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"The idea of 'wellbeing' is increasingly prevalent in global policy contexts. Yet, as the chapters in this collection demonstrate, any understanding of wellbeing is contextual: what wellbeing is depends on where and how we listen and speak, the concepts at our disposal, the humans and nonhumans with whom we engage, and the focus of their, and our, aspirations. Many of the chapters in this collection reflect the context of Aotearoa New Zealand, which, in 2019, introduced a wellbeing approach to public policy that attracted the attention of global policy makers and other stakeholders. In this collection, commentators both from within and beyond Aotearoa take an expansive stance in discussing the concept of wellbeing and its myriad possibilities. The authors speak from an array of disciplines to present and critique ideas about how wellbeing can be understood and pursued across the life course"--

In the last 20 years, the South African higher education has changed significantly,influe nced by global trends national developm ent goals and pressure from localeducati onal imperative s, in the context of a digitally networked world. Shifts in technologyenhance d pedagogical practices and in discourses around information and communicationtechnologies (ICTs) have had varying degrees of influenc e in higher education. This papertakes a rearview of a 20-year journey of technology enhanced learning in South Africanhigher education. An analysis of literatur e view is presented chrono logically in four phases:phase 1 (1996?2000), phase 2 (2001?05), phase 3 (2006?10) and phase 4 (2011?16).In phase 1 techn ology was used predomin antly for dril l a nd practice, computer-aidedinstruction, with growing consciousness of the digital divide. In phase 2 institutionsprimari ly focused on building ICT infrastructure, democratizing informati on, policydevelopm ent and resear ch; they sought to com pare the effec tiveness of teaching with orwithout technology. During phase 3 institutions began to include ICTs in their strategicdirecti ons, digital divide debates focused on epistemol ogical access, and they also began toconduct research with a pedagogical agenda. In phase 4 mobile learning and social mediacame to the fore. The researc h agenda shifted from whether students would usetechnology to how to exploit what students already use to transform teaching and learningpractices. The paper conclude s that South Africa?s higher education institutions havemoved from being solely respons ible for both their own relatively poor ICT infrastructureand education prov ision to cloud-based ICT infr astructu re with ?unlimited? educati onalresources that are freely, openly and easily available withi n and beyond the institution.Although mobile and social media are more evident now than ever before, teaching andlearning practice in South African higher education remains largely unchanged.

In the last 20 years, the South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in the context of a digitally networked world. Shifts in technology enhanced pedagogical practices and in discourses around information and communication technologies (ICTs) have had varying degrees of influence in higher education. This paper takes a rearview of a 20-year journey of technology enhanced learning in South African higher education. An analysis of literature view is presented chronologically in four phases: phase 1 (1996–2000), phase 2 (2001–05), phase 3 (2006–10) and phase 4 (2011–16). In phase 1 technology was used predominantly for drill and practice, computer-aided instruction, with growing consciousness of the digital divide. In phase 2 institutions primarily focused on building ICT infrastructure, democratizing information, policy development and research; they sought to compare the effectiveness of teaching with or without technology. During phase 3 institutions began to include ICTs in their strategic directions, digital divide debates focused on epistemological access, and they also began to conduct research with a pedagogical agenda. In phase 4 mobile learning and social media came to the fore. The research agenda shifted from whether students would use technology to how to exploit what students already use to transform teaching and learning practices. The paper concludes that South Africa's higher education institutions have moved from being solely responsible for both their own relatively poor ICT infrastructure and education provision to cloud-based ICT infrastructure with "unlimited" educational resources that are freely, openly and easily available within and beyond the institution. Although mobile and social media are more evident now than ever before, teaching and learning practice in South African higher education remains largely unchanged.

AbstractThis paper draws on the collective knowledge-building of nine women from diverse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing on a duoethnographic research design, we reflected on our experiences as academic leaders and practitioners to systematically explore people, situations, and contexts through co-construction and dialogue. Our joint exploration uncovered themes of visibility, gravitas, and relationships. We provide evidence of the role co-design plays in our own practices, in our classrooms, and how our research design was strengthened through co-design. Finally, we offer an evolving model of co-design for leadership in higher education with communities of practice at its core.

This title drills deeply into the broken American health care industry-demonstrating how the medical industry's self-serving interests have run afoul of safe care. Written by passionate experts in multiple relevant fields, this book shows readers how the system works, why it works this way, how it harms and often kills people and how we can fix it.

The Public Manager Case Book is a collection of eight public administration cases that allows students to practice the decision-making skills they will need in their jobs as public managers. Each case focuses on the local administrative issues managers most often face in their day-to-day responsibilities, and each encourages students to collaborate with others in order to gain the necessary cooperation and information. The cases are multi-dimensional and challenge students and professors to draw from a variety of knowledge areas to develop alternative recommendations, decisions, or actions

AbstractThis collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen researchers. It suggests that this collective approach is appropriate because both postdigital and citizen research are founded on and committed to collaboration, dialogue, and co-creation, as well as challenging the tenets and approaches of traditional academic research. In particular, it suggests that postdigital transformations in contemporary societies are both changing citizen science and humanities and making it more important.