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Increasing diversity in higher education (HE) – or widening participation (WP) – is now a concern worldwide (Billingham in this volume, Chapter 1; Bowes, Thomas, Peck, & Nathwani, 2013; Shah, Bennett, & Southgate, 2016). However, we all know that access to HE is not sufficient; access needs to be accompanied by success – staying on the course, gaining a good degree and securing graduate-level employment. In this chapter, it is argued that in order to equalise student outcomes a ‘whole institution approach’ (WIA) is required. Evidence is drawn from two studies (each led by the author): one focussing on improving student retention and success in HE, which concluded that a WIA is required (Thomas, Hill, O’ Mahony, & Yorke, 2017, pp. 133–135). The second commissioned by the Office for Fair Access to better understand a WIA to WP (Thomas, 2017). The chapter discusses three key findings: the importance of both cultural and structural change; the role of evidence and the need for a deliberate process of change. These findings are illustrated with examples.

This chapter discusses the use of an extended stage model for the evaluation of the adoption of e-business in small and medium-sized enterprises (SMEs). Empirical studies of e-business adoption are rare in Middle Eastern and developing countries and the chapter provides valuable insight into this region, by presenting an account of the use of the extended stage model to explore the level of e-business adoption among Yemeni SMEs.

In making this examination, the challenges and opportunities that accompany e-business adoption are revealed. The internal drivers and barriers, such as finance and skills, are recognised along with the external factors that include infrastructure and legislation. It also provides valuable insight into the macro-level sociopolitical determinants of e-business adoption that have not previously been appreciated; the study was undertaken during the Yemen Civil War in 2016.

Current adoption models imply that organisations adopt technologies in a linear fashion, gradually increasing complexity and capability. This study makes an important contribution by recognising that there are multiple points at which SMEs may ‘enter’ the technology-adoption ladder.

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates’ own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target.

A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to “Environment” and “Development” studies, respectively; n = 177) that both integrated SDGs within their respective curricula.

Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs’ usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030.

The findings can inform instructors of students’ perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability “business case” practicums.

As global HEIs grapple with effective ways to vertically integrate SDGs into a university’s curriculum, students’ opinions are often underrepresented. This paper’s originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs.

This study aims to understand the influence of megasonic (MS)-assisted agitation on printed circuit boards (PCBs) electroplated using copper (Cu) electrolyte solutions to improve plating efficiencies through enhanced ion transportation.

The impact of MS-assisted agitation on topographical properties of the electroplated surfaces was studied through a design of experiments by measuring surface roughness, which is characterised by values of the parameter Ra as measured by white light phase shifting interferometry and high-resolution scanning electron microscopy.

An increase in Ra from 400 to 760 nm after plating was recorded for an increase in acoustic power from 45 to 450 W. Roughening increased because of micro-bubble cavitation energy and was supported through direct imaging of the cavitation. Current thieving effect by the MS transducer induced low currents, leading to large Cu grain frosting and reduction in the board quality. Current thieving was negated in plating trials through specific placement of transducer. Wavy electroplated surfaces, due to surface acoustic waves, were also observed to reduce the uniformity of the deposit.

The formation of unstable transient cavitation and variation of the topology of the Cu surface are unwanted phenomena. Further plating studies using MS agitation are needed, along with fundamental simulations, to determine how the effects can be reduced or prevented.

This study can help identify manufacturing settings required for high-quality MS-assisted plating and promote areas for further investigation, leading to the development of an MS plating manufacturing technique.

This study quantifies the topographical changes to a PCB surface in response to MS agitation and evidence for deposited Cu artefacts due to acoustic effects.

This bibliography is intended as a guide for librarians, scholars, students, and interested amateurs. It suggests what books or media would be an invaluable starting collection to understanding the Arthurian legend, which has been over a millennium in the making.

Different countries have responded to the pandemic with distinct domestic and international travel restrictions. The purpose of this paper is to investigate the stringency of the coronavirus disease 2019 (COVID-19) countermeasures in Japan against their G20 cohorts. Primary data were monitored at a ski resort in Kyushu regarding the social acceptance of initial COVID-19 countermeasures, ranging from hygiene and local “lockdowns” to border control measures.

The stringency of the COVID-19 countermeasures was examined using data from the Oxford COVID-19 Government Response Tracker (OxCGRT) and triangulated with the early stage social acceptance of survey respondents in Aso Kuju National Park in February 2020 that consisted of 165 valid Japanese language questionnaires.

An one-way analysis of variance (ANOVA) identified significant differences in social acceptance for countermeasures, with more-concerned respondents agreeing more strongly with “low-tech” health protocols, such as washing hands (M = 3.7) or wearing a mask (3.4). More concerned visitors were significantly more likely to modify their travel plans (2.9) or cancel their trip altogether (2.7). Male day trippers were less likely to be concerned by the COVID-19 pandemic.

This paper's originality is derived from a triangulation of the stringency of Japan's initial COVID-19 countermeasures via a combination of comparison with G20 cohorts and social acceptance of domestic snowboarders and skiers. Moreover, by shining a light on the trade-off between public health and human rights, the paper provides a current review of the ethical dimension of a travel restriction debate that is often overlooked in the ongoing pandemic.

The architects of institutional policy are rarely those tasked with operationalising it. This can create gaps between what is set out in policy and what happens on the ground. This is an under-researched area and one this chapter will shed a light on. This chapter examines the role that widening participation (WP) practitioners play in operationalising policy. Focusing upon the implementational level of the policy enactment staircase, it examines the roles of individuals working at the coalface in enacting WP policy. Drawing upon research conducted by the author in 2016–2017 with higher education providers (HEPs) in England (Rainford, 2019), it supplements this with data from a sector-wide survey conducted by the editors of this book in 2021. In drawing together these two data sets, it offers a rich picture of who works in WP within HEPs in England. It examines the multitude of roles undertaken by these practitioners and how this varies across the sector both in HEPs and collaborative Uni Connect partnerships. This chapter also highlights how practitioners can shift the focus of how policy is operationalised. In doing so, it examines some of the challenges faced by practitioners and the extent to which they are given the tools to carry out this essential work. While this chapter argues that practitioners have a level of agency in the work they do, this can be constrained by both national and institutional policies. It argues that these constraints are often shaped by competing imperatives of both social justice and economic drivers.