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"Due to automation, nearly half of the jobs will vanish over the next two decades in the USA. However, the problem is not confined to any particular country. Management educators in the higher education are faced with two fundamental questions: (a) how we prepare our students for new required technology competencies when conducting international business and (b) how we work with new technologies to prepare our students. While the next generation of employees requires competencies in working with artificial intelligence relying on data analytics, the emergence of artificial intelligence and new technologies in augmenting teaching is changing the nature of higher education across the globe. Management Education and Automation explores international management education in light of exponential development of artificial intelligence, Big Data, demographic shifts, expansion of robotic utilization in many economic sectors, aging populations and negative population growth in developed economies, multi polar international political systems, migration patterns and fundamental shifts in individual and social interactions via digital media. It shows the latest state of knowledge on the topic and will be of interest to researchers, academics, policymakers, and students in the fields of international business and management, globalization, management education and management of technology and innovation"--

This study provides a critical review on the provision of Chinese Language education for non-Chinese speaking students (NCSS) in traditional high-concentration designated secondary schools in Hong Kong. NCSS are equipped with L2 Chinese literacy but are asked to survive with the main stream society who sought for L1 Chinese literacy. This has been a thorny issue since 2008 where the good efforts of various stakeholders including the EDB have not yielded any positive outcomes in enhancing the Chinese literacy of the NCSS. On one hand the NGOs strongly advocate for an alternative Chinese curriculum framework for NCSS while on the other, the EDB justifies the existing provision of Chinese education such as the central Chinese curriculum framework (CCCF) and the supplementary Chinese curriculum guide (SCG) as adequate. Their entanglements have ended up as political fights and bring further disarray to schools, teachers and the NCSS. Despite the absence of literature and few research studies, the issue of providing Chinese Language education for NCSS is pursued in this study within a theoretical framework derived from three related areas of research: Language policy in Hong Kong for government and subsidized schools, the Chinese Language curriculum for NCSS in Hong Kong and NCSS' language acquisition and Chinese language learning. The main aim of the study is to achieve a better understanding of the Chinese literacy of the NCSS, the manner in which the school-based NCSS Chinese curriculums are adopted from the CCCF and SCG and implemented. Last, the different views of the stakeholders and their entanglements are depicted. This study employed an eclectic approach where both quantitative (test administration and survey) and qualitative (observations, documentary review and in-depth interview) methods were administered to collect the data for the study. The essence of critical ethnography was employed in the qualitative method where in-depth interviews in a semi-structured manner and my experience and educational upbringing as an NCSS helps shed additional light and explanation to the issue which allows the issue to be holistically depicted. The findings reveal that, despite the NCSS attaining satisfactory examination results in the international Chinese examination (GCSE); their Chinese literacy is far beyond the benchmark of the societal expectations. Second, regardless of the amount of work that the EDB has put in place concerning the implementation of the NCSS Chinese curriculum, there is a weak negotiation between the different levels of curriculum planning, namely the strategic, tactical and operational. In addition, at the operational level of planning, teachers' inadequate LTC and LTEC in notional and operational curriculums warrant our concern. Last, the entanglements between different stakeholders arise due to their relative differences on the degree of accountability and practicality concerns towards the issue. The study seeks to contribute to empirical and conceptual knowledge on international studies and re-conception on language education policy for linguistics minorities at the political level and fills the literature gaps on language pedagogy, LTEC and LTC at school level. Finally, it becomes a unique literature in explaining the un-imparted multilingual NCSS' language acquisition which is absence in the field of applied linguistics. ; published_or_final_version ; Education ; Doctoral ; Doctor of Philosophy

Preface -- Contents -- 1 What Is Good Design? -- Good Design -- Case Study: The Garbino -- Dieter Rams -- Minimalism: Less but Better -- Omit the Unimportant -- Clarity -- Restraint -- Progressiveness -- Case Study: The Vitsoe 606 -- Innovativeness -- Case Study: The Bruno -- Critique: Is Good Design Too Dull? -- References -- 2 Rational Design -- Abstract -- The Best Solution -- Case Study: The Open Office -- Herbert Simon -- Design Problems -- The Design Environment -- Rational Design -- Case Study: The Diet Problem -- Obstacles to Rationality -- Bounded Rationality -- Unintended Consequences -- References -- 3 Social Psychology -- Abstract -- Social Expertise -- Case Study: Revolving Doors -- Technotonicity: Technotonic -- Case Study: The Bugaboo Frog -- Technotonicity: Technostressing -- Case Study: Digital Watches -- Social Influence -- Social Technotonicity: Technotonic -- Social Technotonicity: Technostressing -- Trust -- Trusting Things -- Level of Trust -- Assessing Trustworthiness -- Case Study: Dog Sitting -- References -- 4 Style -- Abstract -- Form and Function -- Reductionism: Style is Function -- Honesty -- Dishonesty -- Structuralism: Style is Social Signaling -- Decorum -- Case Study: Pixar HQ -- Case Study: Monster Home -- Commercialism: Style is Marketing -- Case Study: Coca Cola Bottles -- Fashion -- Critique: Can Style Without Function Be Good? -- References -- 5 Culture -- Abstract -- Social Groups -- Culture -- Culture and Good Design -- Modernism -- Case Study: La Villa Savoye -- Contextualism: Fit with Cultural Context -- Case Study: Insect Flour -- Case Study: Jaipur Foot -- Progressivism: What About Innovation? -- Raymond Loewy and MAYA -- Case Study: The Gestetner Mimeograph -- Culture and Advancement -- Case Study: The Failure of the Airflow -- Ahead of Its Time -- Adapting Design: Appropriate Technology

1. Concepts of engagement in Aotearoa New Zealand -- 2. Concepts of engagement in the wider context -- 3. Values and ethics from an international perspective -- 4. Defining values, exploring ethics -- 5. Authenticity and significance -- 6. Education and heritage -- 7. The intersection of museums and communities -- 8. Language and context for understanding -- 9. Communicating values : affective principles.

