Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

Eyes wide shut? UK consumer perceptions on aviation climate impacts and travel decisions to New Zealand

The purview of climate change concern has implicated air travel, as evidenced in a growing body of academic literature concerned with aviation CO2 emissions. This article assesses the relevance of climate change to long haul air travel decisions to New Zealand for United Kingdom consumers. Based on 15 semi-structured open-ended interviews conducted in Bournemouth, UK during June 2009, it was found that participants were unlikely to forgo potential travel decisions to New Zealand because of concern over air travel emissions. Underpinning the interviewees’ understandings and responses to air travel’s climate impact was a spectrum of awareness and attitudes to air travel and climate change. This spectrum ranged from individuals who were unaware of air travel’s climate impact to those who were beginning to consume air travel with a ‘carbon conscience’. Within this spectrum were some who were aware of the impact but not willing to change their travel behaviours at all. Rather than implicating long haul air travel, the empirical evidence instead exemplifies changing perceptions towards frequent short haul air travel and voices calls for both government and media in the UK to deliver more concrete messages on air travel’s climate impact

Desperately Seeking Dissonance: Identifying the Disconfirming Case in Qualitative Evidence Synthesis

Actively seeking the disconfirming or deviant case is properly regarded as a hallmark of trustworthiness in primary qualitative research. The need to subject emergent theory to such testing is no less important within qualitative systematic reviews. There is, as yet, little available guidance on how to implement such strategies. Few researchers have described the practicalities of seeking the disconfirming case. We survey the methodological literature to gain a better understanding of how systematic reviews of qualitative research handle the disconfirming case. We reflect on our own experience from three recent qualitative evidence syntheses. We describe how reviewers might actively manufacture opportunities to identify discrepant or refutational findings. We conclude by outlining possible methods by which a team might integrate active seeking of a disconfirming case within the overall review process

My heart is racing! Psychophysiological dynamics of skilled racecar drivers

Our purpose was to test the multi-action plan (MAP) model assumptions in which athletes’ psychophysiological patterns differ among optimal and suboptimal performance experiences. Nine professional drivers competing in premier race categories (e.g., Formula 3, Porsche GT3 Cup Challenge) completed the study. Data collection involved monitoring the drivers’ perceived hedonic tone, accuracy on core components of action, posture, skin temperature, respiration rate, and heart rate responses during a 40-lap simulated race. Time marks, gathered at three standardized sectors, served as the performance variable. The A1GP racing simulator (Allinsport, Modena) established a realistic race platform. Specifically, the Barcelona track was chosen due to its inherently difficult nature characterized by intermittent deceleration points. Idiosyncratic analyses showed large individual differences in the drivers’ psychophysiological profile, as well as distinct patterns in regards to optimal and suboptimal performance experiences. Limitations and future research avenues are discussed. Action (e.g., attentional control) and emotion (e.g., biofeedback training) centered applied sport psychology implications are advanced

Accounting students' expectations and transition experiences of supervised work experience

Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of students' contextualised experiences of SWE results in little being known about the mechanisms through which students derive employability benefits from SWE. The aim of this study is to examine the impact of students' expectation and conception of workplace learning on their transition into SWE. Analysis of accounting students' experiences reveal two broad conceptions of workplace learning, the differing impacts of which on transition experience are explored using existing learning transfer perspectives. Students displaying the more common 'technical' conception construct SWE as an opportunity to develop technical, knowledge-based expertise and abilities that prioritize product-based or cognitive learning transfer. Students with an 'experiential' conception were found to construct SWE primarily as an experience through which the development of personal skills and abilities beyond technical expertise are prioritized using process-based or socio-cultural learning transfer. Further data analysis suggests that these two learning transfer approaches have differing impacts on students' employability development which may indicate a need for universities to consider how to develop appropriate student expectations of and approaches to SWE and meaningful support for students' SWE transition

Exploring a developing tourism industry: A resource-based view approach.

This exploratory study examines dimensions related to tourism development in the case of Uruguay. Internal and external analyses were conducted to identify key resources to maximise opportunities and minimise threats to the country’s tourism development. The study, which adopts the resource-based view of the firm, is based on the perspectives of key tourism stakeholders. Unstructured, face-to-face interviews were conducted with eight key informants, three representing government institutions, three private, and two public-private. The interviews revealed opportunities in various fronts, primarily consolidating and expanding international markets, and developing additional offerings, including convention/event and heritage tourism to minimise the effects of seasonality. Strong dependence on neighbouring markets, marginal airline connectivity and knowledge of Uruguay internationally were main perceived barriers to further development. The value of employing the resource-based framework in guiding understanding of the themes under investigation was confirmed. Implications emerging from the findings are discussed, and future research directions suggested

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Positive Youth Development: Developing, Implementing, and Sustaining Music-Based Services for Emerging Adults Experiencing Homelessness

Research suggests that comprehensive services that consider the complex and interconnected needs of emerging adults experiencing homelessness may be more effective than interventions with a singular focus. There is little research that demonstrates how agencies that implement programs for individuals experiencing homelessness develop and sustain meaningful services for emerging adults, especially under conditions of increasing austerity. This study targets this gap in the literature by investigating how one transitional living program for emerging adults experiencing homelessness developed a music studio. Specifically, this study examines the factors and processes that were involved in developing, implementing, and sustaining the music studio. Findings suggest an ongoing organizational commitment to Positive Youth Development plays an important role

“There are more important things to worry about”: attitudes and behaviours towards leisure noise and use of hearing protection in young adults

Objective: Noise-induced hearing problems among young adults are increasing due to participation in activities where music is played at a loud volume. This study explored attitudes towards leisure noise, hearing protection, and perceived susceptibility to noise damage in young adults with no hearing problems. Understanding attitudes and behaviours will assist with the future development of strategies to improve awareness and use of hearing protection. Design: A qualitative study. Study Sample: Four focus groups, with 28 adults aged between 18 and 35 years (6 male; 22 female; mean age 23 years). Results: Using Framework Analysis, five themes emerged. Earplug use occurred when participants had experienced previous hearing damage. Others chose not to use earplugs because music venues are expected to be loud. Peer behaviours and opinions also had a strong influence over earplug use. A lack of knowledge of hearing related damage resulted in a lack of concern for hearing health and other health conditions taking priority. Conclusions: The challenge is to present hearing health messages that are relevant and accessible to young adults. Music and entertainment venues must also take greater responsibility to protect the hearing of its customers by at least informing visitors of the dangers of loud music