literature review on the use of action research in higher education

International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

Accessibility Menu

• Increase font size
• Decrease font size
• Reset font size
• High contrast
• Highlight links
• Negative contrast
• Readable font
• Reset setting

Search form

Literature review on the use of action research in higher education.

Source: Educational Action Research, Vol. 25, No. 1 , 3–22, 2017

(Reviewed by the Portal Team)

This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement.

Action research and pedagogic research The authors argue that action research links between pedagogic research and reflective practice in higher education. Action research also enables to explore issues relating to critical pedagogy and social justice.

The authors also found that there is an increasing trend to explore action research at an institutional level. These studies break down the demarcations between traditional scholarship, research and administration/organization. Studies found that utilising a participant action research cycle, directed by a progressive institutional learning and teaching strategy, faculty members and the student body are provided with the opportunity to contribute toward the accomplishment of institutional change.

The literature also reveals that action research approaches have frequently been explored as a means of identifying strategies for curriculum development at an institutional level. It was also found that pedagogical research particularly examined the use of action research in teacher training programmes. Studies explore these programmes, which use action research, from the perspectives of both learners and the teachers. The findings reveal that institutional development also considers questions regarding the effectiveness of an institution’s current continuing professional development programme, the identification and evaluation of development that necessarily accompanies institutional growth and change, and the examination of collaboration with staff in re-writing the continuing professional development programme. The authors also found that the action research literature has some limitations. It is performed with a single cohort by an insider-researcher who seeks to inform personal practice or assess a pedagogical modification. They also found that action research literature is centred primarily on description of the reflective process rather than any detailed critical evaluation of the intervention/innovation and methodology.

Action Research and Student Engagement Many educational action research studies examine how to obtain feedback on teaching practice from the students. In this studies, students play a key role in improving teaching practice and contribute to the their teachers' professional development.

The authors argue that using action research to assess strategies where students are either passive or non-passive in the process is important in the development of an improved learning environment. The authors argue that many studies demonstrate effective examples of pedagogy and andragogy regarding the value of action research in enhancing student engagement through reflective practice, active participation and empowerment.

The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review. 

Related items:

• Civic professionalism: teacher education and professional ideals and values in a commercialised education world
• Teacher education changes in China: 1974–2014

Literature review on the use of action research in higher education

• Social Work

Research output : Contribution to journal › Article › peer-review

• higher education
• action research, literature review
• reflective practice

Access to Document

• 10.1080/09650792.2015.1124046
• http://? literature review on the use of action research in higher education
• http://eprints.mdx.ac.uk/18490/

Fingerprint

• Literature Reviews Social Sciences 100%
• Staff Development Social Sciences 50%
• Research Approach Social Sciences 50%
• Practice Development Social Sciences 50%
• Teaching Practice Social Sciences 50%

T1 - Literature review on the use of action research in higher education

AU - Gibbs, Paul

AU - Cartney, Patricia

AU - Wilkinson, Kate

AU - Parkinson, John

AU - Cunningham, Sheila

AU - James-Reynolds, Carl

AU - Zoubir, Tarek

AU - Brown, Venetia

AU - Barter, Phil

AU - Sumner, Pauline

AU - MacDonald, Angus

AU - Dayananda, Asanka

AU - Pitt, Alexandra

N2 - This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both these core features of higher education, action research has proved to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

AB - This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both these core features of higher education, action research has proved to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

KW - higher education

KW - action research, literature review

KW - reflective practice

U2 - 10.1080/09650792.2015.1124046

DO - 10.1080/09650792.2015.1124046

M3 - Article

SN - 1747-5074

JO - Educational Action Research

JF - Educational Action Research

Use of Action Research in Nursing Education

Affiliations.

