Search

Purpose: This research explores the impact of parental educational attainment, race, ethnicity, gender and employment on the time parents spend educating their children during the COVID-19 pandemic. Design/methodology/approach: School closures to prevent the spread of COVID-19 have affected billions of students worldwide, and have had an impact on the economy and the society. With classes being cancelled or taught remotely, the importance of parental intervention in children's education has accelerated. Findings: The authors find that more educated parents allocate more time on child education, while higher income and employment have an adverse effect. Fathers are likely to spend more time than mothers in teaching and educating their children during COVID-19. Practical implications: The findings have implications in identifying children whose education suffers the most in times of a pandemic and determining the main target group of policies designed to train children, encourage parental involvement and support children's educational development. Originality/value: This is the first paper that examines the variations in parental time with children across social and economic subgroups during the COVID-19 pandemic. The authors also focus on the time parents spend educating their children rather than just supervising them. The authors additionally examine the determinants of the time children study on their own. Finally, the analysis is novel because it is based on the newest available data collected to examine the trends and experiences of individuals in the United States triggered by COVID-19. [ABSTRACT FROM AUTHOR]

Purpose: Death by suicide among Black people in the USA have increased by 35.6% within the past decade. Among youth under the age of 24 years old, death by suicide among Black youth have risen substantially. Researchers have found that structural inequities (e.g. educational attainment) and state-specific variables (e.g. minimum wage, incarceration rates) may increase risk for suicide among Black people compared to White people in the USA. Given the limited understanding of how such factors systematically affect Black and White communities differently, this paper aims to examine these relationships across US states using publicly available data from 2015 to 2019. Design/methodology/approach: Data were aggregated from various national sources including the National Center for Education Statistics, the Department of Labor, the FBI's Crime in the US Reports and the Census Bureau. Four generalized estimating equations (GEE) models were used to examine the impact of state-level variables on suicide rates: Black adults suicide rate, Black youth (24 years and younger) suicide rate, White adult suicide rate and White youth suicide rate. Each model includes state-level hate group rates, minimum wage, violent crime rates, gross vacancy rates, and race-specific state-level poverty rates, incarceration rates and graduation rates. Findings: Across all GEE models, suicide rates rose between 2015–2019 (ß = 1.11 – 2.78; ß = 0.91 – 1.82; ß = 0.52 – 3.09; ß = 0.16 – 1.53). For the Black adult suicide rate, state rates increased as the proportion of Black incarceration rose (ß = 1.14) but fell as the gross housing vacancy rates increased (ß = −1.52). Among Black youth, state suicide rates rose as Black incarcerations increased (ß = 0.93). For the adult White suicide rate, state rates increased as White incarceration (ß = 1.05) and percent uninsured increased (ß = 1.83), but fell as White graduation rates increased (ß = −2.36). Finally, among White youth, state suicide rates increased as the White incarceration rate rose (ß = 0.55) and as the violent crime rate rose (ß = 0.55) but decreased as state minimum wages (ß = −0.61), White poverty rates (ß = −0.40) and graduation rates increased (ß = −0.97). Originality/value: This work underscores how structural factors are associated with suicide rates, and how such factors differentially impact White and Black communities. [ABSTRACT FROM AUTHOR]

Purpose: Social entrepreneurship courses are among the fastest growing category of course offerings to entrepreneurship students (Brock and Kim, 2011) because both high growth potential- and steady growth-social ventures can create value and help solve social issues effectively and efficiently. As knowledge disseminators, entrepreneurship educators are in prime position to develop the knowledge, skills and abilities of students, which, in turn, increases their intentions to start a social venture and their ability to manage and grow their venture. Students gain an understanding about the role of entrepreneurship in addressing social opportunities, as well as knowledge related to starting, managing and growing social entrepreneurship ventures. This paper is divided into three parts. First, the authors broadly discuss the concept of social entrepreneurship. Second, the authors present an overview of the field of social entrepreneurship education (SEE) and its evolution. Finally, the authors supplement this review with an analytical examination of SEE, in which the authors present results of a cross-country analysis survey of over 200 entrepreneurship education programs in the USA and Canada. This paper aims to present information about: student enrollment in social entrepreneurship courses in comparison to other entrepreneurship courses; the frequency of offering social entrepreneurship courses and programs compared to other entrepreneurship courses and programs; and future trends in SEE. The results revealed a strong demand for social entrepreneurship from students, room for improvement in terms of the supply of course offerings, and a strong belief in the continued growth of social entrepreneurship. The authors conclude with suggestions about the future of SEE. Design/methodology/approach: Analysis of secondary data derived from the oldest and most-frequently cited sources regarding entrepreneurship education in the USA and a novel data set examining entrepreneurship education in Canada. Both data sets were collected using an online self-report survey. Findings: Demand for SEE continues to rise in both the USA and Canada. However, course and program offerings have not kept pace. Prominent trends in social entrepreneurship such as cross-campus programs and addressing the evolving demographics of students in higher education institutions need more attention. Originality/value: A cross-cultural study of SEE that provides a high-level view of the state of the field today. In addition, the paper outlines the potential of the field of knowledge management for the future of SEE. [ABSTRACT FROM AUTHOR]

Purpose: Public education is an important institution in any democracy, and the significant resources invested form a critical pillar in its provision. The evidence used to manage said resources is, therefore, an important issue for education leaders and a matter public interest. The purpose of this paper is to consider the role education finance leaders in Ontario, Canada, and what types of evidence they are using, how they are being employed and how much priority is given to each. Design/methodology/approach: The paper employs a review of Ontario's K-12 education funding policies/reports, and interviews with five K-12 funding model experts/leaders – four business superintendents from school boards of varying sizes (based on enrollment) and one system leader (to introduce perspective from the two levels of governance in resource management) to understand how these experts use evidence to inform resource decision making. This sampling strategy was also grounded in a key assumption: School boards with larger enrollment – and consequently larger budgets – will have greater capacity to use all forms of evidence when managing resources, as the majority of board revenue comes from grants that are mostly based on enrollment. Findings: The findings bring important definition and prioritization of evidence that inform leaders' resource decision making in education. The results point to two tacit, normative, unacknowledged and, yet, competing evidence frameworks driving resource management. The government is the most influential, prioritizing strategic policy, performance data, fiscal context and professional judgment; values embedded in policy and research were mentioned only in passing, while local anecdotal types of evidence were given less priority. Compounding this challenge is that all sides in debates on school resource needs face issues of access to, transparency in the use of and the prioritization given to various evidence types. Research limitations/implications: Governments, with the assistance of academics, should formally articulate and make public the evidence framework they use to drive resource decision making. All sides of the resource management debate need to value a wider range of evidence, notably evidence that speak to local concerns, to reduce information gaps and, potentially, improve on the effective delivery of local educational programming. Education finance researchers could help to address access gaps by distilling research on the effective use of resources in a manner that is timely, tailored to the fiscal climate and to system- or district-level readiness for the implementation of a particular initiative. Practical implications: Resource management driven solely by "facts" can support student achievement outcomes and effective system operation, but alone will not satisfy local-level aspirations for education or inspire public confidence; a key ingredient for the sustainability of this public institution. The results could be used to improve the balance of "decent information" used to inform resource deliberations and establish a shared understanding across stakeholder groups to facilitate compromise. The current state of affairs has all sides in advancing claims for resource needs based on what they understand to be evidence all while portraying competing claims as uninformed, undermining public confidence in education. Originality/value: The paper draws from interviews with business superintendents and a system-level funding model expert, both lesser studied leaders on this topic in the Canadian context; offers a clear articulation of the evidence frameworks at play and the priority given to each type and how they are being used; presents definition and prioritization of evidence from the perspective of leaders in the Canadian context (most of literature is from the USA) – experts acknowledge that resource knowledge is contextually contingent and insight generated from other contexts will help to advance the field. [ABSTRACT FROM AUTHOR]

