The debate on tourism in cities, both academically and in practice, has for a long time taken place in relative isolation from urban studies. Tourism is mostly addressed as an external agent and economic force that puts pressure on cities rather than as an interdependent part of city systems. The recent debate on city touristification and excessive dependence on the visitor economy, as well as the associated processes of exclusion, and displacement of local city users, serves to highlight how tourism is an integral part of urban developments. A wider urban perspective is needed to understand the processes underlying the tourism phenomena and more transdisciplinary perspectives are required to analyze the urban (tourism) practices. The current article seeks to contribute to such a perspective through a discussion of the literature on urban and tourism studies, and related fields such as gentrification, mobilities, and touristification. Based on this, theoretical reflections are provided regarding a more integral perspective to tourism and urban development in order to engage with a transversal urban tourism research agenda.
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This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
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The relevance of an internationalised home curriculum for all students is generally acknowledged. Other than study abroad, the home curriculum gives programs of study full control over the way students learn international, intercultural, and interdisciplinary perspectives. However, misconceptions, lack of strategies, lack of skills of academics, and lack of connection between stakeholders present major obstacles to internationalising teaching and learning “at home”. The practical trajectory outlined in this chapter presents programs of study with the opportunity to focus on employability skills instead of on a semantic discussion on internationalisation. By linking this orientation on employability skills with the articulation of intended learning outcomes (ILOs), a pathway for developing employability skills in all students will be created. Within this pathway, international, intercultural, interdisciplinary, and future-focused dimensions serve to enhance students’ acquiring employability skills. The trajectory presented here evolved out of action research on internationalisation with academics. During the action research, taking employability skills as a starting point emerged as an enabler for the internationalisation process. It helped to overcome lengthy and semantic discussions on the meaning of internationalisation. After that, international and intercultural dimensions are included in these employability skills. These skills are then translated into ILOs. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Internationalization and employability in higher education on 19/25/06, available online: https://www.taylorfrancis.com/books/e/9781351254885.
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The skillsets of production workers are crucial for the effective adoption of smart technologies which are largely shaped by work design. However, current literature lacks comprehensive insights into the skills and work designs of production workers, hindering the adoption of Industry 5.0. Grounded in work design and skills literature this study explores the required skills of employees and perceived work design characteristics for adoption of AI, AR/VR, and Robotics in Dutch Manufacturing SMEs. This qualitative study involved semi-structured interviews with experts, managers and production workers. Results reveal a need to reassess traditional job profiles, as two distinct production workers roles emerge from AI, AR/VR and robotics adoption. Machine operators face potential deskilling through low feedback from the job, low task variety and low job complexity. Foremanproduction workers require additional skills due to job enlargement and enrichment. However, they seem to be put in this job role due to the lack of various professional and transversal skills to fully utilize smart technologies, and to accommodate a viable return on the technology investment. This highlights the importance of balancing job resources and requirements in work design, training programs for I5.0 skill development, and understanding contextual design elements of manufacturing systems contributing to viable I5.0 adoption in SMEs. Finally, sustainability, self-awareness, and self-reflection skills are not considered by professionals, displaying unawareness of its importance for I5.0 implementation practices.
