Towards a greater engagement of universities in addressing climate change challenges

Many higher education institutions around the world are engaged in efforts to tackle climate change. This takes place by not only reducing their own carbon footprint but also by educating future leaders and contributing valuable research and expertise to the global effort to combat climate change. However, there is a need for studies that identify the nature of their engagement on the topic, and the extent to which they are contributing towards addressing the many problems associated with climate change. Against this background, this paper describes a study that consisted of a review of the literature and the use of case studies, which outline the importance of university engagement in climate change and describe its main features. The study identified the fact that even though climate change is a matter of great relevance to universities, its coverage in university programmes is not as wide as one could expect. Based on the findings, the paper also lists the challenges associated with the inclusion of climate change in university programmes. Finally, it describes some of the measures which may be deployed in order to maximise the contribution of higher education towards handling the challenges associated with a changing climate

Ethics-in-practice in fragile contexts: research in education for displaced persons, refugees and asylum seekers

The rising numbers of forcibly displaced peoples on the move globally, and the challenges with providing access to education, reflects the shifting and complex times that we live in. Even though there has been a proliferation in educational research in the context of forced migration, in line with the increasing number of forced migrants, there has not been a commensurate focus on unpicking the increasingly complex ethical conditions within which researchers and participants operate. To examine this issue, the article provides three narrated accounts by researchers in this field and explores the interaction of researcher and researcher-author voice to critically appraise their research experience and identify critical reflections of understanding of ethics-in-practice in fragile contexts. These narratives are framed by the CERD ethical appraisal framework which explores ethical thinking through four ethical lenses – Consequential, Ecological, Relational and Deontological. The article contributes to a deeper understanding of ethics-in-practice as a central dimension in educational research. The implications of this work show how one-size-fits-all approach to ethical appraisal is inappropriate for a socially just educational research. This work also illustrates the importance of attending to relationships and voice of the forcibly displaced, both of which are often lacking in educational research in fragile contexts

Multinational development and validation of an early prediction model for delirium in ICU patients

Rationale Delirium incidence in intensive care unit (ICU) patients is high and associated with poor outcome. Identification of high-risk patients may facilitate its prevention. Purpose To develop and validate a model based on data available at ICU admission to predict delirium development during a patient’s complete ICU stay and to determine the predictive value of this model in relation to the time of delirium development. Methods Prospective cohort study in 13 ICUs from seven countries. Multiple logistic regression analysis was used to develop the early prediction (E-PRE-DELIRIC) model on data of the first two-thirds and validated on data of the last one-third of the patients from every participating ICU. Results In total, 2914 patients were included. Delirium incidence was 23.6 %. The E-PRE-DELIRIC model consists of nine predictors assessed at ICU admission: age, history of cognitive impairment, history of alcohol abuse, blood urea nitrogen, admission category, urgent admission, mean arterial blood pressure, use of corticosteroids, and respiratory failure. The area under the receiver operating characteristic curve (AUROC) was 0.76 [95 % confidence interval (CI) 0.73–0.77] in the development dataset and 0.75 (95 % CI 0.71–0.79) in the validation dataset. The model was well calibrated. AUROC increased from 0.70 (95 % CI 0.67–0.74), for delirium that developed 6 days. Conclusion Patients’ delirium risk for the complete ICU length of stay can be predicted at admission using the E-PRE-DELIRIC model, allowing early preventive interventions aimed to reduce incidence and severity of ICU delirium

The impacts of the COVID-19 lockdowns on the work of academic staff at higher education institutions: an international assessment

The COVID-19 pandemic severely disrupted the life of millions of people around the world and brought changes in many contexts. In higher education institutions, teaching staff had to quickly adapt their teaching and research practices and revisit learning and student engagement strategies. In this context, this paper aimed to report on how the lockdowns influenced the work and lives of academic staff at universities. The methodology consisted of an online survey that collected 201 responses across 39 countries worldwide, and the results were explored using descriptive and exploratory modelling analyses. The findings reveal that the main positive aspect of the work-from-home experience during the lockdowns was the reduction of time spent on commuting, while the inability to disconnect and difficulties in work–life balance were the most commonly indicated negative aspects. The principal component analysis indicated that the pandemic had a moderate power in boosting academic staff towards sustainability, and an important potential of revising academic curricula and teaching–learning relationships. Based on the evidence gathered, recommendations to allow academic staff to better cope with the influence of future pandemics include the increased use of digital resources and new teaching styles, curricula revision for encouraging educators to include more issues related to sustainable development in their teaching and greater institutional support to reduce stressful conditions and improve productivity

