The good and the dark side of integration and dependence for IT adoption

In the digitally evolving manufacturing sector, IT adoption is critical for operational efficiency and competitive edge. This research explores how systems integration, IT dependence, and inter-plant interdependence influence IT adoption, drawing on Resource Dependence Theory (RDT). It features a survey of 286 UK manufacturing plants and uses Partial Least Squares Structural Equation Modelling (PLS-SEM) and ANOVA for analysis. Results show that while systems integration boosts IT adoption, its impact is moderated by IT dependence. Interdependence with other plants also promotes IT adoption but does not significantly mediate it. Large plants tend to have higher IT adoption rates due to better resources and IT governance, unlike smaller plants which struggle with financial and technical limitations. The study underscores the dual impact of IT dependence and interdependence in manufacturing, suggesting that effective IT governance and tailored support for SMEs are vital for enhancing IT system adoption

Negotiating learner identities and success: a linguistic ethnography with late-arrival multilingual learners in a secondary school

This thesis offers rich insights into the under-researched experiences of late arrival multilingual learners in English secondary schools. It examines how they co-construct and resist learner identities through interactions with peers and staff, and how these identities are positioned within majoritarian stories of success. It focuses on four recently-arrived young people in a secondary school in the West Midlands of England with data gathered through conducting a linguistic ethnography between 2019 and 2022. Analysis is based on observational fieldnotes including interactions recorded in mainstream and intervention lessons, ethnographic and more formal interviews with the four learners and teaching staff, and a learner focus group. The analysis centres on accessing a deep understanding of the experiences of each young person, using the tools of ethnography and Conversation Analysis to analyse data, including through the detailed study of their interactions. Identity is explored by employing the lens of Positioning Theory (Davies and Harré 1990), where it is constructed at micro, meso and macro levels through the co-positioning of participants in talk in (dis)alignment with storylines about success, multilingualism and learning which circulate at these three scales. Local understandings of success are uncovered through the concepts of Model Minorities (Gillborn 2008) and Imagined Communities (Norton 2001), ideal learners (Archer and Francis 2007) and educational triage (Gillborn and Youdell 2000). The thesis makes three main arguments which reinterpret and extend these established concepts of success to consider the multilingual and transnational dimensions of new arrivals’ learner identities. Firstly, I argue that while multilingual new arrivals negotiate classroom positions, teaching staff hold significant power to make these (un)available, resulting in greater or fewer opportunities for learning content and English language. Secondly, over time, these momentary interactional positions sediment into meso-level identities which align more or less closely with a construct I propose of the ideal EAL learner. These alignments enable schools to triage newly-arrived learners according to their perceived potential value for formal measures of success, realised through national exams at the age of sixteen. Thirdly, this identity work takes place within macro-level storylines about multilingualism, success and the ‘good immigrant’, which coalesce in a racialised and meritocracy-driven construct I call the EAL Model Minority. While these majoritarian constructs drive institutional and national notions of success for multilingual learners, the learners additionally envision success in richer, more humanitarian terms through the Imagined Communities to which they (seek to) belong. I argue that recognising learners’ identities as members of Imagined Communities creates a more holistic understanding of success, providing a counter-story to the majoritarian view and a more inclusive understanding of multilingual learners in mainstream classrooms

Reusable and closed-loop recyclable underwater adhesives via printable multi-dynamic networks

Sustainable underwater adhesives have attracted wide attention in fields such as marine exploration and biomedicine. The development of recyclable underwater adhesives that can achieve strong and durable adhesion to various substrates is a daunting challenge. Herein, a series of recyclable underwater adhesives are developed through synergistic engineering of molecular design and multiple dynamic cross-linking networks. The selected well-designed adhesives exhibit excellent underwater adhesion on a variety of substrates, achieving a maximum adhesion strength up to 3.31 MPa. By integrating dynamic covalent and non-covalent cross-links, the adhesive demonstrates rapid self-healing, on-demand reversible adhesion/desorption, and consistent adhesion performance over more than 30 reuse cycles. Moreover, dynamic disulfide bonds impart dual closed-loop recyclability to the adhesive: chemical recycling achieves up to 89.6% monomer recovery, while physical recycling through melt reprocessing allows for effective reuse of adhesive waste. Furthermore, these adhesives exhibit 3D printability, thereby underscoring their great potential for creating customizable underwater adhesives. This study offers new insights into the development of recyclable underwater adhesives that combine strong, repeatable adhesion and desorption with 3D printing capabilities, paving the way for their broader adoption in practical applications