Purpose This paper highlights the fluidity with which youth make decisions about engaging with digital technologies including online social media. Specifically, the purpose of this paper is to explore the possibilities that literacy curriculum that centers digital technologies can have for students from immigrant communities through tracing the case of a Bangladeshi–American girl named Sabina.Design/methodology/approach Grounded in a transliteracies frame, this qualitative case study explores the digital literacy practices of youth in an urban public secondary school in the USA. Data collection included participant observation across various spaces including an eighth grade digital media studies class, school cafeteria and hallways, participants' homes and online communities. Further data included formal interviews, informal conversations and digital and print artifact collection. Data were analyzed through the lenses of flow and space–time path.Findings The findings of this paper highlight how Sabina made space for social networking using digital technologies on her own terms as well as how the ways that she collaborated through the use of digital technologies created opportunities for her to be an active participant in her social worlds across home and school contexts.Originality/value Analyzing Sabina's digital literacy practices across diverse social spaces offers insights for educators to create opportunities for diverse youth to leverage digital technologies to support skills such as collaboration and civic engagement, which have been identified as defining characteristics of twenty-first century literacies. This case points to the imperative for teachers to create connected learning classrooms that offer opportunities for youth to use digital technologies to support their efforts to make change in the world on their own terms. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions play an important role in the economic growth of any country, through skills and productivity of their graduates. Employers have some expectations about the skills the graduates possess when they graduate out of universities. The purpose of this paper is to examine the skills employers look for in graduates before they hire them. Design/methodology/approach: Using a structured survey instrument, this paper gathered data from 50 organizations employing over 50 people. The data consisted of 21 skills the employers rate as important. These skills were categorized into four dimensions: analytical skills, career professional and readiness skills, communications skills, and personality, leadership skills and team/group work. After checking the reliability of the scale, χ2 test and rank correlation were used to analyze the importance of these skills. Findings: The findings from a study of employers in the northeastern part of USA suggest that the top six skills and competencies rated with highest importance by employers were: interpersonal skills/works well with others; critical thinking/problem-solving skills; listening skills; oral/speech communication skills; professionalism; and personal motivation. Of all 21 skills, the highly ranked skills needed were interpersonal skills followed by critical thinking and problem solving and listening. Research limitations/implications: The present research is based on self-report measures and, hence, the limitations of social desirability bias and common method bias are inherent. However, adequate care is taken to minimize these limitations. The research has implications for the higher educational institutions and researches in the field of education. Practical implications: In addition to the employers, this study contributes to higher educational institutions. The study suggests that employers look for interpersonal skills and problem-solving skills before making hiring decisions. Educational institutions need to focus on enhancing these skills in classrooms by emphasizing the teamwork. The implications for both academicians and practitioners are discussed in the paper. Social implications: The findings from the study help in creating a fruitful social environment in organizations. Originality/value: This study provides new insights about the changing pattern of skills students need to secure before seeking employment. [ABSTRACT FROM AUTHOR]

Purpose Mental health providers will be increasingly called on to lead psychiatric efforts to improve care and care redesign. The Accreditation Council for Graduate Medical Education (ACGME) in the USA requires residency programs to teach quality improvement (QI) and systems-based practice (SBP) to all trainees as part of training requirements. However, teaching QI and SBP concepts without a clinical context can be challenging with low trainee engagement. The paper aims to discuss these issues.Design/methodology/approach The authors describe curricular redesign with a specialized educator faculty task force that aimed to create a longitudinal curriculum that integrated abstract QI concepts into clinical practice settings, and helped trainees apply SBP concepts throughout residency. In addition, the authors describe the utilization of resident prescriber profiles to contextualize clinical practice habits, and the implementation of an educational case conference series with emphasis on QI-specific educational tools such as root cause analysis (RCA).Findings Formal resident feedback from 2016 to 2018 has demonstrated improved trainee satisfaction. The resulting curricular change has also led to a new chief resident role and sustained engagement in QI and SBP education by trainees.Research limitations/implications The faculty task force and curricular design changes described in this paper were implemented at one large academic institution. Thus, additional assessment and research is necessary to address the generalizability of the interventions described.Originality/value Since QI and SBP are becoming more prominent requirements for medical education accrediting bodies such as the ACGME, the innovative curricular design can benefit other residency and medical student education programs that attempt to integrate clinical practice with education incorporating QI and SBP concepts. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore the relationship between intellectual capital (IC) and performance of public universities in emerging countries in order to identify patterns and provide recommendations that may turn the universities’ IC into development opportunities, in terms of research, innovation, and education.Design/methodology/approach The analysis targeted the whole population of the public universities in the Republic of Colombia. A cluster analysis, based on five performance variables, has been conducted. Then, the IC of the universities pertaining to the three resulting clusters has been compared. Subsequently, for each performance variable, the IC of above-average and below-average universities has been benchmarked.Findings The results of this study show how different aspects of IC are associated with University performance. Among the many, the authors found that universities should achieve a critical mass to obtain outstanding research and innovation results. The findings also identify the particular importance of both students and scholars’ international mobility programs for most of the performance variables.Social implications This study provides a baseline for the assessment of the impact on society of the IC available in the universities of emerging countries. The application may serve as a guide in the choice of public policies, dedicated to the strengthening of the universities’ IC in order to improve their performance.Originality/value This paper proposes an innovative model to analyze the relationship between IC and university performance in emerging countries. The model identifies the association between the IC accrued in the universities and their capability of transferring it to the society under the form of science, innovation, and education. [ABSTRACT FROM AUTHOR]

Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies.Design/methodology/approach The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter et al. (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries.Findings The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs.Originality/value The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to develop a framework for utilizing Six Sigma (SS) principles and Big Data analytics at a US public university for the improvement of student success. This research utilizes findings from the Gallup index to identify performance factors of higher education. The goal is to offer a reimagined SS DMAIC methodology that incorporates Big Data principles.Design/methodology/approach The authors utilize a conceptual research design methodology based upon theory building consisting of discovery, description, explanation of the disciplines of SS and Big Data.Findings The authors have found that the interdisciplinary approach to SS and Big Data may be grounded in a framework that reimagines the define, measure, analyze, improve and control (DMAIC) methodology that incorporates Big Data principles. The authors offer propositions of SS DMAIC to be theory tested in subsequent study and offer the practitioner managing the performance of higher education institutions (HEIs) indicators and examples for managing the student success mission of the organization.Research limitations/implications The study is limited to conceptual research design with regard to the SS and Big Data interdisciplinary research. For performance management, this study is limited to HEIs and non-FERPA student data. Implications of this study include a detailed framework for conducting SS Big Data projects.Practical implications Devising a more effective management approach for higher education needs to be based upon student success and performance indicators that accurately measure and support the higher education mission. A proactive approach should utilize the data rich environment being generated. The individual that is most successful in engaging and managing this effort will have the knowledge and skills that are found in both SS and Big Data.Social implications HEIs have historically been significant contributors to the development of meritocracy in democratic societies. Due to a variety of factors, HEIs, especially publicly funded institutions, have been under stress due to a reduction of public funding, resulting in more limited access to the public in which they serve.Originality/value This paper examines Big Data and SS in interdisciplinary effort, an important contribution to SS but lacking a conceptual foundation in the literature. Higher education, as an industry, lacks penetration and adoption of continuous improvement efforts, despite being under tremendous cost pressures and ripe for disruption. [ABSTRACT FROM AUTHOR]

Purpose: As an industry, sport business (SB) has seen significant growth since the early 2000s. Concurrently, the number of postsecondary sport management programs has also expanded dramatically. However, there remain concerns about whether these programs are meeting the demands of both employers and graduates. To address these concerns, this study examines the credential and competency demands of the SB labor market in the United States. Design/methodology/approach: Researchers conducted an analysis using a broad sample of employment postings (N = 613) for SB positions from two different years, 2008 and 2018. Findings: Results support that a complex set of SB qualifications exist, and the credentials and competencies included in SB employment postings have evolved over the past decade. Originality/value: A noteworthy finding is that meta-skills are found to be particularly important for employability, including items such as communication, emotional intelligence and analytical thinking and adaptability. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the history of dissemination and use of lean concepts in construction and potential challenges for continued use, as application of lean concepts transitions from a small group of first adopters to an industry-wide community. Design/methodology/approach – Using insights obtained from a meeting with industry practitioners, literature review, and published cases in which different approaches were used to disseminate lean production/construction, evidence is presented that supports these challenges. Findings – The authors identify three challenges facing lean construction (LC) practitioners, researchers, and educators. One challenge is lean has many meanings (whether denoted or connoted) when applied to construction. Another challenge is to have academics constantly working with industry practitioners to keep working on the adaptation of concepts/systems and not only tools. The third challenge is that without a sustained effort to engage people in meaningful learning experiences, LC may be viewed as a fad in the construction industry. Research limitations/implications – The discussion presents the authors' interpretation of facts and existing literature reviewed to support the arguments made. Moreover, while the literature reviewed addresses sources from different parts of the world, the preponderance of the authors' research activities and experience are limited to two countries, Brazil and the USA. Practical implications – In the face of overwhelming interest in lean by the construction industry, research on effective methods for disseminating lean concepts is overdue. Social implications – By partnering with industry practitioners who are already implementing LC or want to start the journey, academics have access to projects (labs in the real world) and can bring back to the classroom examples to educate future generations of professionals who can push for changes in the industry. This partnership also helps the validation of experiments regarding LC implementation, as data can be collected and analyzed in a scientific way, and can be documented for dissemination within the industry. Originality/value – The paper discusses challenges related to the evolution of LC in the industry, with the aim of forming a basis for an informed discussion on how to promote sustained and informed learning in construction. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators.Design/methodology/approach The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs.Findings The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education.Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample.Practical implications The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs.Social implications With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children.Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine existing learning innovation systems and propose a systematic methodology of delivering educational innovations in the right amount, in the right place and at the right time. Design/methodology/approach – Higher education is not effectively incorporating new discoveries in cognitive science and human learning into effective teaching strategies. In this paper, the authors explore the various impediments to change. To partially overcome these barriers, Drexel University, in collaboration with Untra Academic Management Solutions, LLC, has embarked on the development of a knowledge management system to assist instructors in obtaining, implementing, evaluating and disseminating new educational innovations. The system as envisioned would be capable of adapting to various educational environments and evolving with changes in curricula, faculty expectations, learning outcomes and student characteristics. Findings – The SocraticNet as a learning environment is stimulated, based on Socratic inquiry among teachers and learners. It is an interactive social network system utilising Web 2.0-based emerging technologies fostering communication and sharing among faculty, students and others (e.g. librarians) engaged in a particular course or other educational experience. Students learn by sharing what they know, by asking questions, judging and evaluating the retrieved information, and using this information efficiently in completing their assignments or research papers. This approach results in multidimensional information flow – instructor to instructor, instructor to student, student to instructor, student to student – which adds a new richness to the interactions between faculty and students providing the framework for a true learning community. Research limitations/implications – The present work has been conducted at one institution. This can be extended to include more institutions and tried with different disciplines. There are implications for changes in relation to teaching and learning approached adopted in higher education and also for development of technology tailored to address issues emanating from the scenario. Practical implications – The research work presented has the potential to stimulate debate to further develop and refine thinking on the role and use of technology directed at improving teaching and learning in higher education. Originality/value – This paper examines learning and teaching styles in higher education taking cognizance of conditions and factors impeding new innovations in practice. Details discussions are presented and unique suggestions are made. [ABSTRACT FROM AUTHOR]