Recalibration of the delirium prediction model for ICU patients (PRE-DELIRIC): a multinational observational study

Purpose Recalibration and determining discriminative power, internationally, of the existing delirium prediction model (PRE-DELIRIC) for intensive care patients. Methods A prospective multicenter cohort study was performed in eight intensive care units (ICUs) in six countries. The ten predictors (age, APACHE-II, urgent and admission category, infection, coma, sedation, morphine use, urea level, metabolic acidosis) were collected within 24 h after ICU admission. The confusion assessment method for the intensive care unit (CAM-ICU) was used to identify ICU delirium. CAM-ICU screening compliance and inter-rater reliability measurements were used to secure the quality of the data. Results A total of 2,852 adult ICU patients were screened of which 1,824 (64 %) were eligible for the study. Main reasons for exclusion were length of stay <1 day (19.1 %) and sustained coma (4.1 %). CAM-ICU compliance was mean (SD) 82 ± 16 % and inter-rater reliability 0.87 ± 0.17. The median delirium incidence was 22.5 % (IQR 12.8–36.6 %). Although the incidence of all ten predictors differed significantly between centers, the area under the receiver operating characteristic (AUROC) curve of the eight participating centers remained good: 0.77 (95 % CI 0.74–0.79). The linear predictor and intercept of the prediction rule were adjusted and resulted in improved re-calibration of the PRE-DELIRIC model. Conclusions In this multinational study, we recalibrated the PRE-DELIRIC model. Despite differences in the incidence of predictors between the centers in the different countries, the performance of the PRE-DELIRIC-model remained good. Following validation of the PRE-DELIRIC model, it may facilitate implementation of strategies to prevent delirium and aid improvements in delirium management of ICU patients

Mono-/Inter-/Multi-/Trans-/Anti-disciplinarity in Research

This entry scrutinizes approaches to research, knowledge creation, and education through the prism of “disciplinarity” and “interdisciplinarity.” The discourse also explores alternative and competing conceptual approaches, terminology, and typology, including “multidisciplinarity,” “systems theory,” “multiliteracies,” and “anti-disciplinarity.” While there seems to be no consensus definition in respect of these terms (and some overlap between concepts), approaches to disciplinarity are best understood in terms of their historical evolutionary context, which will be introduced first and precedes the more detailed discussion of individual concepts. This exploratory discussion also features two Ph.D. case studies which illustrate interdisciplinarity in contemporary research practice

Climate Refugees: Why Measuring the Immeasurable Makes Sense Beyond Measure

Climate change-related human movement typically occurs within a complex web of commingled contributory causative factors. Hence the multicausality inherent in human movement makes attribution or disaggregation of causality an almost intractable problem. Nevertheless, climate change is now widely recognized as a key contributing migration push factor. Moreover, there is agreement among experts that its contribution to migration, relative to other causes, is growing. This suggests a possible, if not probable, influx in “climate refugees” (Reeves and Jouzel 2010), although this term is contested in the literature (cf. Zetter 2017; Ahmed 2018; see Box 1). Adopting a posture of “preparedness” emerges as an important priority for effective adaptation to climate change, where “migration” is seen not as a “failure to adapt” but rather as a “strategy to survive”. This discourse argues that quantitative scenarios of “climate refugees” are an essential prerequisite for anticipatory adaption to climate change

Intercultural Education for Intercultural Competence: A New Kind of Literacy for Sustainable Development

The concept of culture is subject to many different interpretations. For the present purpose, the wide-ranging definition of Pederson (2000), as summarized by Corey et al. (2011), would appear suitable. In this definition culture was conceptualized as including “demographic variables such as age, gender, and place of residence; status variables such as social, educational and economic background; formal and informal affiliations; and the ethnographic variables of nationality, ethnicity, language, and religion” (p.115) ..