• Can customer relationships backfire?

  NOVA IMS Research and Development Center (MagIC); NOVA Information Management School (NOVA IMS); Shuqair, Saleh; Costa Pinto, Diego; Cruz-Jesus, Frederico; Mattila, Anna S.; da Fonseca Guerreiro, Patricia; Kam Fung So, Kevin (2023-03-07)

  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).
• Understanding the barriers and facilitators of Students´ Individual Performance

  Tam Chuem Vai, Carlos; Melo, Rita Alexandra Gonçalves de (2023-03-07)

  Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Knowledge Management and Business Intelligence
• A Weight and Meta-Analysis on the Academic Achievement of High School Students

  NOVA Information Management School (NOVA IMS); Information Management Research Center (MagIC) - NOVA Information Management School; Nunes, Catarina; Oliveira, Tiago; Santini, Fernando De Oliveira; Castelli, Mauro; Cruz-Jesus, Frederico (2022-04-23)

  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
• A review on reinforcement learning for contact-rich robotic manipulation tasks

  Elguea-Aguinaco, Íñigo; Serrano-Muñoz, Antonio; Chrysostomou, Dimitrios; Inziarte-Hidalgo, Ibai; Bøgh, Simon; Arana-Arexolaleiba, Nestor (2022-12-27)

  <
• Governance and Choice of Upper Secondary Education in the Nordic Countries:Access and Fairness

  Rasmussen, Annette; Dovemark, Marianne (Springer, 2022)

  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.
• Time matters in higher education:How the ECTS changes ideas of desired student conduct

  Sarauw, Laura Louise (2023-02-13)

  The European Credit Transfer and Accumulation System (ECTS) is based on a
• Contrary to reason: documentary filmmaking and alternative psychotherapies

  O'Rawe, Des (2023-01-04)

  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
• At the Boundaries: School Networks in Divided Societies

  Robinson, Gareth; Gallagher, Anthony; Duffy, Gavin; McAneney, Helen (2020-05-04)

  Purpose
• ViLD Annual Conference Report 2022: Art for Change

  Buhl, Mie (2023-02-02)
• Network TD-SOM, using self-organizing maps and network analysis to make sense of large collections of documents: the case of NOVA IMS Master´s theses

  Bação, Fernando José Ferreira Lucas; Munhangane, Venâncio Tobias Antonio (2023-03-13)

  Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data Science
• Fostering a social practices approach for adult literacies to improve people's quality of life in Rwanda : policy brief number 2

  University of Aberdeen.Initial Teacher Education (ITE); University of Aberdeen.Professional Learning PGT; University of Aberdeen.Centre for Global Development; Mtika, Peter; Abbott, Pamela; Byaruhanga , Ismael (University of Aberdeen, 2023-03-08)

  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/.
• Engaging with the Sustainable Development Goals by going beyond Modernity: An ethical evaluation within a worldview framework

  Bert J. M. de Vries (Cambridge University Press, 2019-01-01)

  The UN Sustainable Development Goals (SDGs) and targets are an important achievement. They largely reflect the worldview of Modernity, with its emphasis on scientific and planning rationality and emancipatory ideals. This worldview is no longer evident and dominant, and it is time to systematically explore complementing worldviews. Explicit use of worldviews, as sets of values and beliefs, and ethics enriches the interpretation and implementation of the SDGs. This facilitates the engagement of citizens in their real-world diversity and the development of respect for and empathy and cooperation with people holding other values, beliefs and morals. Dialogue around ‘the middle road’ can give guidance to just, fair and sustainable development pathways.
• Policy dialogue, collaboration and ICTS:A mobilization Decision Theory Perspective

  Williams, Idongesit; Kavousi, Mohammad (2022)

  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.
• The 'Trick of Law' : The Hermeneutics of Early Buddhist Law in Tibet

  Ginsberg, Tom; Schontal, Benjamin; University of Aberdeen.Anthropology; Mills, Martin (Cambridge University Press, 2023-01-27)

  Peer reviewed
• Cognitive impairment and partnership status in the United States, 1998-2016, by sex, race/ethnicity, and education

  European Research Council; Economic &amp; Social Research Council; University of St Andrews. School of Geography &amp; Sustainable Development; University of St Andrews. Population and Health Research; Sharma, Shubhankar; Hale, Jo Mhairi; Myrskylä, Mikko; Kulu, Hill (2023-02-22)

  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.
• Reflective practice in times of Covid-19 : a tool to improve education for sustainable development in pre-service teacher training

  2023-02-17
• A model for putting connectivism into practice in a classroom environment

  Anastasiadou, Maria; Santos, Vitor Manuel Pereira Duarte dos; Guerra, Filipa Caria Henriques (2023-02-27)

  Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Management
• Expanding educational opportunity: the mission of the Queen’s Colleges and their successors since 1845

  Coleman, Marie (2022-12-01)

  This brief overview will focus on one theme that has been central to mission of the original Queen’s Colleges and the modern-day successors (Queen’s University Belfast, University College Cork, and the National University of Ireland Galway/University of Galway) – that of expanding educational opportunities – as illustrated through three seminal periods in their history.
• The complications of engaging with why the decolonisation of ‘knowledge’ matters to teaching and learning in higher education (ESAI)

  Belluigi, Dina Zoe (2023-03-30)

  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.
• The complications of engaging with why the decolonisation of ‘knowledge’ matters to teaching and learning in higher education

  Belluigi, Dina Zoe (2023-03-30)

  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.

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