Purpose – In today's complex and highly competitive marketplace, universities and colleges, realizing a need to develop sustainable strategies, have turned to branding as a solution. However, because of their unique service characteristics, universities' branding attempts may not always result in success. The aim of this paper is to present a brand ecosystem framework in order to develop branding strategies for colleges and universities. Design/methodology/approach – The key elements of the framework include: student experiences as the driving force of the university branding strategies, academic services as the core value creation activities in delivering student learning experiences that are co-created with students and faculty, and supporting activities that are important in creating the core value. Findings – The framework suggests that both core and supporting value-creating activities are dynamically inter-related and work jointly in creating student learning experiences, and ultimately, a strong university brand. Originality/value – The paper presents the crucial elements and the relationships among them for building successful brands in higher education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide a critical analysis of the history and development of public relations education in the USA and Canada. Design/methodology/approach – The research methodology used for this paper is the historical/critical analysis approach. Findings – This paper finds more differences than similarities between public relations educational development in the two countries. The first PR course at a US university was taught at the University of Illinois in 1920 and the first US degree program was offered by Boston University in 1947. The first Canadian university PR course was taught at McGill University n 1948 and the first university degree was offered by Mount Saint Vincent University in 1977. Although PR courses and degrees are offered at a small number of élite US universities, the greatest recent PR curriculum development has been at smaller, second- or third-tier institutions. While a few Canadian universities offer courses and degree programs in the field, most of Canada's recent PR program growth has been at colleges rather than at universities. Practical implications – Rightly or wrongly, academic institutions often look to North America for direction when it comes to establishing and developing public relations education programs. A number of factual inaccuracies about public relations education history have frequently surfaced in books and journal articles. This paper corrects a number of those inaccuracies and in doing so improves public relations scholarship. Originality/value – A thorough review of the literature suggests that this paper represents the only journal-length piece about the history and development of public relations education in Canada and the USA. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this case study is to summarize a task force's efforts to change the educational degree requirements for open librarian positions at a large university in the Midwestern USA. Design/methodology/approach -- The paper reviews the literature on degree requirements in academic libraries and the nature of LIS degrees from countries outside the USA. It analyzes 136 position advertisements for academic librarians by required terminal degree and the type and Association of Research Libraries (ARL) status of the institution. Findings -- The paper concludes that, while most position advertisements do not specifically address foreign Library and Information Science (LIS) degrees, many advertisements, especially those at ARL libraries, contain flexible language that allows for degrees that are "equivalent" to the American Library Association (ALA) accredited LIS degree. Research limitations/implications -- The data collected from the relatively small sample of 136 job advertisements for academic librarians posted on the ALA Joblist and Chronicle of Higher Education web sites were largely meant to be anecdotal. Practical implications - The paper provides useful information for academic libraries in the USA, receiving applications for professional positions from applicants with foreign LIS degrees. Originality/value -- Although the literature on the ALA-accredited Master's of Library and Information Science (MLS) degree is extensive, no study considers the availability of positions to those with MLS degrees from other countries. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to contribute to the literature and practice on beginning principal socialization by identifying the features of post-industrial work that create a more complex work environment for the practice and learning of the principalship in the USA. Design/methodology/approach -- Based on recent literature on the changing nature of work, the paper applies those features of complexity to components of beginning principal socialization. Findings -- The nature of work in post-industrial society and the changes in education, including a knowledge society, technology, demographic changes, and public accountability increase the complexity for US school principals. These features provide an important conceptual and normative basis for understanding and changing the content, sources, methods, and outcomes of beginning principal socialization. Originality/value -- The paper contributes a set of conceptual and normative features that strengthens the understanding of how beginning principals learn the role. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the role of sheepskin effects in the return to education in Japan. Design/methodology/approach - The paper provides a short description of the Japanese schooling and recruitment system. It then describes the data set and the empirical approach. Estimation results are presented for the various specifications. The baseline specification closely follows existing studies for the USA to facilitate comparability across the two countries. The paper further investigates whether there are significant firm-size differences in the estimated sheepskin effects and whether sheepskin effects disappear with increasing job tenure. Findings - The estimation results indicate that sheepskin effects explain about 50 percent of the total returns to schooling. The paper further finds that education as a signal is only important for workers in small firms with the size of these effects being similar to comparable estimates for the USA. Finally, the estimated degree effects decrease with firm tenure, in particular for small firms. These results could be explained by the particular recruitment system of large firms in Japan, which makes university diploma as a screening device unimportant for large firms and the admission policy of Japanese universities. Originality/value - By investigating the role of sheepskin effects in a labor market that differs substantially from the labor market in the USA, the paper provides additional insights to the human capital theory-screening hypothesis debate. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present the results of exploratory research designed to develop an awareness of healthcare behaviors, with a view toward improving the customer satisfaction with healthcare services. It examines the relationship between healthcare providers and their consumers/patients/clients.Design/methodology/approach: The study uses a critical incident methodology, with both effective and ineffective behavioral specimens examined across different provider groups.Findings: The effects of these different behaviors on what Berry (1999) identified as the common core values of service organizations are examined, as those values are required to build a lasting service relationship. Also examined are categories of healthcare practice based on the National Quality Strategy priorities.Research Limitations/implications: The most obvious is the retrospective nature of the method used. How accurate are patient or consumer memories? Are they capable of making valid judgments of healthcare experiences (Berry and Bendapudi, 2003)? While an obvious limitation, such recollections are clearly important as they may be paramount in following the healthcare practitioners' instructions, loyalty for repeat business, making recommendations to others and the like. Further, studies have shown retrospective reports to be accurate and useful (Miller et al., 1997).Practical Implications: With this information, healthcare educators should be in a better position to improve the training offered in their programs and practitioners to better serve their customers.Social Implications: The findings would indicate that the human values of excellence, innovation, joy, respect and integrity play a significant role in building a strong service relationship between consumer and healthcare provider.Originality/value: Berry (1999) has argued that the overriding importance in building a lasting service business is human values. This exploratory study has shown how critical incident analysis can be used to determine both effective and ineffective practices of different medical providers. It also provides guidelines as to what are effective and ineffective behaviors in healthcare. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools. Design/methodology/approach – Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling. Findings – Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching. Originality/value – The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to analyze how faculty, staff and students at one American University define the term sustainability. Design/methodology/approach – The authors analyze student, staff and faculty definitions by comparing word frequency counts to a list of the 25 most frequently found words in over 100 definitions of sustainability. Next, the authors analyze the definitions through content analysis, producing a list of emergent themes. Findings – The authors find that our definitions do not rate highly when compared to a list of the most frequent words from published definitions, but examining them more closely highlights nuances in understanding. Research limitations/implications – These results can only speak to one university’s population, but may be similar to that of comparable schools. Further studies should include comparisons to a range of campus communities, including environmental leaders and laggards. Practical implications – Administrators and educators at institutes of higher education must determine whether an ambiguous understanding of sustainability is sufficient for their own goals in producing an educated citizenry. Social implications – When a community fails to understand sustainability, it impacts how they conceptualize environmental problems and make decisions to solve them. Originality/value – This study shows that unless one has polled a campus population, one cannot know how its members understand a fundamental concept such as sustainability. It also shows that the work of sustainability education is just beginning. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to contribute to assertiveness research and assess the differences in assertiveness as it relates to gender, national culture, and ethnicity. Design/methodology/approach -- The data for the study are from 231 undergraduate students majoring in business at one of four academic institutions: three in the USA and one in the Republic of Vietnam. Students completed the 30-item Rathus Assertiveness Schedule. Findings -- This research suggests that individuals who are alike in level of education and status demonstrate similar levels of assertiveness, regardless of gender, national culture, or ethnicity. However, differences were seen as the data show white American males to be the most assertive, with African American females next. White females ranked third, followed by Vietnamese females, concluding with Vietnamese males. Research limitations/implications -- Although the sample size is small, the intent of this research was never to have the subjects represent the general population in terms of the variables used. Instead, the authors attempted to control for gender, culture, and ethnicity variables by using a sample of college students who were similar in relation to education and social status. Future research could more fully research the findings from this study which suggest that African American women are more assertive than all other groups with the exception of white males. Originality/value -- This study also gives credence to the suggestion that the global manager, in order to become more effective, needs to fully understand employee differences as represented by gender, national culture, and ethnicity. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this research is to provide an in-depth analysis of the labor market for apprentice training in the US construction industry. Also, the paper analyzes the learning process of apprentices and discusses the role of apprenticeships as a pathway to higher education. Design/methodology/approach |!|#8211; The interdisciplinary approach of this research integrates both the economic, institutional and educational aspects of apprenticeship training to show the process of developing the construction labor force in the USA. Findings |!|#8211; The major finding of this research is to highlight the importance of apprenticeship programs in the US construction industry and how these programs can be used as a way to help rebalance the labor market. By increasing the number of workers with intermediate skills, we can insure the distribution of skills more closely matches the distribution of available jobs. Research limitations/implications |!|#8211; Because of space constraints, the research limitations are that little is said about the factors that affect apprenticeship program completion rates. Practical implications |!|#8211; The practical implications of this research are to provide policy makers some recommendations that can be used to foster the growth and development of apprenticeship programs in the US construction industry. Social implications |!|#8211; The major social implications are that apprenticeship programs should viewed as an alternative pathway to higher education. They can ultimately improve career mobility and earnings. This can lead to a more equal distribution of income while expanding the tax base. Originality/value |!|#8211; This paper provides a unique analysis of an important segment of the US labor force by focusing on the economics and learning process of apprentices in the US construction industry. Understanding the learning styles of many apprentices helps explain the importance of the dual nature of their training. [ABSTRACT FROM AUTHOR]