• 1 Department of Nursing, College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, 105 Garfield Avenue, P.O. Box 4004, Eau Claire, WI 54702-4004, USA.
• 2 Vogel Library, Wartburg College, No. 225, 100 Wartburg Blvd, P.O. Box 1003, Waverly, IA 50677, USA.
• 3 Department of Nursing, College of Nursing and Health Sciences, No. 219 Nursing Building, University of Wisconsin-Eau Claire, 105 Garfield Ave, P.O. Box 4004, Eau Claire, WI 54702, USA.
• 4 Department of Nursing, College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, 105 Garfield Avenue, P.O. Box 4004, Eau Claire, WI 54702-4004, USA; Center for Excellence in Teaching and Learning, University of WI-Eau Claire, Eau Claire, WI, USA.
• PMID: 28078138
• PMCID: PMC5203904
• DOI: 10.1155/2016/8749167

Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

Publication types

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Download Free PDF

Literature review on the use of action research in higher education

2016, Educational Action Research

Related papers

Journal of Further and Higher Education, 2010

Educational Action Research, 2004

Educational Action Research, 2020

Psychology Learning & Teaching, 2019

Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Researchers are urged to collect evidence to influence policy where higher education is facing new challenges, whether from changing economic conditions, technological developments, globalisation, student diversity, or greater expectations for personalised, engaging, and flexible learning. Five specific areas within the teaching of psychology are identified as offering rich opportunities for collaborative action research: study abroad, study skills for transition to university, engaging students with statistics, gamification, and teaching psychology to students from other disciplines. Pedagogical action research demonstrates how knowledge and skills in psychology can be applied to solve practical problems, providing role models of psychological literacy to students, who can also beneficially be involved as participant researchers. Pedagogical research is particularly desirable when students are learning a new way of thinking.

… Journal of Teaching and Learning in Higher …, 2007

this is engineering economy subject

East European Politics & Societies, 2018

Art-e, 2017

Zenodo (CERN European Organization for Nuclear Research), 2022

Salmanticensis, 2024

Rose Research on Steiner Education, 2011

In M. Hilgert (ed.), Understanding Material Text Cultures. A Multidisciplinary View (Berlin, 2017; in print), Materiale Textkulturen Reihe 9, pp. 69-130.

Das Waldviertel, 2023

Hydrobiologia, 2017

Alimentary Pharmacology & Therapeutics, 2020

IEEE Transactions on Image Processing, 2002

Veterinary Sciences

Spine surgery and related research, 2017

Related topics

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

A Review of the Literature on models or frameworks for Implementation of Digital Transformation Processes

• Alex Armando Torres Bermúdez Comfacauca-Unicomfacauca University Corporation, Popayán, Colombia https://orcid.org/0000-0003-3830-3982
• César A. Collazos University of Cauca, Popayán, Colombia
• Alicia Mon National University of La Matanza, Buenos Aires, Argentina

Digital transformation belongs to industry 4.0, and has positively impacted the economic sectors through the digitization of processes and adoption of digital technologies, generating a digital culture, changing environments, new development models, new processes, creation of products and services in an organization. Analyzing the positive effects of digital transformation, a systematic review of the literature has been carried out to know the current status of digital transformation processes in the education sector, where there is evidence of few frameworks validated in higher education scenarios to implement digital transformation processes. This article presents previous results related to the current state of digital transformation processes in higher education institutions, which has allowed to advance in the development of a proposal for a framework that supports the implementation of transformation processes in educational institutions in their mission functions. The proposal will be focused on a projective analytical research methodology, the method of action research of quantitative type proposed, makes it possible to analyze the data of a population in 7 higher education institutions in the city of Popayan, department of Cauca (Colombia).

L. Alunni and N. Llambías, “Exploring digital transformation from within,” Palermo Bus. Rev. , vol. 17, pp. 11–30, 2018.

M. Lucía et al. , “NATIONAL COUNCIL OF ECONOMIC AND SOCIAL POLICY CONPES Iván Duque Márquez President of the Republic.”

T. Delgado Fernández, “Taxonomy of digital transformation,” Rev. Cuba. Transform. Digit. , vol.

, pp. 4–23, 2020, [Online]. Available: https://orcid.org/0000-0002-4323-9674

K. Schwertner, “Digital transformation of business,” Trakia J. Sci. , vol. 15, no. Suppl.1, pp. 388–393, 2017, doi: 10.15547/tjs.2017.s.01.065.

