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Diffusion of innovations, defined as the adoption and implementation of new ideas, processes, products, or services in health care, is both particularly important and especially challenging. One known problem with adoption and implementation of new technologies is that, while organizations often make innovations immediately available, organizational actors are more wary about adopting new technologies because these may impact not only patients and practices but also reimbursement. As a result, innovations may remain underutilized, and organizations may miss opportunities to improve and advance. As innovation adoption is vital to achieving success and remaining competitive, it is important to measure and understand factors that impact innovation diffusion. Building on a survey of a national sample of 654 clinicians, our study measures the extent of diffusion of value-enhancing care delivery innovations (i.e., technologies that not only improve quality of care but has potential to reduce care cost by diminishing waste, Faems et al., 2010) for 13 clinical specialties and identifies healthcare-specific individual characteristics such as: professional purview, supervisory responsibility, financial incentive, and clinical tenure associated with innovation diffusion. We also examine the association of innovation diffusion with perceived value of one type of care delivery innovation – artificial intelligence (AI) – for assisting clinicians in their clinical work. Responses indicate that less than two-thirds of clinicians were knowledgeable about and aware of relevant value-enhancing care delivery innovations. Clinicians with broader professional purview, more supervisory responsibility, and stronger financial incentives had higher innovation diffusion scores, indicating greater knowledge and awareness of value-enhancing, care delivery innovations. Higher levels of knowledge of the innovations and awareness of their implementation were associated with higher perceptions of the value of AI-based technology. Our study contributes to our knowledge of diffusion of innovation in healthcare delivery and highlights potential mechanisms for speeding innovation diffusion.

Controversial issues characterize life in democratic societies, and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Unplanned controversial issues identified fell into three categories (1) mainstream controversy, (2) teacher-initiated controversy, and (3) controversial pedagogy. The findings suggest that more attention needs to be paid, among other things, to the political dimension of education, teacher vulnerability, and who the person in teaching is.

Purpose: This chapter analyses the effects of social stratification and inequalities on the outcomes of transnational mobilities, especially on the educational trajectory of returning migrant children.

Study approach: It places the Bourdieusian capital concepts (Bourdieu, 1977, 1984) centre stage, and analyses the convertibility or transferability of the cultural and social capital across different transnational locations. It examines the serious limitations of this process, using the concept of non-dominant cultural capital as a heuristic analytical tool and the education system (school) as a way of approaching the field. As we examine ‘successful mobilities’ of high-status families with children and racialised low-status families experiencing mobility failures, our intention is to draw attention on the effect of the starting position of the migrating families on the outcomes of their cross-border mobilities through a closer reading of insightful cases. We look at the interrelations of social position or class race and mobility experiences through several empirical case studies from different regions of Hungary by examining the narratives of people belonging to very different social strata with a focus on the ‘top’ and the ‘bottom’ of the socio-economic hierarchy. We examine the transnational mobility trajectories, strategies and the reintegration of school age children from transnationally mobile families upon their return to Hungary.

Findings: Our qualitative research indicates that for returning migrants not only their available capitals in a Bourdieasian sense but also their (de)valuation by the different Hungarian schools has direct consequences on mobility-affected educational trajectories, on the individual outcomes of mobilities, and the circumstances of return and chances for reintegration.

Originality: There is little qualitative research on the effects of emigration from Hungary in recent decades. A more recent edited volume (Váradi, 2018) discusses various intersectionalities of migration such as gender, ethnicity and age. This chapter intends to advance this line of research, analysing the intersectionality of class, ethnicity and race in the context of spatial mobilities through operationalising a critical reading of the Bourdieusian capitals.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Purpose – This study aims at finding out the implementation of English for specific purposes (ESP) course and identifying the challenges faced by English lecturers in designing an ESP course for first-year students in the Engineering Faculty of Malikussaleh University.

Methodology – This study implements qualitative research through interviews as a means of data collection.

Findings – This study addresses the application of an ESP course and identifies the challenges appeared during the stages of designing. The study reveals that an ESP course is not completely implemented. In fact, the course provided little ESP contents. The paper also reveals that, in terms of challenges, each stage of design presents its own challenge. To design an ESP course involves five crucial stages, that is, needs analysis, syllabus, material, teaching, and evaluation. Teachers encounter challenges as the design process takes place.

Research Limitations/Implications – The present study provides an account of how English teachers view challenges in implementing a complete ESP course. However, further research should be conducted to discover the possibility of application of ESP course in national universities in Indonesia.

Practical Implications – This paper offers solutions in order to make the implementation of ESP course feasible in the university.

Originality/Value – There have not been any research in ESP application for engineering students in Malikussaleh University.

Purpose – This research analyzes and describes the implementation of the North Aceh Regency education budget policy for improving the quality of education in relationship to the impact of the special autonomy budget.

Design/Methodology/Approach – This research uses qualitative research, descriptive-qualitative analysis methods, and qualitative explorative methods.

Findings – The results show that the implementation of the special autonomy education budget policy of North Aceh Regency to improve the education quality has not run optimally. The main obstacle is the inadequate human resource issue, including the leadership problems of regional heads who should prioritize the development. Based on field data of the actors involved in the formulation of the education quality improvement program in Aceh Utara District, especially the legislative branch (namely BAPPEDA), the education office and members of the Aceh legislative team, the post-conflict Aceh representation of the legislature at the provincial level, the DPRA and DPRK at the district level / in the field of political will produced. The resulting program does not focus on the pattern of improving the quality of education, the policy is more rhetorical, and the program implementation is often adapted to the wishes of political actors.

Research Limitations/Implications – Given the fundamental differences in the root causes of primary and secondary education in Aceh, further research is needed to determine whether similar results will be obtained in other parts of Aceh.

Originality/Value – Identifies factors that lead to the low quality of educators and the unequal distribution of teachers in the Aceh Regency.

Paper Type – Research paper

This chapter is based on the findings of the empirical material gathered in Finland and Sweden through interviews with education and audiovisual (AV) media actors and policymakers in 2017–2018. The aim of the chapter is to discuss the innovation systems of the education sector and Finland and Sweden in general, compare the sectoral innovation models of the two sectors, and conclude with discussing the resulting challenges for policymakers. Our results show that a new EdTech sector employing the competences of the education, information and communication technology, and AV media sectors has begun to emerge and actors in the both countries have eagerly taken actions to boost its development as a business and export field. We discuss the reasons and consequences of this development.

This chapter examines various definitions and perceptions of Research Management and Administration (RMA) from individuals both from within and outside the profession to gain a wider understanding of this field. These definitions and perceptions are expected to trigger reflections on where the boundaries of the profession are more likely to be.

To do so, the authors utilise a mixed method that begins with a discussion of different definitions of RMA. Next, we move from conceptualisation to action and engage the reader by presenting empirical insights from an analysis of specific training programmes within RMA, shedding light on the profession’s distinctive features from an insider’s perspective. Lastly, we delve into the case study of the project foRMAtion, a training program that introduces RMAs as the ‘Professionals at the Interface of Science.’ This case study allows us to explore how individuals outside the RMA profession, such as teachers and students participating in its training courses, perceive and understand RMA.

Purpose – This study aims to examine how the task-based learning model influences the motivation of students of the Social and Political Sciences (FISIP) Department at Universitas Malikussaleh in learning English. Also, the present study attempts to find out the effectiveness of the implementation of this model in the English class as well as assess their attitudes toward the use of the model. This research involved 35 students of the first semester who were doing the English-I course.

Design/Methodology/Approach – This research combined a qualitative and quantitative approach with a direct application procedure through experimental study. The data were collected through a test, questionnaire, and interview.

Findings – The result shows that the task-based learning model helps non-English students to improve their English proficiency which in turn increases their motivation to learn English and therefore their attitudes toward using this model in their classroom is positively seen as a better way to learn English.

Research Limitations/Implications – Unlike many findings on similar studies, this research found that motivation cannot be utilized to predict grades in the peripheral university. New approaches should be developed to find out the predictors for student grades.

Practical Implications – To understand the influencing aspects for students’ grades attainment, more variables should be used. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at the peripheral university has been studied.