Purpose - The E-Rate program has been widely applauded for helping American schools achieve almost 100 percent internet connectivity, up from 14 percent in 1996. However, mismanagement and complex administration problems have tainted the program's fame, making it a target for criticism by many commentators, scholars and even governmental agencies. Previous research has suggested that the complex and multi-stage application process may prevent some school districts from availing of E-Rate funds due to lack of technical expertise and administrative support. The objective of this paper is to examine the patterns of distribution of E-Rate funds, especially across the rich-poor and rural-urban divides, using nationwide data. Design/methodology/approach - A total of eight states were selected, two each from four categories defined based on the degree of urbanization and per capita personal income: rural rich, rural poor, urban rich and urban poor. From these states, a total of 343 school districts were randomly chosen, roughly equally from the four groups. The E-Rate funding data for 2006 were obtained from the Universal Service Administration Company (USAC) database and information on each school district from the National Center for Educational Statistics (NCES). Findings - The results indicate a mixed picture on how well the program has fulfilled its policy intent of supporting the most disadvantaged school districts. For example, the percentage of free/reduced lunch eligible students was not a significant predictor for the amount of E-Rate funds, although this is a critical threshold for deciding the discount levels. While the poverty level of the district, revenue per student, and locations were not significant, only the percentage of minority students and ratio of total staff to total number of students in the district displayed positive and significant effects. Contrary to some of the previous results, this nationwide sample did not reveal any significant relationship between districts' locations and funding amounts. However, it is evident that there are clear differences between groups. Particularly, rural and poor states had less funding compared to other groups in 2006. Practical implications - It has been suggested that the complex and multi-stage application process may prevent some school districts from availing of E-Rate funds due to lack of technical expertise and administrative support. With the data of one state, Pennsylvania, the findings partly supported the hypothesis by showing that rural and poor schools continue to get less funding compared to their urban and richer counterparts. Originality/value - The paper extends the scope of previous empirical study to a nationwide sample, and analyzes the competing influences on the patterns of distribution of E-Rate funds. [ABSTRACT FROM AUTHOR]

Purpose – Performance of home health aides remains imperative in the medical community, but understanding the potential role of consideration leadership (CL) in improving performance of home health aides in the literature has gone undetected. This paper seeks to address these issues. Design/methodology/approach – The present study, using the 2007 National Home Health Aides Survey (n=3,308), aims to investigate the moderating role of consideration leadership (CL) in the relationship between injury and training among home health aides at the national level. Descriptive statistics and a hierarchical logistic regression analysis were performed. Findings – Not all consideration practices play a positive role in the relationship between training and injury. The authors found only employee-focused consideration leadership practices, when introduced together with training, may benefit home health aides in reducing injury. Research limitations/implications – To maximize training effectiveness, leaders may need to understand the importance of their own role in training transfer processes and attempt to demonstrate adequate influence behaviors such as consideration. Originality/value – This research is the first of its kind to explore the role of consideration leadership in the relationship with injury and training among home health aides. [ABSTRACT FROM AUTHOR]

