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Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a product of the marketised university, where students-as-consumers insist on ‘safe’ teaching and the avoidance of ‘troublesome knowledge’. Others position care as an ethical pedagogical stance, given the power asymmetries inherent in university life. Some suggest that attention to care in HE is risky, since it troubles gendered boundaries between public and private life, and rationality and emotion. In this article, we discuss a research project that explored diverse students’ conceptions of good teaching and effective learning at a research-intensive university in Aotearoa New Zealand, using focus group discussions, critical incident technique and photovoice. Participants included 55 Māori, Pacific, international and (other) local students enrolled in Health Science and Humanities subjects. Although care was not the focus of the study, all cohorts of students represented care as a key marker of good teaching. They described good teachers as people who care about their discipline, care about teaching and care about students, powerfully influencing students’ engagement with subject matter, enthusiasm for learning and aspirations for the future. While some students acknowledged and lamented their position as consumers in marketised HE, they also revealed an awareness of the factors that constrain teachers’ capacity to care and expressed gratitude for teachers’ investment in students. We argue for the need to recognise teaching in HE as cognitive, emotional and embodied work; to acknowledge teachers’ powerful influence on students; and to avoid simplistic representations of both teachers and students in contemporary HE.

While study success and completion rates are important issues in educational policy, research highlights the particular relevance of the first year in higher education (HE) for students' future academic performance and achievement. In Germany, the recent reform of degree programmes appears to have created new challenges related to students' transition to HE, yet little is known about the specific requirements students perceive as critical for their first-year experience. The present study, therefore, seeks to explore the first-year challenges in German HE from the student perspective focusing on the nexus of the individual and institutional factors relevant for successful transition. Following the critical incident technique, data collection consisted of semi-structured interviews with 25 students from all six faculties of a German university. We employed the qualitative content analysis to examine first-year challenges in terms of the critical requirements emerging from the interviews. First, the thematic analysis of the data resulted in identifying a broad range of personal, organisational, content-related and social requirements students perceived as critical for transition to HE. Second, the quantitative analysis of code occurrence suggested that personal and organisational requirements are most relevant from the students' perspectives. Finally, the single-case analysis of the interviews disclosed that individual students experience an accumulation of first-year challenges revealing the interconnectedness of critical requirements. In sum, the findings offer a systematic overview of the first-year challenges as well as provide detailed insights on how the interplay of institutional and individual factors contributes to the transition to HE. (HRK / Abstract übernommen).

Teaching is a complex and demanding endeavour. Teachers must deal with numerous forces, often face dilemma-ridden and ambiguous situations and have to act under time pressure. In order to accomplish these tasks, teachers must apply professional knowledge differentially (Fairbanks et al. 2009). In recent decades, various studies have focused on defining and investigating the domains of teachers’ professional knowledge. In this respect, much attention has been paid of late to the concept of professional vision. In the present study, we look for indications of professional vision using eye tracking data and post hoc think-aloud verbalisations. We worked with student teachers and teacher educators, who watched a short video clip of a school lesson and described afterwards what they had seen. The video shows an authentic teaching situation and discloses a ‘critical incident’. The results show that there are differences between the two groups of participants, both in terms of eye tracking and post hoc think-aloud verbalisation. However, the differences originate primarily from six teacher educators explicitly mentioning the ‘critical incident’ in the post hoc think-aloud verbalisation. As with other studies, these results indicate differences in professional vision between novice and experienced teaching professionals. Additionally, our analysis reveals that eye tracking data can assist in identifying professional vision.

As more and more people survive into old age, the burden of caring for them becomes greater and greater. Although it is now possible to alleviate many of the afflictions that beset mankind, no society can afford to pay for all the healthcare that is now available or technically possible. People working in healthcare increasingly have to do more with less. Rationing takes many forms, mostly covert, and the less privileged in most societies end up struggling to get their proper share of the available healthcare resources. All too often, those in the front-line have to deal with the consequences of this 'rationing by default': healthcare professionals find themselves rushed off their feet simply doing the basic tasks and completing all the paperwork; placing frail, sick people in ever lengthening queues, sometimes asking them to wait for hours in the middle of the night under uncomfortable and even unsafe conditions; and, worst of all, working under conditions they would rather avoid in which the safety margin for those they are caring for has been greatly diminished.