The ethnic minority (EM) students with rapid increase in number prefer studying in either local mainstream or designated schools, and they have to study Chinese language in compliance with the 'biliterate and trilingual' policy ever since the establishment of HKSAR Government in 1997. Recent researches indicate that majority EM students find the learning of Chinese very difficult. This research is to study how six South Asian ethnic students can be comparably more successful in tackling the L2 Chinese learning in a designated high school. Ethnographic approach is adopted in the case study conducting a series of interviews with and unobtrusive observation on these students over time to understand their learning experiences, including their self-perception, L2 attitudes and motivation. An initial research model is set up to analyze how external factors of home, school and community interrelate with internal factors of identity formation and self-efficacy contributing to the motivation of L2 Chinese learning. The findings indicate that the challenges of those EM learners in L2 Chinese learning are not only about mastering the language per se, but closely related to the formation of their L2 identities. The different learning paths at the early stage are shaped by the encouragement and support of their parents and teachers, as well as acceptance of their learning peers contributing to their L2 Chinese acquisition in varying degrees. In turn, the internalization of L2 motivation helps the EM learners persist and enhance their L2 motivation as well as plurilingual competence in the face of learning difficulties. ; published_or_final_version ; Education ; Doctoral ; Doctor of Philosophy

This paper focuses on the different interpretations of the history of Cyprus that have surfaced in recent years, and how the resultant literature has affected the way history had been taught in the North and South of the island. The study highlights two approaches. An earlier approach where in the long period of the geo-political transformation of Cyprus, education served the national, political and ideological division of the island and stressed ethnic differences, and images of the other as the enemy. This was followed by a later more contemporary phase, which has attempted to use the pedagogy of history as a tool to further reconciliation and understanding across the geographical and cultural divide of the Green Line. The paper argues that these approaches, both at the level of the writing and the teaching of history, have been largely determined by the changing demands of both domestic and external interests. Thus educational usages and methodologies in the teaching of history often reflect in part, the changing parameters and praxis of international relations practice and theory. ; peer-reviewed

Language is the most widely used tool that Human beings use for interacting with each other to exchange their ideas, information, feelings and sentiments. It acts as a repository of wisdom, a propeller for the advancement of knowledge and telescope to view the vision of the future in this fast changing world. The English language has played a vital role. It is the most influential language the world has ever witnessed. Super-power politics has not been able to set boundaries for it. It is the closest thing to a lingua franca around the world. English has penetrated deep into all business sectors and has established itself as a global passport for professional success. The teaching skills and strategies should be developed keeping pace with the current demands of the global market. More attention needs to be paid on the development of learners' competence with focus on evolving a more effective and successful method. Language is the most important communicative tool of mankind, and English language has become a universal medium of communication in today's era of liberalization and globalization.

Intro -- Contents -- Editors and Contributors -- 1 Introduction: Wellbeing and the Legal Academy -- 1.1 Aim of This Volume -- 1.2 Contributions to the Volume -- 1.3 The Concept of Wellbeing -- 1.4 Workload -- 1.5 Competence -- 1.6 Communication -- 1.7 Community -- 1.8 The Impact of COVID-19 -- 1.9 Conclusion -- References -- 2 An Analysis of Studies on the Wellbeing of Law Teachers in the UK and Australia in 2020 Using the Lens of Seven Psychosocial Hazards of Academic Work -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 Methodological Limitations -- 2.3 Results -- 2.3.1 2020 Study -- 2.4 Analysis of the 2020 UK and Australian Law Teacher Studies Through the Lens of the HSE's 7 Psychosocial Hazards of Academic Work -- 2.4.1 Work Demands -- 2.4.2 Control -- 2.4.3 Support -- 2.4.4 Relationships in the Workplace -- 2.4.5 Role -- 2.4.6 Change Management -- 2.5 Conclusion -- References -- 3 Examining Teaching-Focused Law Teachers Through the Prism of Self-determination Theory -- 3.1 Introduction -- 3.2 Methodology -- 3.3 Interview Themes -- 3.3.1 Movement -- 3.3.2 Relationships -- 3.3.3 Value and Visibility -- 3.4 Discussion and Conclusion -- References -- 4 Sessional Law Teacher Well-Being: An Empirical Australian Study -- 4.1 Introduction and Terminology -- 4.2 Sessional Academics in the Higher Education Sector -- 4.3 Sessional Academics in the Legal Academy -- 4.4 Challenges Facing Sessional Academics -- 4.5 Sessional Law Academic Well-Being -- 4.6 Australian Sessional Law Teacher Study -- 4.6.1 Aims -- 4.6.2 Methods and Participants -- 4.6.3 Measures -- 4.6.4 Results -- 4.7 Discussion and Observations -- 4.8 Limitations -- 4.9 Conclusion -- References -- 5 Value Me: Supporting Confident Career Management and Increased Wellbeing in Early and Mid-Career Academics -- 5.1 Introduction -- 5.2 Context -- 5.3 Self-Determination Theory.

The recent dramatic expansion of the field of transnational studies has reshaped discourses across the humanities and social sciences and created the opportunity for extensive multi-regional exchanges. Traversing Transnationalism intervenes into these developments by offering essays from scholars working both within and outside the metropolitan "centre", and by reorientating the axis of research towards geopolitical and cultural formations located beyond the normal sites of production of globalization discourse. This interdisciplinary collection has a broad scope: it engages directly with a va