Allestree Park Rewilding: Qualitative evaluation report

The following evaluation was requested by Derbyshire Wildlife Trust (DWT) to enable findings to be drawn together from a variety of data sources aimed to elicit thoughts and feelings about the Allestree Park rewilding project from members of the public. Data was gathered in several ways. Firstly, members of the DWT team spoke with groups (e.g. the Friends of Allestree Park, groups at Darley Abbey, Swanick and at a Lake celebration at the Allestree Park). Secondly, community conversations events were held at the park and people passing volunteered to share their thoughts. At both of these, people’s verbal comments were noted down and open questions from questionnaires they completed were later transcribed. Thirdly, interviews were conducted with ten people who were recruited to take part via posters at Allestree Park, noticeboards at other Derby Parks, social media posts and DWT’s volunteering platform. Recruitment was conducted over 10 weeks and the inclusion criteria stipulated that participants needed to be over 18. Interviews were conducted via MS teams and were transcribed for data analysis. The aim of the evaluation was to ascertain the perceptions of the rewilding project within its first year. The data was generated from November 2024-June 2025

Evolving prescribing practice through personalisation, the judicious use of decision aids, and clinical reasoning.

Abstract Background Prescribing practice by nurses, pharmacists, and allied health professionals has progressed significantly over the past four decades and is expanding at an accelerated rate. My research questions, educational approaches, and written works stem from an ambition to promote best clinical and educational practice for prescribing decision-making. Published works related to the topics of education, research, and prescribing have been appraised. Aims & Objectives The overarching aim of this critical appraisal was to examine my unique body of research and peer-reviewed published works spanning 20 years and evaluate the impact on education for enhancing prescribers’ decision-making skills. The underpinning question throughout these works and the appraisal is: What contributes to the evolvement of prescribers’ clinical decision-making? The objectives are: 1. To critically appraise varied methods of research and knowledge transfer to constructively impact the practice of future prescribers. 2. To evaluate how reflexivity, critical thinking, and self-awareness affect practice and examine educational techniques to stimulate these. 3. To analyse key influences on personalised decision-making, identifying strategies to optimise its inclusion in prescribing practice. 4. To examine how published works including mnemonics and models can contribute to prescribing practice, analyse limitations, and recommend ways to address these.  Methods Peer-reviewed published works from 2012 to 2024 are examined to question their influence on prescribing practice and draw conclusions as to how contributions to education and research can be optimised in the future. Review questions centre around knowledge acquisition for prescribing in implementing best practice and effective, person-centred decision-making. The appraised research covers distinct methodologies including primary qualitative, quantitative, as well as secondary integrative review. As such, it spans several approaches, frameworks or paradigms including positivist, critical realism, contextualism, and pragmatism. The primary research generated new knowledge around educative feedback methods while secondary research and resulting publications widely disseminated new information of pertinence to clinical practice, such as a novel clinical decision-making model for prescribing. Ethics approval was previously attained for the primary studies, while for the purpose of this appraisal, ethics was approved for a qualitative survey evaluation of the prescribing consultation model. A diverse set of publications including the decision-making model for prescribing, are appraised in relation to their influence on practice. Consideration is given to my learning journey as a researcher and educator and the themes are gathered to produce a revised model for prescribing practice and other educational resources for future dissemination. Findings Principal findings of my primary research (Gould and Day, 2012) demonstrate a link between academic feedback methods and students’ self-reported confidence. Secondary research, particularly into research methods for obesity studies (Brown and Gould, 2013) highlight the importance of researcher reflexivity, as a transferrable principle to education and clinical practice. Other research such as a prescribing textbook (Gould and Bain, 2022a) and its subsequent articles (Gould and Bain, 2022b, 2022c, 2022d, and 2023) inform strategies for clinical decision making in prescribing practice. Findings note the use of decision aids to be useful in guiding earlier stages of practice for novice prescribers as they expand their clinical reasoning skills required for safe and effective prescribing. Evaluation of a prescribing consultation model highlights a need to be more direct in advocating for person-centred decision-making and prompted changes to the original model. Impact Evidence of impact on clinical education comprises the wide dissemination of published works which also prompted speaking engagements within the United Kingdom and internationally. The uptake of the research publications and textbook demonstrates potential for advancing health professionals’ knowledge of clinical decision-making for prescribing by informing and influencing education and practice. Recommendations include partnering for endorsement of the revised prescribing model to further influence the practice of personalised clinical decision-making

