contribute to the development of culturally sensitive support programs and policies for police officers.

The content of this paper is entirely original and has not been derived from any other published or unpublished documents. It has been created solely for the purpose of providing new and unique information for the readers.

The purpose of this paper is to re-conceptualise the hot debrief process after cardiac arrest as a collaborative and distributed process across the multi-disciplinary team. There are multiple benefits to hot debriefs but there are also barriers to its implementation. Facilitating the hot debrief discussion usually falls within the remit of the physician; however, the American Heart Association suggests “a facilitator, typically a health-care professional, leads a discussion focused on identifying ways to improve performance”. Empowering nurses through a distributed leadership approach supports the wider health-care team involvement and facilitation of the hot debrief process, while reducing the cognitive burden of the lead physician.

A mixed-method approach was taken to evaluate the experiences of staff in the Emergency Department (ED) to identify their experiences of hot debrief after cardiac arrest. There had been some staff dissatisfaction with the process with reports of negative experiences of unresolved issues after cardiac arrest. An audit identified zero hot debriefs occurring in 2019. A quality Improvement project (Model for Healthcare Improvement) used four plan do study act cycles from March 2020 to September 2021, using two questionnaires and semi-structured interviews to engage the team in the design and implementation of a hot debrief tool, using a distributed leadership approach.

The first survey (n = 78) provided a consensus to develop a hot debrief in the ED (84% in the ED; 85% in intensive care unit (ICU); and 92% from Acute Medicine). Three months after implementation of the hot debrief tool, 5 out of 12 cardiac arrests had a hot debrief, an increase of 42% in hot debriefs from a baseline of 0%. The hot debrief started to become embedded in the ED; however, six months on, there were still inconsistencies with implementation and barriers remained. Findings from the second survey (n = 58) suggest that doctors may not be convinced of the benefits of the hot debrief process, particularly its benefits to improve team performance and nurses appear more invested in hot debriefs when compared to doctors.

There are existing hot debrief tools; for example, STOP 5 and Take STOCK; however, creating a specific tool with QI methods, tailored to the specific ED context, is likely to produce higher levels of multi-disciplinary team engagement and result in distributed roles and responsibilities. Change is accepted when people are involved in the decisions that affect them and when they have the opportunity to influence that change. This approach is more likely to be achieved through distributed leadership rather than from more traditional top-down hierarchical leadership approaches.

To the best of the authors’ knowledge, this study is the first of its kind to integrate Royal College Quality Improvement requirements with a collaborative and distributed medical leadership approach, to steer a change project in the implementation of a hot debrief in the ED. EDs need to create a continuous quality improvement culture to support this integration of leadership and QI methods combined, to drive and sustain successful change in distributed leadership to support the implementation of clinical protocols across the multi-disciplinary team in the ED.

The purpose of this paper is to introduce the concept of social relevance assessments, which are judgments made by individuals when they seek out information within virtual social worlds such as online support groups (OSGs).

Constructivist grounded theory was employed to examine the phenomenon of information exchange in OSGs for chronic kidney disease. In-depth interviews were conducted with 12 participants, and their posts in three OSGs were also harvested. Data were analyzed using inductive content analysis and the constant comparative method. Theoretical sampling was conducted until saturation was reached. Member checking, peer debriefing, and triangulation were used to verify results.

There are two levels of relevance assessment that occur when people seek out information in OSGs. First, participants evaluate the OSG to determine whether or not the group is an appropriate place for information exchange about kidney disease. Second, participants evaluate individual users on the OSG to see if they are appropriate people with whom to exchange information. This often takes the form of similarity assessment, whereby people try to determine whether or not they are similar to specific individuals on the forums. They use a variety of heuristics to assess similarity as part of this process.

This paper extends the author’s understanding of relevance in information science in two fundamental ways. Within the context of social information exchange, relevance is socially constructed and is based on social characteristics, such as age, shared beliefs, and experience. Moreover, relevance is assessed both when participants seek out information and when they disclose information, suggesting that the conception of relevance as a process that occurs primarily during information seeking is limited.