Research collaboration plays a pivotal role in not only disseminating existing knowledge but also catalyzing the generation of novel insights. This book delves into the benefits that arise from research collaborations, shedding light on their multifaceted impacts. It serves as a pioneering exploration into the nexus of collaboration, knowledge convergence, and knowledge cohesion, drawing extensively from the rich literature on the EU's cohesion policy and collaboration-induced knowledge diffusion. Firstly, Knowledge Cohesion: Uniting Europe Through Research Networks unravels the nuanced interplay among collaboration, knowledge convergence, and knowledge cohesion. Secondly, it carves out clear distinctions between the realms of convergence and cohesion. Lastly, it unveils an empirical framework, offering tools for quantifying and analysing knowledge cohesion. These contributions culminate in the conceptualisation of knowledge cohesion, enriching our understanding of how collaborative research profoundly impacts the advancement of knowledge. The empirical analyses show that while the research collaboration network indicates knowledge convergence, there is no evidence for knowledge cohesion in Europe. This book stands as a resource for scholars, policymakers, and practitioners alike, inviting them to explore the nuanced interplay of research collaboration and knowledge dynamics, while presenting knowledge cohesion as a new concept.

Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of this publication considers theorical aspects and attempts to show links between them. In the second part of this book, case studies are presented illustrating the implementation of principles identified in the first part, both in language and teacher education.

This report addresses challenges in assessing the social outcomes of learning by providing a synthesis of the existing evidence, original data analyses and policy discussions.

These proceedings represent the work of contributors to the 22nd European Conference on e-Learning (ECEL 2023), hosted by University of South Africa, Pretoria, South Africa on 26-27 October 2023. The Conference Co-Chairs Associate Professor Sarah Jane Johnston and Associate Professor Shawren Singh both from University of South Africa, Pretoria, South Africa. ECEL is now a well-established event on the academic research calendar and now in its 22nd year the key aim remains the opportunity for participants to share ideas and meet the people who hold them. The scope of papers will ensure an interesting two days. The subjects covered illustrate the wide range of topics that fall into this important and ever-growing area of research. It is especially relevant that the conference is being hosted by UNISA this year as the university celebrates its 150th anniversary. UNISA has been a pioneer in first distance and now e-Learning. The conference will also host the final round of the 9th e-Learning Excellence Awards where innovate case histories will be presented. The opening keynote presentation is given by Professor Thenjiwe Meyiwa, Vice Principal for the Research, Postgraduate Studies, Innovation and Commercialisation at University of South Africa who will speak on, “The Role of African Feminisms in Shaping a Sustainable Future of Being and Learning”. An afternoon keynote on Thursday will be made by Dr Zolile Martin Mguda, University of South Africa on the topic of “ChatGPT: The first year”. The second day of the conference will open with an address by Dr Isabel Tarling, MD, Limina, South Africa with the title “Developing Digital Standards for Learning and Teaching in South Africa’s Schools”. With an initial submission of 100 abstracts, after the double blind, peer review process there are 45 Academic research papers, 3 PhD research papers and 1 Masters Research paper published in these Conference Proceedings. These papers represent research from Belgium, Canada, Chile, Czech Republic, France, Germany, Ghana, Greece, Hong Kong, Ireland, Japan, Malaysia, Mozambique, Norway, Oman, Perú, Poland, Portugal, Romania, Singapore, South Africa, Sri Lanka, Sweden, Switzerland, Turkey and the United Kingdom.

This publication contains guidance on developing a methodological framework for social cohesion indicators which can be applied at local, regional, national and European levels, covering the conceptual approach used and its practical application. It sets out the results of the main applications and trials carried out in 2003 and 2004 and how they tie in with devising a framework of action.

This book demonstrates how managers can use and transfer knowledge more effectively to stimulate innovation in their organization in order to increase their competitive advantage. Jones and Mahon draw on their discussions with combat Veterans, whose very survival relies on their skill in transferring crucial knowledge and information quickly, effectively and efficiently. They note that in today’s competitive and fast-paced business world, these skills translate into continual innovation, metamorphosis,and ultimately success. The authors have built a conceptual framework that demonstrates to the reader how to develop the same underlying skills and to use them effectively in the business environment. With rich and lively examples throughout, Knowledge Transfer and Innovation equips students and practitioners of knowledge management, innovation, leadership and strategy with the skills, tools and strategies to succeed in today’s fast-paced business environment.

There is a need for general theoretical principles describing/explaining effective design -- those which demonstrate "unity" and enhance comprehension and usability. Theories of cohesion from linguistics and of comprehension in psychology are likely sources of such general principles. Unfortunately, linguistic approaches to discourse unity have focused exclusively on semantic elements such as synonymy or anaphora, and have ignored other linguistic elements such as syntactic parallelism and phonological alliteration. They have also overlooked the non-linguistic elements -- visual factors such as typography or color, and auditory components such as pitch or duration. In addition, linguistic approaches have met with criticism because they have failed to explain the relationship between semantic cohesive elements and coherence. On the other hand, psychological approaches to discourse comprehension have considered the impact of a wider range of discourse elements -- typographical cuing of key terms to enhance comprehension -- but have failed to provide general theoretical explanations for such observations. This volume uses Gestalt theory to provide general principles for predicting one aspect of coherence -- that of continuity -- across the entire range of discourse elements, and also to outline the relationship between cohesion and coherence. The theoretical core of this book argues that the cognitive principles that explain why humans "sense" unity in a succession of sounds (a whole musical piece) or in a configuration of visual shapes (a complete object) are the basis of principles which explain why we "sense" unity in oral, written, and electronically produced documents.