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Considers that complexity of relationships between organizational, human and technical factors involved in any technological change increases in cases of network‐based information technologies (NBIT), due to the multiplicity of institutional levels and the diverse nature of professional and organizational groups of potential users. Suggests that, to understand NBIT integration in organizational settings and practices, we must focus on the significance that various actors involved invest in the innovation. Argues that networked technologies cannot by themselves induce new forms of practice and change professional attitudes and behaviour. In fact, NBIT can result in reinforcement of existing practices that were intended to be changed.

This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER.

This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature.

This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources.

Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students.

Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs.

This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?

The purpose of this study was to investigate whether indicating victims of sexual attacks actively resisted their attacker or froze during their assault affected perceptions of victim blame, perpetrator blame and seriousness of the crime. We also tested whether victim and perpetrator gender or participants’ rape myth endorsement moderated the outcomes.

This study was a cross-sectional, vignette survey study with a 2 × 2 between-participants experimental design. Participants read a mock police report describing an alleged rape with a female or male victim who either resisted or froze, while perpetrator gender was adjusted heteronormatively.

Freezing and male victims were blamed more than resisting and female victims. Perpetrators were blamed more when the victim resisted, but male and female perpetrators were blamed equally. Seriousness of the crime was higher for male perpetrators and when the victim resisted. Female, but not male, rape myth acceptance moderated the relationship between victim behaviour and outcome variables.

This study highlights the influence of expectations about victim behaviour on perceptions of rape victims and the pervasive influence of rape myths when evaluating female rape victims. The data is drawn from the German border region of the Netherlands, which is an especially valuable population given the evolving legal definitions of rape in both countries.

Across the globe, every organization is striving to enhance the productivity and growth rate, but the prosperity and success of an organization is determined by the type of work environment in which it operates. To address this apprehension, this paper aims to determine the effect of toxic workplace environment on job stress that can badly affect the job productivity of an employee.

As an independent variable, toxic workplace environment was used as a complete spectrum consisting multiple dimensions named as workplace ostracism, workplace incivility, workplace harassment and workplace bullying. Job stress was used as a mediating variable between the spectrum of toxic workplace environment and job productivity. In this regard, self-administered close-ended questionnaire was used to collect the data from 267 employees of the health sector (HS) of Lahore region in Pakistan. For analysis purpose, we used confirmatory factor analysis to ensure the convergent and discriminant validity of the factors. AMOS 22 was used to check the direct and indirect effect of selected variables. Hayes mediation approach was used to check the mediating role of job stress between four dimensions of toxic workplace environment and job productivity.

The output demonstrated that the dimensions of toxic workplace environment have a negative significant relationship with job productivity, while job stress was proved as a statistical significant mediator between dimensions of toxic workplace environment and job productivity. Finally, we conclude that organizations need to combat/cleanse the roots of toxic workplace environment to ensure their prosperity and success.

This study aims to determine the effect of toxic workplace environment on job stress that can badly affect the job productivity of an employee. An empirical study in the context of the HS of Pakistan. This study, which is based on HS, has never been reported before in literature.

The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.

Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).

Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.

Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.