A. Bockshecker, S. Hackstein, and U. Baumöl, “Systematization of the term digital transformation and its phenomena from a socio-technical perspective – A literature review,” 2018.

MH Ismail, M. Khater, and M. Zaki, “Digital Business Transformation and Strategy: What Do We Know So Far? University of Cambridge,” J. Univ. Cambridge , no. November 2017, 2018, [Online]. Available: www.camb[7] A. Fernández Martínez, F. Llorens Largo, and R. Molina-Carmona, “Digital maturity model for universities (MD4U),” Cátedra Santander-UA Transform. Digit. - Job Doc. , pp. 1–16, 2019, [Online]. Available: http://rua.ua.es/dspace/handle/10045/99031

Journal of Computer Science & Technology, Volume 24, Number 2, October 2024

A. Fernández Martínez, F. Llorens Largo, and R. Molina-Carmona, “Digital maturity model for universities (MD4U),” Cátedra Santander-UA Transform. Digit. - Job Doc. , pp. 1–16, 2019, [Online]. Available: http://rua.ua.es/dspace/handle/10045/99031

MA Mohamed Hashim, I. Tlemsani, and R. Duncan Matthews, “A sustainable University: Digital Transformation and Beyond,” Educ. Inf. Technol. , 2022, doi: 10.1007/s10639-022-10968-y.

T. Delgado Fernández, “Digital transformation taxonomy,” 2020. [Online]. Available: https://orcid.org/0000-0002-4323-9674

Z. Van Veldhoven and J. Vanthienen, “Digital transformation as an interaction-driven perspective between business, society, and technology,” Electron. Mark. , 2021, doi: 10.1007/s12525-021- 00464-5.

CP Lopez, J. Aguilar, and M. Santorum, “Autonomous VOs management based on industry 4.0: a systematic literature review,” J. Intell. Manuf. , 2021, doi: 10.1007/s10845-021-01850-8.

NH Thanh, “Digital Transformation: Smart Strategy in Administrative Reform in Vietnam,” HighTech Innov. J. , vol. 2, no. 4, pp. 328–345, 2021, doi: 10.28991/hij-2021-02-04-06.

S. Etlinger, “The Conversational Businesss,” pp. 1–

, 2017, [Online]. Available: https://andyblackassociates.co.uk/wp- content/uploads/2015/06/ConversationalBusiness_ FINAL-1.pdf

R. Morakanyane, A. Grace, and P. O'Reilly, “Conceptualizing digital transformation in business organizations: A systematic review of literature,” 30th Bled eConference Digit. Transform. -From Connect. Things to Transform. our Lives, BLED 2017 , pp. 427–444, 2017, doi: 10.18690/978-961- 286-043-1.30.

Conpes 3855 - 2016, “C Onpes,” p. 38, 2016.

FJ García-Peñalvo, “Avoiding the dark side of digital transformation in teaching. an institutional reference framework for eLearning in higher education,” Sustain. , vol. 13, no. 4, pp. 1–17, 2021, doi: 10.3390/su13042023.

M. Deja, D. Rak, and B. Bell, “Digital transformation readiness: perspectives on academia and library outcomes in information literacy,” J. Acad. Librariansh. , vol. 47, no. 5 p. 102403, 2021, doi: 10.1016/j.acalib.2021.102403.

D. Abraham and C. Gaibor, “DIGITAL TRANSFORMATION IN TODAY'S UNIVERSITY,” 2020.

CE Miller, “Leading Digital Transformation in Higher Education,” no. June, pp. 1–25, 2019, doi: 10.4018/978-1-5225-7769-0.ch001.

A. de Bem Machado, S. Secinaro, D. Calandra, and F. Lanzalonga, “Knowledge management and digital transformation for Industry 4.0: a structured literature review,” Knowl. Manag. Practical Res. , vol. 20, no. 2, pp. 320–338, 2022, doi: 10.1080/14778238.2021.2015261.

