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This paper aims to report on a structured attempt to develop new directions for research into telecare. Current research evidence suggests that telecare in the UK is not optimally cost-effective and does not deliver better outcomes than more traditional forms of care and support. To address this problem, an analysis of expert opinion about future directions for research is provided.

Two electronic surveys of UK based academic experts were conducted. Participants were drawn from a range of professional disciplines, including medicine, social care, occupational therapy and social policy and identified were by their contribution in this, or allied fields. The first survey included nine questions intended to identify at least one new research question that could form the basis of a funding proposal to the Nuffield Foundation, which provided “seedcorn” funding to support this work. Ten themes were identified following thematic analysis. The second survey asked participants to prioritise three of these themes.

Key themes emerging as priority areas for future research were as follows: the role of assessment in ensuring technology deployment meets the needs of service users; ethical implications of technology and how these might be addressed in the future; and the use of end user co-production/co-creation approaches in the development of new assistive technologies and digital enabled care.

The findings are based on academic expert opinion; perspectives of practitioners, service users and family members are unrepresented.

The findings of this study could contribute to development of new directions for telecare research, and future strategic funding decisions in this rapidly changing field.

Evidence for sub-optimal outcomes for telecare requires new thinking. The authors are not aware of any other study that offers an analysis of expert opinion of fruitful areas for new research into telecare.

Japan, the world’s “oldest” society, has adopted intergenerational care programmes as one solution to the challenges of caring for its growing population of people living with dementia. Many countries are drawing inspiration from these intergenerational programmes, but research exploring factors influencing intergenerational care practice and how far these programmes can be translated in other countries is more limited. This paper aims to explore how environmental design features are used to support intergenerational initiatives in Japan. By examining four case studies, the paper illustrates how intergenerational engagement can be enabled and supported through environmental design.

The research adopts a qualitative methodology, using observations, workshops and photographic elicitations within four case study sites: two residential care facilities, a community centre and supported housing scheme and a restaurant staffed by people with dementia.

Two key themes emerge: encouraging community engagement through intergenerational shared spaces, and the role of intergenerationality in supporting social and economic participation. The paper concludes with a discussion of some of the key principles through which other countries can translate lessons gained from the Japanese experience of intergenerational programmes into their own health and social care systems.

This paper provides international evidence of the role environmental design plays in supporting the development of intergenerational relationships among people with dementia and the wider community. Intergenerational engagement is community engagement; therefore, promoting community engagement is essential to promoting intergenerational care practice. Environmental design can play a key role in providing affordances through which such relationships can develop.

This paper aims to examine how Chinese multinational enterprises’ (CMNEs) autonomy-style post-merger integration (PMI) modes of managing developed-market targets evolve into actual-form integration through the lens of ambidexterity.

This study adopts multi-case comparisons with content analysis. A data set was collected from 37 conversations by in-depth interviewing 29 respondents regarding four cases of Chinese acquisitions in the German market.

This study develops a three-stage framework that theorised CMNEs’ autonomy PMIs’ evolution to actual-form integration over time and the effect on acquisition value based on structural, temporal and contextual ambidexterity manifestations. The findings divide the evolutionary trajectory into two sub-trajectories, from great autonomy to autonomy-integration balanced or full integration, to illuminate the effect of different degrees of actual-form integration on value creation or value destruction.

The existing literature on CMNEs’ PMI discovered that CMNEs frequently grant ample autonomy when managing targets acquired from developed markets. However, long-term acquisition benefit is dependent on combining autonomy and actual-form integration; insights into how this can be accomplished are limited. The research is unique in that it reveals the evolutions of CMNEs’ PMIs on developed-market targets, from autonomy to actual-form integration through the lens of ambidexterity.

To provide practitioners of information management with an overview and framework to explore the various controversies associated with the methods of traditional methods of voting with electronically enhanced voting via the internet (I‐voting). The current paper is centered on the assumption that I‐voting is the next logical step in applying online information‐gathering and retrieval technologies to the field of e‐government.

A review of the applied literature on electronically enhanced voting methods with potentials associated with internet voting, as well as from practical experience, resulted in a basic model for discussion of the emergent nature of I‐voting.

I‐voting would reduce the cost for staffing polling stations, and also the funds needed to pay for voting machines. I‐voting could also reduce the number of errors made by both the voters and the electoral administrators, and allow for easier adoption of uniform standards in the ballot format, since it could be transmitted via the internet from a central election agency to all local and regional polling places. Bridging the digital divide and internet security issues may be the most important barriers that must be overcome if I‐voting becomes a viable option in the USA.

It may be years, if ever, before a truly secure, relatively risk‐free internet service, such as I‐voting, is developed. However, despite the controversies associated with election fraud, the numerous current voting systems that are in place suffer from the same problems associated with online informational exchanges; but, for the most part, nations still conduct their businesses and the political systems are still relatively stable.

Owing to recent voting débâcles in the USA, the public is demanding a more reliable and secure method of voting. Currently, many nations are moving more toward electronically enhanced voting methods with the long‐term goal being internet voting. Unfortunately, there are heated debates about the pros and cons of handing over the right to vote, using a system that is prone to security risks from outside sources.

In the short term, there should be increased interest in establishing national and international standards for testing and certification of electronic and I‐voting systems and their IT‐infrastructure. It is a basic premise of the present study that voting online increases voter participation, which can only be viewed in a positive light.

This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.

Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data.

Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science.

Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.

The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies.

This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study.

Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators.

The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.

Guided by feminist perspectives, we critique existing approaches to the study of womenʼs entrepreneurship on epistemological grounds and suggest that the entrepreneurship field needs to recognize gendered assumptions in theorizing. Deploying a feminist framework, we suggest that understanding the “gender gap” in entrepreneurship requires focus on institutional and structural barriers women entrepreneurs face. Existing studies of women entrepreneurs often compare women with men without considering how gender and gender relations impact the very concepts and ideas of entrepreneurship. We propose, therefore, a conceptualization of entrepreneurship that illuminates gender bias and calls attention to the interrelated individual, institutional, and structural barriers in the entrepreneurial process that arrive out of societal and cultural gender norms. Through praxis or engaged practice, we redirect scholarship in the entrepreneurship field, while proposing ways that can promote gender equality in entrepreneurial activities. In all, our gender integrative conceptualization of entrepreneurship contributes to the entrepreneurship field by recognizing and addressing a more expansive realm of influential factors within the entrepreneurial ecosystem that have previously been researched separately.

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.

This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.

In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.

This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.