A sculptured journey: A photovoice study about information sharing among unpaid carers in England

This article explores the critical and often overwhelming task faced by unpaid carers: gathering and interpreting complex information so that health and social care systems can be accessed and understood. Based on a qualitative study centering the views and voices of unpaid carers, it provides a rich analysis of how carers share and interpret information within carer-centered group activities, offering practical insights for both practitioners and carers. In England, the Care Act 2014 places legal duties on local governments to provide information; however, this is often reduced to “signposting,” leaving carers with unresolved questions and significant frustration. Consequently, carers frequently rely on one another to fill these gaps and support those they care for. Adopting a critical realist ontology and a social constructionist epistemology, this study balances the external realities of the Care Act with the subjective experiences of unpaid carers. Using photovoice, a method combining visual and narrative techniques, the study enabled carers to convey their approaches to information sharing. Reflexive thematic analysis identified the key theme of “an information highway: a sculptured journey” along with its subtheme, “an information bridge.” This analysis deepens understanding of how and when carers share information effectively, addressing an underexplored area within the literature on carer-centered group activities. It illustrates how carer-led information sharing enhances carers’ knowledge of rights and resources while fostering a sense of connection and support

A multi-site qualitative evaluation of the accredited Thinking Skills Programme (TSP)

MOJ commissioned the University of Derby to conduct a qualitative evaluation of Thinking Skills Programme (TSP) delivered in prisons. TSP is a HMPPS accredited offending behaviour programme, which is designed for adult men and women who are assessed as medium or above risk of reoffending. TSP supports participants to develop thinking skills to manage risk factors, develop protective factors, achieve pro-social goals, and ultimately aims to reduce reoffending. The aim of this study was to better understand TSP participant experiences, along with the role of the prison environment in providing opportunities to develop learnt skills. A total of 50 interviews were completed (44 men, 6 women) all who had completed TSP. Overall, findings showed that TSP was reported to be useful to participants in helping them develop the necessary skills to live crime free lives. Several enablers were perceived as key to successful delivery of the programme and participant change: appropriate timing of enrolment for participants, facilitators building supportive relationships with participants, support for participants post programme, addressing barriers to delivery, and staff awareness training

Interpersonal skills training in virtual reality: lessons for event management

The integration of Virtual Reality (VR) into student and staff training represents a promising development with potential benefits for the event industry. Traditional training methods often face limitations in replicating real-world scenarios, such as crisis management or customer service interactions. This paper examines how VR technology can effectively train interpersonal skills. A qualitative research approach was employed, utilising self-reported conversations, thematic analysis and Creative Analytical Practice for data collection and analysis. An interplay of two factors has been identified, including Immersion and Cognition, and Instant Feedback and Reflection. The results show that despite challenges such as motion sickness or complicated navigation system, VR enhances trainee engagement with study material and provides a safe space for learning and reflection

Developing biomechanical interventions for major depression: The relationship between affective processing and gait dynamics in young adults