TN Hai, QN Van, and MNT Tuyet, “Digital transformation: Opportunities and challenges for leaders in the emerging countries in response to covid-19 pandemic,” Emerg. Sci. J. , vol. 5, no. Special Issue, pp. 21–36, 2021, doi: 10.28991/esj- 2021-SPER-03.

H. Antonopoulou, C. Halkiopoulos, O. Barlou, and GN Beligiannis, “Associations between traditional and digital leadership in academic environments: During the COVID-19 pandemic,” Emerg. Sci. J. , vol. 5, no. 4, pp. 405–428, 2021, doi: 10.28991/esj- 2021-01286.

Upadrista, V. (2021). Formula 4. 0 for Digital Transformation: A Business-Driven Digital Transformation Framework for Industry 4. 0. Productivity Press.

K. Kerroum, A. Khiat, A. Bahnasse, ES Aoula, and Y. Khiat, “The proposal of an agile model for the digital transformation of the University Hassan II of Casablanca 4.0,” Procedia Comput. Sci. , vol. 175, pp. 403–410, 2020, doi: 10.1016/j.procs.2020.07.057.

P. Kilimis, W. Zou, M. Lehmann, and U. Berger, “A survey on digitalization for SMEs in Brandenburg, Germany,” IFAC-PapersOnLine , vol. 52, no. 13, pp. 2140–2145, 2019, doi: 10.1016/j.ifacol.2019.11.522.

C. Gebayew, IR Hardini, GHA Panjaitan, NB Kurniawan, and Suhardi, “A Systematic Literature Review on Digital Transformation,” 2018 Int. Conf. Inf. Technol. Syst. Innovation ICITSI 2018 - Proc. , pp. 260–265, 2018, doi: 10.1109/ICITSI.2018.8695912.

K. Chowdhury and D. Lamacchia, “Collaborative workspace for employee engagement leveraging social media architecture,” Soc. Pet. Eng. - Abu Dhabi Int. Pet. Exhib. Conf. 2019, ADIP 2019 , 2019, doi: 10.2118/197325-ms.

J. Hemerling, J. Kilmann, M. Danoesastro, L. Stutts, and C. Ahern, “It's not a digital transformation without a digital Culture,” Bost. Consult. Gr. , pp. 1–11, 2018, [Online]. Available: https://www.bcg.com/publications/2018/not- digital-transformation-without-digital-culture.aspx

R. Gacitua, H. Astudillo, B. Hitpass, M. Osorio- Sanabria, and C. Taramasco, “Recent Models for Collaborative E-Government Processes: A Survey,” IEEE Access , vol. 9, pp. 19602–19618, 2021, doi: 10.1109/ACCESS.2021.3050151.

J. (2017) Clerck, “Digitization, digitalization and digital transformation,” 2017, [Online]. Available: https://www.i-scoop.eu/digital- transformation/digitization-digitalization-digital- transformation-disruption/

P. Parviainen, M. Tihinen, J. Kääriäinen, and S. Teppola, “Tackling the digitalization challenge: How to benefit from digitalization in practice,” Int. J. Inf. Syst. Proj. Manag. , vol. 5, no. 1, pp. 63–77, 2017, doi: 10.12821/ijispm050104.

N. Verina and J. Titko, “Digital transformation: conceptual framework,” 2019, doi: 10.3846/cibmee.2019.073.

C. Gebayew, IR Hardini, GHA Panjaitan, NB Kurniawan, and Suhardi, “A Systematic Literature Review on Digital Transformation,” 2018 Int. Conf. Inf. Technol. Syst. Innovation ICITSI 2018 - Proc. , No. August 2019, pp. 260–265, 2018, doi: 10.1109/ICITSI.2018.8695912.

K. Petersen, R. Feldt, S. Mujtaba, and M. Mattsson, “Systematic mapping studies in software engineering,” 12th Int. Conf. Eval. Assess. Softw. Eng. EASE 2008 , pp. 1–10, 2008, doi: 10.14236/ewic/ease2008.8.

K. Petersen, S. Vakkalanka, and L. Kuzniarz, “Guidelines for conducting systematic mapping studies in software engineering: An update,” Inf. Softw. Technol. , vol. 64, pp. 1–18, 2015, doi: 10.1016/j.infsof.2015.03.007.