Autistic adults experience disproportionate rates of co-occurring mental health problems. Psychotherapy has been recognized as an appropriate treatment approach, but evidence is limited. Researchers used a qualitative research paradigm to explore the experiences of mental health providers who provide psychotherapy to autistic adults. The Enhanced Critical Incident Technique was used to interview 13 mental health providers regarding perceptions of facilitating therapy with autistic adults. This research highlights challenges to providing psychotherapy to autistic adults while also illuminating ways that mental health providers have worked to ameliorate such challenges and create positive experiences in therapy. This research also contrasts therapy for autistic adults relative to the general population. Practice recommendations and suggestions for future research are offered.

Purpose This paper introduces the concept of knowledge sabotage as an extreme form of counterproductive knowledge behavior, presents its typology, and empirically demonstrates its existence in the contemporary organization. Design/methodology/approach Through the application of the critical incident technique, this study analyzes 177 knowledge sabotage incidents when employees intentionally provided others with wrong knowledge or deliberately concealed critical knowledge while clearly realizing others’ need for this knowledge and others’ ability to apply it to important work-related tasks. Findings Over 40% of employees engaged in knowledge sabotage, and many did so repeatedly. Knowledge saboteurs usually acted against their fellow co-workers, and one-half of all incidents were caused by interpersonal issues resulting from the target’s hostile behavior, failure to provide assistance to others, and poor performance. Knowledge sabotage was often expressed in the form of revenge against a particular individual, who, as a result, may have been reprimanded, humiliated or terminated. Knowledge saboteurs rarely regretted their behavior, which further confirmed the maliciousness of their intentions. Practical implications Even though knowledge saboteurs only rarely acted against their organizations purposely, approximately one-half of all incidents produced negative, unintentional consequences to their organizations, such as time waste, failed or delayed projects, lost clients, unnecessary expenses, hiring costs, products being out-of-stock, understaffing, or poor quality of products or services. Organizations should develop comprehensive knowledge sabotage prevention policies. The best way to reduce knowledge sabotage is to improve inter-personal relationships among employees and to foster a friendly and collaborative environment. Originality/value This is the first well-documented attempt to understand the phenomenon of knowledge sabotage.

Training is both a teaching and a learning experience, and just about everyone has had that experience. Training involves acquiring knowledge and skills. This newly acquired training information is meant to be applicable to specific activities, tasks, and jobs. In modern times, where jobs are increasingly more complex, training workers to perform successfully is of more importance than ever. The range of contexts in which training is required includes industrial, corporate, military, artistic, and sporting, at all levels from assembly line to executive function. The required training can take place in a variety of ways and settings, including the classroom, the laboratory, the studio, the playing field, and the work environment itself. The general goal of this book is to describe the current state of research on training using cognitive psychology to build a complete empirical and theoretical picture of the training process. The book focuses on training cognition, as opposed to physical or fitness training. It attempts to show how to optimize training efficiency, durability, and generalizability. The book includes a review of relevant cognitive psychological literature, a summary of recent laboratory experiments, a presentation of original theoretical ideas, and a discussion of possible applications to real-world training settings.

Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students’ involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study’s aim was to gain more insight into the construct of relationship quality in higher education using a qualitative approach. Students’ descriptions of their positive ( n = 294) and negative relationship experiences ( n = 395) were collected using a critical incident technique (final sample N = 513 critical incidents) followed by a template analysis with a priori themes (i.e., relationship quality dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, affective conflict). Results indicated that students most often mentioned trust in honesty and trust in benevolence. Affective conflict was not always explicitly mentioned in negative experiences, nor satisfaction in positive experiences. Descriptions of trust in benevolence ( n = 355) were equally distributed over positive and negative incidents. However, trust in honesty was more often referred to in negative ( n = 145) than in positive incidents ( n = 51). The results indicated that students considered timely response to assignments and emails important, and teachers showing interest and attention. The study’s findings provide a new view of how students might positively and negatively perceive the quality of their relationship with educational faculty and staff. This study adds to the theoretical and practical implications of relationship quality research in higher education and how relational aspects are important for students.

Universities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.