Purpose - We seek to understand how gender shapes the practice of concerted cultivation in connection to other key social locations of race and class. Design/methodology/approach - This quantitative research paper uses multi-level modeling to provide an intersectional analysis of parenting practices across diverse social and institutional settings. Findings - We find gender matters: across three aspects of "concerted cultivation" (involvement in schooling, extracurricular activities, and cultural outings), parents invest more time and resources in girls compared to boys. More importantly, using an intersectional approach, we find distinct racial/ethnic differences in engendering concerted cultivation. Gender differences occur among Black and Hispanic but not white parents' involvement in their child's schooling. Additionally, parents cultivate girls' participation in certain kinds of extracurricular activities more so than for boys, but this difference is greatest at the highest socioeconomic levels. Social and practical implications - The ways in which parents' shape young children's activities and experiences in daily life vary greatly across gender, race, and class statuses. Originality/value - Gender shapes access and exclusion to various social settings across the life course; this paper adds to literature on social-ization, incorporating other social statuses into understandings of processes of the social reproduction of inequality. These results are of value to parents, schools, and social scientists. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to investigate the effects of national culture on the acceptance, and online interaction, of management education and training online using Hall|!|#39;s cultural classifications and Hofstede|!|#39;s cultural framework. Potential differences in perceptions of personal innovativeness and levels of online management education acceptance were examined. Design/methodology/approach |!|#8211; Factor analysis, structural modeling techniques and independent sample t-statistics were used to analyze samples collected from online management classes in the USA and Korea. Findings |!|#8211; Results suggest that high-context and collectivism cultures are more conservative to the adoption of online management education and training and participation in online interaction. A second interesting finding is evidence of the significant difference of adoption likelihood of learning innovation and changes. It was clear that a nation|!|#39;s culture directly affects the manner in which participants engage, relate and benefit from online management education/training. Originality/value |!|#8211; These insights may help multinational companies predict adoption of online management education and the appropriateness of online training across regional differences so as to formulate more effective online management education and training strategies by accommodating their cultural influences. [ABSTRACT FROM AUTHOR]

Purpose – Medical education in the USA has historically been designed around social and economic conditions within the medical community, contributing to a fluctuating emphasis on the number of medical schools, as well as the methods by which medicine has been taught, and ultimately leading to a shortage in the physician supply. This paper aims to describe the current status of medical education training, including the tracing of its origins, and to articulate the ability of new media to accelerate and restructure the physician preparation process.Design/methodology/approach – The application of new media requires a rethinking of long-held assumptions regarding the medical education process. Medical school faculty must be willing to develop new curriculum models, integrating new media technologies to facilitate varied learning modalities. Likewise, clinicians and basic scientists in medical schools must determine the most appropriate information needed by a practicing physician and make that information available via new media platforms.Findings – The utilization of new media presents the opportunity to both accelerate and restructure the medical education and training process. The development of teaching and learning modalities via new media can positively impact the physician supply problem by transforming medical education to a competency and evidence-based curriculum in an accelerated format.Originality/value – The impending health consequences of a physician shortage have crystallized the need to begin immediately to expand the physician supply. In order to meet the health needs of a growing and aging population, it is imperative that the methods of medical education be altered to accelerate and improve the physician preparation process. This restructuring of the medical education curriculum is dependent on the utilization of new media to leverage the digital literacy of today's medical students. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to determine which categories and indicators of quality are best suited to evaluating associate degree culinary arts programs (ADCAP). Design/methodology/approach – The researchers surveyed a national sample of culinary educators and industry chefs in the USA. The instrument asked the participants to rate the importance levels of 50 potential quality indicators for ADCAP. The data were analyzed to determine the most important indicators as well as categories of indicators. Findings – Data analysis revealed the five most important indicators of quality, based on mean scores, to be: sanitation of kitchen laboratories; industry experience of faculty; subject experience of faculty; required internship; and job placement rates. From these data, the researchers developed a list of 20 suggested quality indicators. The indicators were originally divided into eight categories. The majority of the suggested indicators came from the faculty, organization and administration, and facilities categories. However, factor analysis revealed that the list of indicators could more appropriately be divided into 13 categories. Research limitations/implications – The members of the American Culinary Federation surveyed may not be representative of all chefs in the USA. Practical implications – The results provide a basis for educators, students, employers and other stakeholders of ADCAP to evaluate these programs and suggest future research to further evaluate ADCAP quality. Originality/value – This paper applies multiple theories of evaluating quality in higher education to a type of program that has been under-researched in the academic literature. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the perceptions of master of library and information science (MLIS) students of social software. Design/methodology/approach – A web-based questionnaire is used as a survey instrument. The MLIS students at Kuwait University (KU) and the University of Wisconsin-Milwaukee (UWM) are identified as the population of this study. In total, 132 MLIS students participate in the survey. Findings – The majority of students from the two schools are aware of social software applications and their use. Blogs, video sharing, collaborative authoring, communication and social networking received the highest mean scores. Their perceptions about online activities, their use of social software and the obstacles to its use were not significantly affected by institutional affiliation. It was further found that the institutional affiliation exhibited significant differences for their perceptions of social software applications in education. Research limitations/implications – The sample issues present one of the main limitations of this study and the bias of the survey method. Practical implications – The findings of the study can meaningfully contribute to a better understanding of the affect of social software on MLIS students. It also can be applied to the implementation of these applications in library and information science (LIS) education. Originality/value – Most research on social software concentrates on students from other fields; very little research has considered student in LIS. This research is also the first survey to investigate how MLIS students in Kuwait using social software. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to review and categorize the different strategies Master of Business Administration (MBA) programs have adopted towards incorporating environmental sustainability into business administration. Design/methodology/approach -- Through extensive internet research looking at colleges and universities, data are collected from primary source web sites and administrative school contacts. There are 35 institutions whose MBA programs address sustainability in some way. Each of these institutions is then organized by location, tuition cost, enrollment, year founded, accreditation, and curriculum. Findings -- Green educational strategies differentiate themselves by the size and maturity of the program. Larger, established institutions typically opt for the green major, or a dual degree, and tend to leave systematic integration of sustainability to the individual student. Newer and smaller entrants tend to either dabble in green with a few sustainability courses, or completely embrace and systemically integrate sustainability throughout the program. Research limitations/implications -- The sample focuses on US institutions and treats sustainability as an externally validated curricular choice when it may merely be an educational fad. The sample excludes potential green MBA programs that lack a strong internet presence. Practical implications -- Four archetypes are identified: dual degree, all-green, green major, and green coursework. Institutions can analyze their performances and see where they fall on the two major continua -- integration and maturity/size. Originality/value -- Green MBA programs are relatively new on the academic landscape, and this research paper is one of the first to systematically analyze and categorize them. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to analyze job advertisements in United States academic libraries in order to determine the prevalence of jobs that contain a liaison component. It also aims to report on a survey of current library science graduate students to assess their level of understanding of what liaison work entails and what type of preparation they have had for such work in their US program. Design/methodology/approach - The study includes an analysis of 313 academic library job advertisements. It also uses a 12 question survey, which was distributed to 52 library school listservs throughout the USA. The survey announcements resulted in 516 responses from library school students nationwide. Findings - Of the jobs surveyed more than a quarter specifically mentioned liaison activities. The survey showed that few respondents have been exposed to a discussion of liaison work in their classrooms. Those who have demonstrated greater awareness of what constitutes liaison work demonstrate greater self-confidence in their ability to become successful liaisons. Research limitations/implications - The anonymous survey did not require participants to indicate what school they attended, possibly resulting in a geographically biased sample. The survey also did not ask respondents at what point they were in their program, so that some respondents may have been very new to their library school studies and may not have had the opportunity to take many classes at the time of the survey. Practical implications - This study suggests that library schools should find ways to incorporate a discussion of liaison work into some part of their curriculum, especially for students interested in academic librarianship. Originality/value - No other studies have analyzed job descriptions in terms of liaison work, nor have any studies surveyed students to determine their knowledge of, and preparation for, this type of work. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the development of re-engaging American youth via the application and process of dual-credit. Whereby, the dual-credit phenomenon will stimulate debate on its impact within the educational hierarchy. Design/methodology/approach - A recently published work by Dr Hans Andrews, The Dual-Credit Phenomenon, was critiqued in conjunction with a number of other recently published materials. Dr Andrews' work was used as a cornerstone on which the other materials could lay to facilitate discussion on the issue of education and the impact that it was having on the youth of America. Findings - Dr Andrews' work focuses on addressing the needs of gifted or mature students ready for college. The dual-credit process, whilst successful, is only partially addressing the needs of all disengaged students. Practical implications - The paper looks at the impact on the dual-credit process and attempts to look further into the problem of youth disengagement by suggesting possible courses of action based on the significant contributions that Dr Andrews' work has highlighted with respect to the processes and applications associated with dual-accreditation. Originality/value - This paper fills a genuine source need. [ABSTRACT FROM AUTHOR]