Summary This study examined the link between affective processing and gait dynamics in 18 young adults with minimal depressive symptoms. Participants completed psychological assessments and a 10-meter walking evaluation, during which ground reaction forces were recorded. Higher anxiety scores were correlated with increased gait force variability, while longer reaction times to sad stimuli were associated with greater vertical impulse and mediolateral force variability. These findings suggest that subtle mood disturbances, as reflected in affective processing, can impact gait and that biomechanical measures may serve as early indicators of emotional dysfunction. This supports further exploration of targeted interventions for motor and mental health. Introduction Major depressive disorder (MDD) affects about 13% of the population and is a leading cause of global disability [1]. In addition to mood disturbances, depression often involves motor symptoms like altered gait, slumped posture, and impaired balance, which are frequently overlooked [2]. Depressed individuals typically walk slower, take shorter strides, and exhibit greater postural instability. Emerging evidence suggests that motor functions are closely linked with cognitive processes, particularly those involved in affective processing. Affective processing refers to the way in which individuals perceive, interpret, and respond to emotionally salient information. It encompasses both immediate emotional reactivity and the subsequent cognitive evaluation of emotions. This study examines the relationship between affective processing, anxiety, depression, and gait in a non-clinical sample. Methods Eighteen young adults (age 19.5 ± 0.5 years) provided written informed consent and completed baseline assessments. Psychological measures included the Patient Health Questionnaire (PHQ-8) for depressive symptoms, the Generalized Anxiety Disorder-7 (GAD-7) scale for anxiety, and the CANTAB emotional bias task, which measured mean (RTMNS) and standard deviation (RTSDS) of reaction times for selecting "Sad." Biomechanical testing was conducted along a 10-meter walkway using a Kistler force plate (1000 Hz) embedded mid-walkway. Participants walked at a self-selected pace along the walkway six times continuously. Key gait events (initial contact and toe-off) were identified from the vertical force curve, and variables, including forces, impulse, and force variability (quantified as the standard deviation across foot contacts), were extracted. Spearman correlation analyses were used to assess relationships between psychological and gait measures. Results and Discussion PHQ-8 scores indicated minimal depressive symptoms, whereas GAD-7 scores (0 to 25), reflected varying levels of anxiety. Higher GAD-7 scores were significantly correlated with increased gait forces and variability, including peak anterior-posterior force (r = .501, p = .034), mean mediolateral force (r = .468, p = .047), peak variability in anterior-posterior force (r = .636, p = .005), and mediolateral force (r = .481, p = .043). Prolonged reaction times to sad stimuli (RTMNS) was positively correlated with vertical impulse variability (r = .63, p = .006) and mediolateral force variability (r = .49, p = .041), and RTSDS scores correlated with vertical impulse variability (r = .46, p = .048) and peak mediolateral force variability (r = .57, p = .014). These findings underscore a nuanced interplay between mood, affective processing, and motor control. The lack of significant correlations with PHQ-8 scores likely reflects the low severity of depressive symptoms in our cohort, suggesting that anxiety and its related affective processing may be more influential on gait dynamics. This pattern aligns with previous research indicating that cognitive influences, including affective reactivity, can have measurable effects on motor behaviour [3]. Such insights could have important implications for identifying early markers of motor variability in populations with heightened anxiety or altered affective processing. Conclusions Subtle variations in affective processing are linked to increased gait variability in young adults with minimal depressive symptoms. These results indicate that gait measures could serve as early markers of mood disturbances and support further exploration of biomechanical interventions to enhance both motor and mental health

Are lead independent directors greener? Evidence from climate change commitment and ESG performance

Purpose This paper sheds light on how appointing a lead independent director (LIDIR) affects a firm’s commitment to climate change and to what extent environmental, social and governance (ESG) performance is affected by a firm’s commitment to climate change in the presence of a LIDIR. Design/methodology/approach The authors utilise ordinary least squares (OLS) and a sample of 12,236 firm-year observations in the United States (US) over the 2002-2019 period to test the predictions. The authors also apply alternative research designs such as propensity score matching, Heckman two-step and instrumental variable techniques to address endogeneity concerns. Findings The authors find that a LIDIR representation on the board is positively associated with a firm’s commitment to climate change. The authors also find that the association between a LIDIR representation on the board and a firm’s commitment to climate change is more pronounced in firms with a combined Chief Executive Officer (CEO) and board chair positions than firms with both positions separated. Additional analysis suggests that increased commitment to climate change in the presence of a LIDIR improves ESG performance. Originality/value While the effect of a LIDIR on firm financial outcomes has received much attention, there is lack of empirical evidence on whether lead independent directors are greener. The authors provide new and important contribution to the literature by investigating the relationship between a LIDIR representation on the board and non-financial outcomes from the perspective of climate change commitment and ESG performance. The findings may be informative to policymakers seeking to deal with climate change impacts on society to encourage the appointment of a LIDIR