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This essay is a review of the recent literature on the methodology of economics, with a focus on three broad trends that have defined the core lines of research within the discipline during the last two decades. These trends are: (a) the philosophical analysis of economic modelling and economic explanation; (b) the epistemology of causal inference, evidence diversity and evidence-based policy and (c) the investigation of the methodological underpinnings and public policy implications of behavioural economics. The final output is inevitably not exhaustive, yet it aims at offering a fair taste of some of the most representative questions in the field on which many philosophers, methodologists and social scientists have recently been placing a great deal of intellectual effort. The topics and references compiled in this review should serve at least as safe introductions to some of the central research questions in the philosophy and methodology of economics.

Purpose – Disability-related politics and discourse in developed countries seldom includes the voices of disabled people from immigrant ethnic communities. Attending to the experiences of people with disabilities among immigrant communities is particularly salient when considering questions about community participation and citizenship in the context of immigrant-receiving societies such as the USA. This chapter aims to shed light on this topic by examining the narratives of refugees with disabilities resettled in the USA.

Methodology – A global ethnography framework was used to collect narrative data from eight Cambodian and seven Somali refugees with disabilities through observations, in-depth interviews, focus groups, and social network surveys. Additionally semistructured interviews were conducted with 10 service providers/key experts. Data were analyzed using grounded theory techniques.

Findings – Data from the study revealed that the Cambodian and Somali participants were distinct in terms of their access to sources of support and community and in their experiences of community participation barriers. Depending on their respective circumstances, they engaged in various tactics and strategies to negotiate these barriers and to create new networks of support and advocacy.

Limitations – The study sample was purposively selected and therefore findings represent only the views and experiences of the participants precluding any claims about generalizability. Furthermore, owing to the cross-cultural nature of this research there is a possibility that certain linguistic and cultural nuances were missed during data collection and analysis.

Implications – Findings suggest a need to recognize and support heterogeneous disability experiences and diverse expressions of “disability activism” enacted in individually, contextually, and culturally preferred ways in order to draw disabled people from diverse groups into the broader disability community in the USA.

The emergence of the platform economy is reorganizing work, employment, and value creation. The authors argue that the digital platforms are fracturing work itself as the places and types of work are being reorganized into a myriad of platform organized work arrangements with workplaces being potentially anywhere with Internet connectivity. The authors differ from most traditional narratives that focus solely upon either work displacement, a single type of platform-organized value-creating activity, or David Weil’s concentration solely upon the workplace. The authors recognize that even as some work is replaced, other work is being transformed; new work and old work in new arrangements is being created and recreated. The taxonomy begins with the workers employed directly by the platform and its contractors. The authors then introduce the category, platform-mediated work, which we divide into three groups: marketplaces such as Amazon; in-person service provision such as Uber and Airbnb; and remote service provision such as Upwork. The next category, “platform-mediated content creation,” is complex. The authors identify three groups of activities: consignment content creators that include services such as the app stores, YouTube, and Amazon Self-Publishing; non-platform organization content producers, which refers to the enormous number of workers occupied with creating and maintaining websites; and user-generated content which is the non-compensated value creation that ranges from content uploaded to Facebook, Instagram, etc. to reviews on sites such as Yelp. It is only when work and value creation is considered in all of these platform-based manifestations that we can understand the ultimate dimensions of the platform economy and comprehensively understand its implications for work.

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.

Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.

Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.

Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.

Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.

Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.

Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.

Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.