The LAUSD is the largest school district in the State and is charged with the responsibility of educating over one-fifth of the children in California. Taken individually, each of the LAUSD's eleven local districts would rank in the top twenty in the State in terms of student population. The District is LA County's second largest employer, and with an annual operating and capital budget of over nine billion dollars, it brings together a diverse range of active and dynamic stakeholders. In 2000 the LAUSD found itself at a crossroads. In response to growing criticism and the threat of a State-mandated break-up due to the poor performance of their schools, the District created eleven mini-districts to improve accountability and take instructional programs closer to the people who use them. This paper provides background on the LAUSD's decentralization effort and power sharing aspects of the District's self-imposed break-up, and recommendations for addressing these issues are postulated. [ABSTRACT FROM AUTHOR]

Interest in teacher "stress" and its relationship to teacher well-being has a long and distinguished history. However, there has been criticism of this research endeavour for its conceptual narrowness and lack of psychometric rigour. An international project investigating teacher and school executive career satisfaction, motivation and mental health is initiated. This project sought to develop a model of teachers' occupational well-being that was wider than a focus on "stress", and, as noted, included occupational motivation and satisfaction. This paper reports on a sub-aspect of that research, the development of scales to measure teacher and school executive satisfaction with the work of teaching and its context carried out in Australia, England, New Zealand and the USA. Separate teams recruited participants in each of the four countries, giving a final sample of 3,000 teachers and school executive. Exploratory and confirmatory factor analyses of the Australian data resulted in a ten factor model, which was validated on the English and New Zealand data. Analyses of the US data resulted in a 16 factor model. As well as revealing relative satisfaction with various facets of the teaching role, these scales also prove useful in explaining how teachers and school executive view the construction of their respective educational and social contexts. [ABSTRACT FROM AUTHOR]

Purpose - The paper seeks to determine the state of library services to people with disabilities in the USA. It aims to use social capital theory to provide a lens to reconceptualize equal access in a global context, and to offer insights on the effects of new information technologies for re-envisioning universal access. Design/methodology/approach - Librarians serving the National Library Service for the Blind and Physically Handicapped (NLS/BPH) were surveyed. Questions addressed clientele, services, technologies, career opportunities, library and information science education, and librarian demographics. Findings Human resources and information technologies are identified as major challenges to the future of information access for disabled persons. Professional perspective suggests there is strong potential for technologies and the internetto bridge the information access divide if libraries commit to providing access through assistive technologies. Research limitations/implications - The survey was limited to librarians serving NLSIBPH. A similar survey distributed in other nations could expand the possibilities of future research. Practical implications - Information from this survey can aid librarians planning delivery of information services to disabled patrons. Suggestions for shifting from special access to universal access philosophy assure access for all. Results can also help library educators prepare graduates to serve an aging population that will challenge standard methods of information access. Originality/value - The literature review demonstrates that this survey is the most recent in three decades to determine the state of library and information services to disabled people in the USA. It is the first to address the topic in relation to new technologies, leading to better service through better understanding. [ABSTRACT FROM AUTHOR]

The article offers information on the U.S. Congress concern on the rising education in India and China that would affect the U.S. Competitiveness. It informs that the Business Trends Library assumes economic growth has been very slow and does not cause society to change significantly during a human life. It reflects that increasing consumption by post-industrial countries have created increasing imports of materials from outside and for this they must find means of paying. It informs that the countries including the U.S. and Great Britain are US are moving out of the mass production phase of economic development into the new level of post industrial development.

The article proposes a framework for integrating social responsibility within the accountability context that is prevalent throughout the regular and special education contexts of Canadian and American schools. The article also seeks to expose readers to many of the varied theories that exist concerning transdisciplinary forms of inclusive education. The article's aim is to further the understanding of educators and leaders on the issue of special education programs and the various ways in which it is possible to improve the contemporary education system.

Purpose - The purpose of this article is to document the extent of girls' under-representation in nontraditional high school career and technical education courses, examine the role of sex discrimination in these disparities, and identify legal remedies for addressing the problem. Design/methodology/approach - This article uses high school CTE enrollment data from 12 states to document female students' under-representation in nontraditional courses and uses wage data to show the negative implications for girls' future earnings. Drawing on the experiences of female students, this study explains how sex discrimination contributes to their low rates of participation in nontraditional training. The study then discusses how laws and regulations at the federal and state levels may provide means to address such discrimination. Findings - Finds high levels of sex segregation in CTE course enrollment, with female students making up on average 15 percent of students in nontraditional courses and 87 percent in traditionally female fields. Substantial evidence of sex discrimination in CTE makes a strong case for its role in contributing to girls' low enrollment in nontraditional courses. Varied state laws can be utilized to address this underlying cause. Originality/value - While much research has looked at girls in math and science, less attention has been paid to their participation in nontraditional CTE. This paper offers quantitative evidence of girls' under-representation in such courses and qualitative evidence of the role sex discrimination plays. Offers a unique solution by showing how state laws can be used to address such discrimination and increase girls' participation in nontraditional training. [ABSTRACT FROM AUTHOR]

The article evaluates legal opportunities to develop creativity and technological innovation in a knowledge-based economy in the United States. Legal restrictions on the individual consist of non-competition and non-disclosure agreements and immigration and education. Legal restrictions on innovation are rights management and non-traditional intellectual property regimes. The results of the study showed that legal mechanisms may be out-moded and cumbersome eventhough there is a number of technological means that attempt to codify and harness innovation and encourage activity.