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This article explores the development of skills of lecturers for internationalisation at home. It discusses backgrounds and the current situation, but also suggests ways forward. These suggestions are made mainly on the basis of experiences in The Netherlands, one of the few countries outside the English-speaking world, where a body of literature is emerging that discusses the implementation of internationalisation at home. The insights generated by this research may benefit universities in other countries in continental Europe, where English is not the standard language of instruction. Original Article at: https://www.zfhe.at/index.php/zfhe/article/view/1095
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Systematic literature review on digital transformation skills
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Background Understanding the kinematic characteristics of relapse clubfoot compared to successfully treated clubfoot could aid early identification of a relapse and improve treatment planning. The usage of a multi segment foot model is essential in order to grasp the full complexity of the multi-planar and multi-joint deformity of the clubfoot. Research question The purpose of this study was to identify differences in foot kinematics, using a multi-segment foot model, during gait between patients with Ponseti treated clubfoot with and without a relapse and age-matched healthy controls. Methods A cross-sectional study was carried out including 11 patients with relapse clubfoot, 11 patients with clubfoot and 15 controls. Gait analysis was performed using an extended Helen Hayes model combined with the Oxford Foot Model. Statistical analysis included statistical parametric mapping and discrete analysis of kinematic gait parameters of the pelvis, hip, knee, ankle, hindfoot and forefoot in the sagittal, frontal and transversal plane. Results The relapse group showed significantly increased forefoot adduction in relation with the hindfoot and the tibia. Furthermore, this group showed increased forefoot supination in relation with the tibia during stance, whereas during swing increased forefoot supination in relation with the hindfoot was found in patients with relapse clubfoot compared with non-relapse clubfoot. Significance Forefoot adduction and forefoot supination could be kinematic indicators of relapse clubfoot, which might be useful in early identification of a relapse clubfoot. Subsequently, this could aid the optimization of clinical decision making and treatment planning for children with clubfoot.
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The shortage for ICT personal in the EU is large and expected to increase. The aim of this research is to contribute to a better understanding of the roles and competences needed, so that education curricula can be better aligned to evolving market demand by answering the research question: Which competence gaps do we need to bridge in order to meet the future need for sufficiently qualified personnel in the EU Software sector? In this research, a mixed method approach was executed in twelve European countries, to map the current and future needs for competences in the EU. The analyses shows changes in demand regarding technical skills, e.g. low-code and a stronger focus on soft skills like communication and critical thinking. Besides this, the research showed educational institutes would do well to develop their curricula in a practical way by integration of real live cases and work together with organizations.
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This chapter aims to place the employability related outcomes of this study in the context of other current employability studies. For this purpose, seven recently published employability studies were selected from a range of contexts and with different methodological approaches. Within the literature there is a distinction made between employment skills and employability skills. The former are limited to a specific profession or discipline (sector skills) while the latter are ‘transversal’ and apply to all professions. These skills go by other names such as ‘soft’, ‘generic’ or ‘transferable’ (Jones, forthcoming). The Higher Education Funding Council for England (HEFCE) defines employability skills as follows: “The transferable core skills that represent functional and enabling knowledge, skills, and attitudes required in today’s workplace. They are necessary for career success at all levels of employment and for all levels of education”. (http://www.hefce.ac.uk/glossary/).
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This paper focuses on utilizing the Celciushouse as an escape room in energy education. In a broader context, it also addresses the incorporation of serious gaming in education. The project is part of COVE SEED. SEED - Sustainable Energy Education, aims to develop innovative vocational education and training, working with experts from five different European regions to phase out fossil fuels and contributing to Europe becoming a fossil free energy continent. SEED is a CoVE (Centres of Vocational Excellence) programme. CoVE’s are part of the Erasmus+ program aiming to establish transnational platforms on, among others, regional development, innovation and inclusion. SEED combines education on various international levels including level 2,3,4, and 6. At this moment, the project ESCAPEROOM IN ENERGY EDUCATION is still in its initial phase. With this paper and the accompanying workshop, we aim to gather insights from other international regions involved in the SEED project collaboration. The acceleration of technological developments means that what is learned today may be outdated tomorrow. Therefore, it is essential for educational institutions to focus on developing general skills such as critical thinking, problem-solving, and the ability to quickly absorb new information. The market demands professionals with modern knowledge and skills. Techniques taught to students today may become outdated tomorrow. Therefore, the ability to learn how to learn is becoming increasingly crucial. Analytical and research skills are therefore gaining importance. It is also essential for students to utilize various learning methods. Not just learning from books but particularly learning from practical experience. Practice-oriented learning, where students gain direct experience in real situations, not only reinforces theoretical knowledge but also develops practical skills that are valuable in the job market. To tackle these problems, serious gaming or the establishment of escape rooms can be a solution.
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