CH Botero, A model for documentary research: theoretical-practical guide on the construction of states of the art with important reflections on the research . Editorial Signal, 2000. [Online]. Available: https://books.google.com.co/books?id=Wa3PAQA ACAAJ

MN Córdoba and C. Monsalve, “Types of research, predictive, interactive, confirmatory and evaluative,” Fund. Sypal , pp. 139–140, 2008.

R. Hernández Sampieri, C. Fernández Collado, and M. del P. Baptista Lucio, Research Methodology . Mexico: McGRAW-HILL / INTERAMERICANA EDITORES, SA DE CV, 2005.

How to Cite

• Endnote/Zotero/Mendeley (RIS)

Copyright (c) 2024 Alex Armando Torres Bermúdez, César A. Collazos, Alicia Mon

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Copyright and Licensing

Articles accepted for publication will be licensed under the  Creative Commons BY-NC-SA . Authors must sign a non-exclusive distribution agreement  after article acceptance.

Most read articles by the same author(s)

• Maritza A. García, Claudia Deco, César A. Collazos, Robotics Based Strategies to Support Computational Thinking: The Case of the Pascual Bravo Industrial Technical Institute , Journal of Computer Science and Technology: Vol. 17 No. 01 (2017): Forty-Fourth Issue

Make a Submission

Review Stats:

Mean Time to First Response: 89 days

Mean Time to Acceptance Response: 114 days

Indexed by:

Included in:

memberofcrossref

        1666-6038 (Online)         1666-6046 (Print)

Facultad de Informática, Universidad Nacional de La Plata

All rights reserved. 50 y 120 - La Plata, Argentina | Teléfonos: 0221 427-7270 / 427-7271

• Help & FAQ

Literature review on the use of action research in higher education

Research output : Contribution to journal › Journal Article › peer-review

• Higher education
• action research
• literature review
• reflective practice

Access to Document

• 10.1080/09650792.2015.1124046

Fingerprint

• Action Research Keyphrases 100%
• Literature Review Nursing and Health Professions 100%
• Pedagogies of Practice Keyphrases 25%
• Academic Teaching Keyphrases 25%
• First Concern Keyphrases 25%
• Teaching Practice Keyphrases 25%
• Action-research Approach Keyphrases 25%
• Practice Development Social Sciences 25%

T1 - Literature review on the use of action research in higher education

AU - Gibbs, Paul

AU - Cartney, Patricia

AU - Wilkinson, Kate

AU - Parkinson, John

AU - Cunningham, Sheila

AU - James-Reynolds, Carl

AU - Zoubir, Tarek

AU - Brown, Venetia

AU - Barter, Phil

AU - Sumner, Pauline

AU - MacDonald, Angus

AU - Dayananda, Asanka

AU - Pitt, Alexandra

PY - 2017/1/1

Y1 - 2017/1/1

N2 - This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

AB - This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

KW - Higher education

KW - action research

KW - literature review

KW - reflective practice

U2 - 10.1080/09650792.2015.1124046

DO - 10.1080/09650792.2015.1124046

M3 - Journal Article

SN - 0965-0792

JO - Educational Action Research

JF - Educational Action Research

To read this content please select one of the options below:

Please note you do not have access to teaching notes, impact of chatgpt and generative ai on lifelong learning and upskilling learners in higher education: unveiling the challenges and opportunities globally.

International Journal of Information and Learning Technology

ISSN : 2056-4880

Article publication date: 25 October 2024

A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.

Design/methodology/approach

This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.

The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.

Practical implications

This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.

Originality/value

This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.

• Generative AI
• Lifelong learning
• Competency-based personalized learning

Asad, M.M. and Ajaz, A. (2024), "Impact of ChatGPT and generative AI on lifelong learning and upskilling learners in higher education: unveiling the challenges and opportunities globally", International Journal of Information and Learning Technology , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJILT-06-2024-0103

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

Related articles

All feedback is valuable.

Please share your general feedback

Report an issue or find answers to frequently asked questions

Contact Customer Support