Shuqair, S., Costa Pinto, D., Cruz-Jesus, F., Mattila, A. S., da Fonseca Guerreiro, P., & Kam Fung So, K. (2022). Can customer relationships backfire? : How relationship norms shape moral obligation in cancelation behavior. Journal of Business Research, 151(November), 463-472. https://doi.org/10.1016/j.jbusres.2022.07.008 ---Funding Information: The authors Diego and Frederico gratefully acknowledge financial support from FCT Fundação para a Ciência e a Tecnologia (Portugal), national funding through research grant Information Management Research Center – MagIC/NOVA IMS (UIDB/04152/2020).

Nunes, C., Oliveira, T., Santini, F. D. O., Castelli, M., & Cruz-jesus, F. (2022). A Weight and Meta-Analysis on the Academic Achievement of High School Students. Education Sciences, 12(5), 1-17. [287]. https://doi.org/10.3390/educsci12050287

This work discusses how the complex relationship between welfare policies of equity and market efficiencies/deficiencies of education policies is handled in local practices. It offers contributions from the five Nordic countries - Norway, Sweden, Denmark, Finland and Iceland - and pays special attention to questions about access and diversity in upper secondary education.

This article explores the relationship between documentary filmmaking and the radical psychotherapeutic theories and practices of François Tosquelles and Jan Bastiaans. In particular, it examines how the counter-cultural activism of the 1960s and the social commitments of various filmmakers influenced documentary aesthetics at this time, especially in relation to the representation of the realities of life and relationships in alternative psychotherapeutic communities. Focussing on

Acknowledgement: The project “Fostering a Social Practice Approach for Adult Literacies to Improve People’s Quality of Life In Western Rwanda” is funded by the Scottish Government under its Scotland Rwanda programme 2017-2023: https://www.gov.scot/publications/rwandadevelopment-programme2017-2023-grant-awards/.

The use of ICT to support activities in the policymaking process is on the increase. At the inception of the COVID-19 pandemic, Government agencies around the world relied on ICTs to either remotely support and/or enable policy-making activities. Policy-making activities occur via collaborative processes between interested parties by means of dialogue. Some extant ICTs utilized by government agencies support and enable collaboration and dialogue. However, the decision on what ICT to adopt is not always easy as a result of the failure of some ICTs to support the task they were designed for. As a result due diligence is needed by public service administrators to decide on which ICT to adopt. This implies a decision process required to decide if the public agency will mobilize resources to acquire and implement the ICT. But as most government agencies around the world have adopted ICT to support dialogue and collaborative activities in their policy making decision. This paper provides the result of a study where the mobilization-decision theory was used to analyse and explain reasons why government agencies around the world, aside the pressure from COVID-19, made the decision to mobilize resources to acquire, implement and utilize ICTs for policy dialogue and collaboration.

Shubhankar Sharma holds a St Andrews—Max Planck PhD Scholarship in Population Health. He gratefully acknowledges funding from the Max Planck Institute for Demographic Research, the University of St Andrews, and the resources made available by the International Max Planck Research School for Population, Health and Data Science. Hill Kulu received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 834103). His research was also supported by Economic and Social Research Council grant ES/K007394/1 (ESRC Centre for Population Change). Mikko Myrskylä was supported by the ERC Synergy Grant to BIOSFER (No. 101071773) and the Strategic Research Council (SRC) grant to FLUX Consortium, decision numbers 345130 and 345131.

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Management

In postgraduate modules in education, I present opportunities for participants to engage inter-textually with deliberations on (a) why knowledge (singular) should be decolonised within the modern western-oriented university; (b) why the decolonisation of knowledges matter, with consideration of their relation to the formations of the self, social and ecological in education; and (c) what the potential act(s) of decolonising knowledge - through education - holds for engendering critical and generative roles which educators should occupy.