Purpose - This chapter discusses how gender scholarship has transformed the study of immigration in the United States since the 1970s. Methodology/approach - This discussion is based on a synthesized review of immigration studies and their connections to gender scholarship in different historical contexts. Findings - Over the past four decades, gender scholarship has significantly shaped the theories, methodologies, and core concerns in immigration studies in the United States. Before the 1970s, immigration research focused on men. Studies of immigrant women began in the 1980s, which not only challenged previous gender-blind perspectives but also highlighted women's unique experiences. From the mid-1980s to the early 1990s, the study of gender and immigration focused on immigrant women's vulnerabilities in the global economy and enhancing women's status at home through employment in the host society. Since the 1990s, more diverse topics have emerged to involve discussion on globalization and transnationalism. These gendering trends in immigration studies have not taken place in an intellectual vacuum. Rather, they have been influenced by developments in gender scholarship within different historical contexts. Research limitations/implications - To enrich gender-focused and feminism-informed research in immigration studies, scholars will have to build connections across subareas and engage in dialogues with each other. More immigrant groups must also be studied to reflect the extremely diverse make-up of current immigrants in the United States. Intersectional analyses are also needed to avoid homogenizing studied groups. Finally, mainstream immigration research must begin to perceive gender as an essential analytical framework. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools. Design/methodology/approach – The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material. Findings – The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages. Originality/value – This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired the essential skills and experiences needed to be effective in the leadership positions. Design/methodology/approach – For this qualitative study, the authors interviewed program alumni of one university leadership preparation program regarding the experiences and training they identified as having prepared them with the necessary skills, knowledge, and attitudes to be successful in their positions, as well as which components of their administrative internship experiences, if any, they identified as having most prepared them for their positions. Findings – School and district administrators indicated they acquired the knowledge, skills, and attitudes necessary to become successful leaders through specific preparation experiences and opportunities. Key experiences cited by alumni included gaining some leadership responsibilities while they were teachers and further opportunities to lead in the administrative internship; engaging in practical, hands-on assignments in their graduate degree program courses; learning from other administrators with unique areas of work responsibilities, as well as from other schools and districts; and receiving guidance from a dedicated mentor. Originality/value – The findings from this study contribute to research in the area of administrator preparation by guiding preparation programs in prioritizing the types of training and practicum experiences that aspiring K-12 educational leaders receive as a component of their preparation programs. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to provide an empirical measure of how principals enact prescribed leadership standards into practice. The aim of the study was to ascertain how current school principals perceive the practice of a specific set of leadership standards. Design/methodology/approach – A total of 61 practicing school principals in North Carolina were asked to rate (in a forced distribution) how they currently enact the North Carolina Standards for School Executives (their professional standards for certification and evaluation). Using Q-methodology, factor analysis generated three model sorts. These factors are examined with the sorting data along with data from a post sort questionnaire. Findings – The three factors that emerged in this study highlight that there is no one way leadership practices are lived in schools. Specifically, this study provided three distinct categories of how school principals practice leadership. The three factors that accounted for 38 percent of the variance in this study. The factors were named collaboration focus, policy focus, and vision focus. Each provides illustrative descriptions of what fosters and inhibits practices within each factor. Practical implications – The findings have clear and present implications for how, why, and to what extent current school principals enact professional standards in the face of contextual factors that may complicate or even negate the efficacy of standardized practice. Such analysis holds promise that practices can be mediated in a meaningful manner. Originality/value – This study adds value to the field by virtue of examining the dissonance between standards and practice. This study's methodology that seeks to operationalize subjectivity is original in the field of principal leadership. [ABSTRACT FROM AUTHOR]

Purpose – In the disaster mitigation community, one of the most important tasks is that of information transfer prior to, and following natural disasters. The purpose of this research project was to increase the understanding of key aspects (such as attractiveness and educational value) that influence the utility and effectiveness of educational media tools for home resilience during hurricanes. Design/methodology/approach – A total of three types of educational media were developed – pulp board coasters, tri-fold pamphlets, and a web hosted video. The contents of these media were developed based on data from federal agencies, as well as scholarly articles and technical reports to form an inclusive body of information. Several focus groups of homeowners and potential homeowners were held to evaluate participant's preference of these three media tools with regards to their usefulness for making homes safer during natural disasters, specifically during wind and wind-driven rain events (e.g. hurricanes). Findings – Analysis of the focus groups indicate that media use (based on disaster prevention home resilience practices) is highly dependent on the target audience or the stakeholder group (e.g. consumers look for different information content as compared to the builders). While all three media were indicated by the participants to have merit, the pamphlet was preferred aesthetically and was most likely to be used by homeowners. In addition, the study found that the usefulness of the tools depends on the ease of understanding and implementation of the best practices and ease of access to the tools (targeted location for each media). Research limitations/implications – The findings of the study have implications for the entire disaster educational community. Although the findings are mostly qualitative and the small sample used in the focus groups limits the generalize ability to the entire population of the USA, nevertheless, future educational information and tools used should follow easy to understand language, be illustrated with examples and pictures, and be placed at convenient locations for homeowners to access. Originality/value – By understanding how to better reach homeowners with information on home resilience, information can be more effectively disseminated to the public which allows for efficient use of tools as well as funds. [ABSTRACT FROM AUTHOR]

The article presents a study on the role of school principals in sustaining school success and the utility of governance change in the U.S. The study indicates that a significant change in governance structure had been required to sustain the school's success. It notes that the school converted from a traditional public school to a charter school to protect investments made in teacher professional development. It also notes that the study is part of the International Successful School Principalship Project (ISSPP).

This article presents information about a study designed to examine the interactions among school administrators, multicultural attitudes and actions for children from marginalized populations. School administrators and superintendents completed an electronic survey which consisted of four sections: a modified multicultural questionnaire; a modified diversity action survey; a national diversity leadership questionnaire; and a personal heritage questionnaire. A positive correlation between multicultural attitudes and diversity actions.

The article focuses on the fundamental elements of moral literacy. The article explains that moral literacy involves three components; ethics sensitivity; ethical reasoning skills; and moral imagination. It is suggested in the article that moral literacy is undervalued and under-developed in the American educational system. The findings in the article indicate that moral literacy is a skill that must be developed and honed by students, and teachers that are well-versed in moral subject matter must aid the students. The article asserts that moral literacy is necessary to teach students, and it will help schools to produce productive and responsible citizens.