International Journal for Lesson and Learning StudiesTable of Contents for International Journal for Lesson and Learning Studies. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/2046-8253/vol/13/iss/5?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInternational Journal for Lesson and Learning StudiesEmerald Publishing LimitedInternational Journal for Lesson and Learning StudiesInternational Journal for Lesson and Learning Studieshttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/c3306126eb30ffdc0d3877ed46ac2409/urn:emeraldgroup.com:asset:id:binary:ijlls.cover.jpghttps://www.emerald.com/insight/publication/issn/2046-8253/vol/13/iss/5?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTechnology-mediated lesson study: a step-by-step guidehttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-07-2023-0094/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations. This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships. The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.Technology-mediated lesson study: a step-by-step guide
Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith, Rebecca L. Sansom
International Journal for Lesson and Learning Studies, Vol. 13, No. 5, pp.1-14

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

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Technology-mediated lesson study: a step-by-step guide10.1108/IJLLS-07-2023-0094International Journal for Lesson and Learning Studies2024-01-02© 2023 Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. SansomMichelle HudsonHeather LearyMax LonghurstJoshua StowersTracy PoulsenClara SmithRebecca L. SansomInternational Journal for Lesson and Learning Studies1352024-01-0210.1108/IJLLS-07-2023-0094https://www.emerald.com/insight/content/doi/10.1108/IJLLS-07-2023-0094/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. Sansomhttp://creativecommons.org/licences/by/4.0/legalcode
Transforming first-aid training: a new lesson study approach for the Red Crosshttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-08-2023-0111/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum. Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results. The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia. This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.Transforming first-aid training: a new lesson study approach for the Red Cross
Barbara Hanfstingl, Thomas Andreas Ogradnig
International Journal for Lesson and Learning Studies, Vol. 13, No. 5, pp.15-34

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

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Transforming first-aid training: a new lesson study approach for the Red Cross10.1108/IJLLS-08-2023-0111International Journal for Lesson and Learning Studies2024-01-16© 2024 Barbara Hanfstingl and Thomas Andreas OgradnigBarbara HanfstinglThomas Andreas OgradnigInternational Journal for Lesson and Learning Studies1352024-01-1610.1108/IJLLS-08-2023-0111https://www.emerald.com/insight/content/doi/10.1108/IJLLS-08-2023-0111/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Barbara Hanfstingl and Thomas Andreas Ogradnighttp://creativecommons.org/licences/by/4.0/legalcode
A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research?https://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2023-0138/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically. The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries. This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research?
Julian Bucher, Klara Kager, Miriam Vock
International Journal for Lesson and Learning Studies, Vol. 13, No. 5, pp.35-48

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

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A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research?10.1108/IJLLS-10-2023-0138International Journal for Lesson and Learning Studies2024-02-06© 2024 Julian Bucher, Klara Kager and Miriam VockJulian BucherKlara KagerMiriam VockInternational Journal for Lesson and Learning Studies1352024-02-0610.1108/IJLLS-10-2023-0138https://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2023-0138/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Julian Bucher, Klara Kager and Miriam Vockhttp://creativecommons.org/licences/by/4.0/legalcode
Sustaining learning study: perspectives of the curriculum leadershttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-05-2023-0046/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period. This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim. Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning. Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.Sustaining learning study: perspectives of the curriculum leaders
Ming Fai Pang, Wing Wah Ki
International Journal for Lesson and Learning Studies, Vol. ahead-of-print, No. ahead-of-print, pp.-

The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period.

This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim.

Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning.

Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.

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Sustaining learning study: perspectives of the curriculum leaders10.1108/IJLLS-05-2023-0046International Journal for Lesson and Learning Studies2024-02-09© 2024 Emerald Publishing LimitedMing Fai PangWing Wah KiInternational Journal for Lesson and Learning Studiesahead-of-printahead-of-print2024-02-0910.1108/IJLLS-05-2023-0046https://www.emerald.com/insight/content/doi/10.1108/IJLLS-05-2023-0046/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Development of a self-reflection scale for observers of mathematics lesson during lesson studyhttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-07-2023-0090/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points. Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors. We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3]. Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.Development of a self-reflection scale for observers of mathematics lesson during lesson study
Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee, Hiroaki Ozawa
International Journal for Lesson and Learning Studies, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.

Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.

We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].

Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.

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Development of a self-reflection scale for observers of mathematics lesson during lesson study10.1108/IJLLS-07-2023-0090International Journal for Lesson and Learning Studies2024-03-18© 2024 Emerald Publishing LimitedTakeshi SakaiHideyuki AkaiHiroki IshizakaKazuyuki TamuraBan Heng ChoyYew-Jin LeeHiroaki OzawaInternational Journal for Lesson and Learning Studiesahead-of-printahead-of-print2024-03-1810.1108/IJLLS-07-2023-0090https://www.emerald.com/insight/content/doi/10.1108/IJLLS-07-2023-0090/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Supporting teachers’ professional development in the social classroom dynamics domain with lesson studyhttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2023-0140/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDespite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics. A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; Mage-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; Mage-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; Mage-T0 = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention. While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS. The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.Supporting teachers’ professional development in the social classroom dynamics domain with lesson study
Jeroen Pronk, Sui Lin Goei, Tirza Bosma, Wilma Jongejan
International Journal for Lesson and Learning Studies, Vol. ahead-of-print, No. ahead-of-print, pp.-

Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.

A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; Mage-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; Mage-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; Mage-T0 = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention.

While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS.

The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.

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Supporting teachers’ professional development in the social classroom dynamics domain with lesson study10.1108/IJLLS-10-2023-0140International Journal for Lesson and Learning Studies2024-02-22© 2024 Emerald Publishing LimitedJeroen PronkSui Lin GoeiTirza BosmaWilma JongejanInternational Journal for Lesson and Learning Studiesahead-of-printahead-of-print2024-02-2210.1108/IJLLS-10-2023-0140https://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2023-0140/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunitieshttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-11-2023-0162/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years). Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets. Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges. The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers. This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities
Bridget Flanagan, Mairéad Hourigan, Aisling Leavy
International Journal for Lesson and Learning Studies, Vol. ahead-of-print, No. ahead-of-print, pp.-

This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).

Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.

Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.

The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.

This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.

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Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities10.1108/IJLLS-11-2023-0162International Journal for Lesson and Learning Studies2024-03-19© 2024 Emerald Publishing LimitedBridget FlanaganMairéad HouriganAisling LeavyInternational Journal for Lesson and Learning Studiesahead-of-printahead-of-print2024-03-1910.1108/IJLLS-11-2023-0162https://www.emerald.com/insight/content/doi/10.1108/IJLLS-11-2023-0162/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited