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This research investigates the integration of Urban Environmental Quality, Materials and Resource Management, and Green and Sustainable Environment within the international maritime education framework at Sekolah Tinggi Ilmu Pelayaran (STIP Jakarta/ Maritime Institute of Jakarta). The study explores cadet experiences in Nautical, Technical, and Port and Shipping Management Majors, analysing theoretical foundations, curriculum satisfaction, practical training, and the incorporation of Environmental Science elements. Utilizing a qualitative descriptive approach, data is gathered through document analysis and self-reported reflections from 100 randomly selected cadets. The findings reveal distinct dynamics across majors, indicating a strong alignment between theoretical foundations and curriculum satisfaction. However, variations exist in the emphasis on practical training and the integration of Environmental Science elements. Port and Shipping Management Majors stand out with a notable commitment to sustainability principles, while Nautical and Technical Majors show potential areas for enhancement. The implications for future research underscore the need for ongoing refinements in curricula to address the evolving demands of the maritime industry. The study contributes to the scholarly discourse on international maritime education, providing insights for academic institutions to foster environmentally conscious and globally competent maritime professionals.

Students of strategic management are often inundated with a plethora of analytical tools from which they must chose a select few to help them to effectively analyse the forces impacting the sustainable competitiveness of an organisation. Choosing the right tool(s) can be daunting, yet crucial for understanding organizational challenges and crafting relevant and effective strategic solutions. This desk research study explores the utility of analogies and metaphors as pedagogical tools to prepare students to become adept in strategic analysis. Aristotle likened metaphors to puzzles, suggesting that, like puzzles, metaphors engage us in figuring out how one thing resembles another. It is during this active participation and interpreting that makes analogies and metaphors effective in making complex strategy concepts more relatable to students. Through the process of analogical encoding, this conceptual study argues that the medical analogy holds promise for effective scaffolding of students' learning, demystifying abstracts and making them more relatable in addition to structuring thinking across domains as well as promoting critical thinking, decision-making, creativity, problem-solving, collaboration and communication skills - key 21st century skills sought by industry. By leveraging familiar medical analogies, teachers or educators can promote learner-centred authentic learning, simultaneously enhancing the students' learning experience.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

The objectives of this research were to: 1) develop a training course to enhance knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) study the effectiveness of the training course; 3) compare the knowledge and understanding of student teachers before and after the training; and 4) study the satisfaction of student teachers towards the training course. The research sample group consisted of 17 third-year student teachers who were studying in the Bachelor of Education program at Rajamangala University of Technology Thanyaburi. The sample group was selected using a multi-stage random sampling method. The research tools used were: 1) a training course curriculum, 2) a knowledge and understanding assessment questionnaire, and 3) a satisfaction survey questionnaire. The statistical analysis used to analyze the data included mean, standard deviation, E1/E2 efficiency ratio calculation, and t-test for dependent samples. The research findings were as follows: 1) the training course effectively enhanced knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) the training course had an efficiency ratio (E1/E2) of 83.82/80.98, 3) the knowledge and understanding of student teachers significantly improved after the training, with statistical significance at the 0.05 level, and 4) student teachers' satisfaction with the training course was high.

Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students' attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.

Background/purpose: With the advent of Artificial Intelligence (AI), it has become possible to invent computer systems that can perform human-like processes to tackle large data and solve complex problems. AI has manifested itself in the field of education through several technologies such as intelligent tutoring systems, adaptive teaching/learning, large-scale assessment and evaluation designs, predictive modeling and learning analytics, educational games. AI has incrementally begun to transform the ways teachers teach, students learn, and schools function with inevitable implications for school management and leadership. Materials/methods: This study aims to focus on these implications through highlighting possible contributions of AI-based innovations to school leadership and management based on a comprehensive review of early evidence. Practical implications: With its capability to process large datasets, engage in human-like cognition, thinking, and conversation, make decisions, and execute actions by this means, AI technologies offer several opportunities to improve school-wide leadership, practice open management based on the principles of transparency, participation, and digital skills, create the required synergy to achieve ever-changing educational goals by integrating teachers, students, and parents into educational processes. These technologies have also proven their capacity to help school leaders manage various technical tasks ranging from the management of food/transportation services, supply of instructional materials, human resource management, security, and student information processing. AI also enables learning analytics, or educational data mining, which allows for taking preventive actions and providing customized education by obtaining comprehensive data from students' educational activities across a period. Conclusion: It is undeniable that the integration of AI-based digital technologies bears several opportunities and challenges for adapting the functioning of schools to the new conditions in the interest of students, teachers, and other stakeholders.

Massive open online courses (MOOCs) are online-based teaching programs designed to accommodate thousands of students without charging any fees. They began appearing in 2009 and 2010, became popular for a while, but are in decline now. This paper contains bibliometric and systematic reviews of research on MOOCs to see what can be learned from the innovation. The primary goals of these reviews are (1) to bibliometrically chart the research conducted on MOOCs and highlight significant milestones, (2) to reveal themes in MOOC research and discover key lessons, and (3) to surface any management education-specific lessons. The results show an increasing interest in scholarly work on MOOCs that demonstrates an enduring interest in reducing drop-out rates, although remedies have not yet been found. Studies demonstrate the importance of increasing opportunities for engagement and interaction. Few studies have explored MOOCs related to business and management. As universities have sought to monetize MOOCs, they have become less massive and less open as key components like credit and certification have been placed behind pay walls. The paper concludes with a critical discussion of MOOC research that suggests that they were a fad whose time has come and gone.

The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners' cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.

This essay examines strategies for thoughtfully integrating generative AI (Gen-AI) into management curricula to enhance student learning while mitigating risks like overreliance. We make the case that outright resistance is counterproductive; instead, management educators should embrace Gen-AI's potential to create more engaging, experiential learning aligned with andragogical principles. We provide a conceptual framework mapping nine Gen-AI objectives to the principles of andragogy. A semester-long course example illustrates this framework in action through AI activities fostering autonomy, competence, and real-world application. Student surveys revealed overwhelmingly positive perceptions of Gen-AI integration and improved exam scores. However, dependence risks remain. The essay discusses strategies to enhance critical thinking, personal growth, and academic integrity. Overall, we propose that prudent Gen-AI adoption can enrich management education, but long-term vigilance regarding overreliance is vital.

Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students' learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.

Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time.

The purpose of this study is to understand how instructor clarity and computer-mediated behaviors influence students' affective learning and technology self-efficacy in online supply chain management (SCM) courses, which show how the instructor-student relationship affects online learning experiences. Data were collected through an online questionnaire using the Prolific human subject's pool. The data supported a model in which instructors' clarity and computer-mediated immediate behaviors indirectly influenced students' technology self-efficacy and affect for the course through the mediation of perceived immediacy. Affect for the instructor did not fit into the final model. The findings in this study help SCM instructors navigate the pedagogical pivot that may be required for the next unexpected event (pandemic, etc.) without compromising student learning goals.

Experiential learning has become a fundamental pillar of higher education, particularly in public administration and nonprofit management programmes. This approach purposefully aims to engage learners directly in (a) concrete experiences; (b) focused, personal reflection; (c) abstract conceptualizations and (d) active experimentation. As universities have increased attention on experiential learning, they have also developed more study-abroad opportunities that position global citizenship as a primary expected learning outcome. Following the cancellation of study-abroad opportunities during the COVID-19 pandemic, this study provides an opportunity to review the student outcomes of two courses with the same materials, course focus (NGOs in Southeast Asia) and learning objectives: a study-abroad cohort in 2016 and a remote cohort in 2020. The findings suggest that the remote version may lead to similar outcomes in terms of global citizenship dispositions as the in-person version, although students in the remote version exhibited a more superficial, homogenized response to course materials. Implications for online, on-site and hybrid learning are discussed.

Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes.

We report on a study of how instructors in an online management classroom aim to develop critical reflection through asynchronous discussions. There is an ongoing debate centered on improving asynchronous discussions in online management education but insights into how these discussions could be facilitated to promote critical reflection remains largely under-developed. We address this issue by considering the extent to which management instructors' perception of their role and understanding of being critical impact their facilitation of asynchronous classroom discussions and the challenges associated with this facilitation. Results from 18 semi-structured interviews with instructors teaching in an online MBA program at a UK higher education institution show the potential of asynchronous discussions to promote critical reflection. However, we found that instructors often fail to capitalize on opportunities for critical reflection that arise from classroom diversity and dynamics. Despite the emancipatory intent that underlies program design, interview data reveals three specific areas of interest: the diversity of instructors' interpretations of what constitutes being critical in asynchronous discussions, a range of individualized facilitation strategies and the impact of imposed design constraints. We offer suggestions as to how to improve the facilitation of critical reflection through asynchronous discussions as well as directions for future research.

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the Team-Based Learning and Evaluation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes.

The purpose of this paper is to explore how shadowing has been applied as a method for principal development in China, in terms of its aims, the procedure and the transfer of learning. Four shadowing programmes countrywide were selected. The information on the experience of the participants, providers and mentors from high-performing site schools was obtained using semi-structured interviews. A total of 16 programme participants, 4 providers and 4 mentors from high-performing site schools were involved. This study presents a comprehensive picture of the use of shadowing as a method for principal development in China by exploring individuals who were directly involved in the shadowing programmes, and by bridging leadership learning to leadership practice stressing on transfer of learning upon completion of the programmes. The research found that learning by shadowing transferred into some positive changes in participants, at both cognitive and practical levels, when they shadow in high-performing schools. However, orientations for learning and relationships during learning were weakly established in most of the programmes, which could hardly support participants to internalise and contextualise their learning into practice for strategic or systematic changes.

This research article aims to reveal leadership accountability based on gender differences. This research was conducted by using an explanatory research design for students as subjects of research who were taking an Organization Development course at the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. In this course, they examine the roles of leaders, especially in terms of intervention programs for organizational development. The results of the study revealed that there were no differences between male and female students in terms of leadership accountability. There is no reason to differentiate between males and females for leadership positions, especially for those who have taken organizational development courses.

The aim with this study was to investigate mentoring as a professional developmental strategy for principals and to establish whether there was a need for a formal mentoring programme for principals and circuit managers. An interpretive, qualitative case study approach was adopted, with 13 participants being selected for interview via purposive sampling. Data were generated from semi-structured interviews. The findings reveal that the professional developmental strategies to which principals are exposed are not sustainable. The findings also show that principals were exposed to informal mentoring practices but were never part of a formal mentoring programme, and that there was a need for such a programme. We, therefore, recommend that a mentoring programme for principals be developed and phased in accordingly, namely the connection between the mentee and the mentor, relationship building and implementation, assessment (reflection), and separation of the mentee and mentor from the mentoring relationship.

Many small organizations sponsor events and activities that could benefit from the data management and reporting capabilities provided through a centralized database. However, many of those organizations do not have the budget to afford a commercial solution or an on-going subscription to a cloud-based solution for a small scope event with limited frequency use. The case focuses upon a service project volunteer management system for recording, managing, and reporting on volunteers and the service projects they are doing. The case provides a realistic scenario that can be used in a systems analysis and design, database development, or graduate level management information systems course. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of process modeling diagrams such as a data flow or swim lane diagrams and database design and development artifacts.

Following a professional program to ensure qualification for school leadership is a growing trend. However, school leaders have also come to understand and use content from educational programs in widely different ways. There is therefore a need to study how participating school principals experience learning differently within one and the same program. This empirical study uses qualitative methods to examine fourteen compulsory school principals' experiences of how the mandatory Swedish National Principal Training Program contributes to their professional development. The findings show how program elements can be experienced as contributing to professional development of some principals while being experienced as obstacles for others, depending on becoming active or passive driving forces for participants in terms of orientation, reflection, exploration, and interplay. Applying a theoretical framework made it possible to describe and understand their professional development through program participation in a nuanced way. In terms of analytical generalization such knowledge may form the basis for development of school leader programs.

Learning Leadership is a framework that addresses the complex actions and decisions made by principals. Harris and Jones (2021) declared the need to deepen an understanding of how educational leaders support conditions inherent to learning organizations. This study sought to better understand how principals learn and support growth as a strategy for leading. Findings are presented from seven Alberta, Canada high schools where principals were asked to reflect on learning leadership. Open interviews generated data about learning as both an outcome and a method of leading. Interview data was analyzed through van Manen's (2016) three step interpretive scheme and yielded themes describing how high school principals mediated in-school realities with external expectations. Study findings indicate that principals who lead for learning and achievement were able to identify growth-minded solutions characterized by ethical and wise approaches.

The aim of this study was to analyze the entrepreneurial self-efficcy (ESE) of teacher training students at ULM. This study uses an exploratory sequential mixed-methods approach (ESMMA) to an understanding of the entrepreneurial self-efficacy of economics education students of Universitas LambungMangkurat (ULM), Indonesia to find ways to become successful entrepreneurs. ESMMA analysis uses two research phases, namely the first stage is qualitative analysis with techniques namely data collection, display and conclusion). In the second phase, quantitative analysis was carried out using techniques namely quantitative data collection and data analysis. Data were obtained through developing entrepreneurial self-efficacy research questions: How can entrepreneurs manage stress during work?; Do entrepreneurs have original ideas in developing products?; Does the entrepreneur have a good relationship with anyone?; How do entrepreneurs analyse market opportunities, recruit employees, and be innovative to achieve success?. The results show that students have different personalities so that each decision for entrepreneurship is made in different ways. The analysis found that students need to develop risk management and uncertainty management skills, innovation management and product development skills, and interpersonal and network management to succeed in business competition.

To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential learning techniques to make explicit connections between knowledge and experiences students already have, encouraging them to make their own interpretations. In this case study, 50 multilingual students participated in a LEGO Serious Play (LSP) intervention for one academic semester. Due to the continuous rise of the numbers of international students in management schools in the UK in the post-COVID-19 era, researchers and lecturers indicate that additional support is often deemed necessary to promote social justice for multilingual and multicultural students and support their well-being. These students used LSP to make better sense of the assessment criteria and the theories they had to use to respond to the instructions and prepare a group paper and a group oral presentation in terms of a module on intercultural management. Findings revealed that these English as a Second Language (ESL) students were inspired by the use of LSP as it allowed them to reflect on the theories and apply them in creative ways fostering collaboration and creative problem-solving. Students initially felt uneasy to engage in this new approach but then enhanced their performance in their group oral presentations by 35% as they were able to improve their second language competence and intercultural awareness. The article concludes by discussing implications for using LSP with multilingual ESL students to help them overcome linguistic and cultural barriers, offering suggestions for the effective use of game-based techniques in Higher Education.

This meta-analysis study aimed to examine the effect of data literacy education, which affects databased decision processes, on data use knowledge and skills of school administrators and teachers. Therefore, theses on data literacy education for school administrators and teachers and relevant studies in peer-reviewed journals were examined through several databases. The study was conducted using the Comprehensive Meta-Analysis (CMA) software, using a total of eight studies published between 2006-2021. The results revealed that the selected studies were heterogeneous. Therefore, a random effects model was applied in the study. The overall effect size value of data literacy education was calculated as 2.16 according to Cohen d, suggesting that data literacy education makes a positive contribution to data use knowledge and skills of school administrators and teachers. The subgroup analyses conducted to determine the source of heterogeneity in results have shown that data literacy education did not differ by the type or the country of publications but varied by the type of participants, where studies conducted with mixed participants had high effect values.

The objectives of this paper were to 1) study the learning model of the smart crematorium system, 2) create a learning manual on smart cremation management, and 3) promote the development of learning for undertakers to use the smart crematorium. This was mixed method research with qualitative research and action research as parts of the conduct of quantitative research. The samples were from informants that consisted of 10 monks, 5 community leaders, 5 academicians, 17 seminars, 30 participants, a total of 67 people, and content analysis according to the study issues. The research instruments consisted of 1) an interview form, 2) a focus group meeting, 3) an activity participation form, and 4) an activity assessment form. The data collection was as follows: 1) secondary sources, documents, books, journals, and research reports related to concepts, and theories, 2) workshops, 3) in-depth interviews, 4) specific group discussions, and 5) collecting data from measurement reports and analysis of dioxin/furans compounds to categorize the data and analyzed according to the study issues. The findings revealed that 1. A learning model for using a smart crematorium system for the undertakers: 1) filling the fielder with the reaper into the storage tank 2) turning on the air compressor to fill the tank 3) opening the valve to let air into the system 4) checking the wind pressure and 5) checking the air flowing through the system along the main pipes which would pass the Vimutti substances into the crematorium and smoke furnace room continued to for about 30 minutes continuously. 2. Operations of creating a learning manual on smart cremation management that contained details in the book: 1) the problem of pollution from cremation 2) the smart crematorium with new options 3) the benefits of using the smart crematorium. This would introduce the features of a new smart crematorium, how to use and the benefits of using a smart crematorium. 3. To promote and develop knowledge for undertakers to use smart crematoriums and Vimutti substance sprayers by organizing training to educate about dioxins and furans, organized training and demonstrating how to use the smart crematorium and the Vimutti substance sprayers. This was the development of a learning model to enhance the Buddhist way of temples and urban communities as a cremation model.

This research article examines self-challenge and flexibility, and their impact on entrepreneurial intention mediated by self-recognition and self-efficacy. The research was conducted on students from the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. They have obtained Entrepreneurship Education programs held on campus. There was a total of 113 students participating in this study. The analysis was carried out with a T-Test to see the differences between male and female students in the variables studied, and path analysis to examine the effect between variables. The results of the study revealed that there was no difference between male and female students, furthermore, there was no direct effect of self-challenge and flexibility variables on entrepreneurial intention.

University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners.

The aim of this paper is to encourage researchers to employ qualitative methodologies when studying the negative aspects in educational leadership. To this end, I focus on one negative aspect in organization -- abusive leadership and use it to exemplify the benefits of qualitative research and its potential methodologies. More specifically, I pose two questions: (1) How can the qualitative research improve our understanding of abusive leadership in schools; (2) what are the practical tools to study abusive educational leadership from a naturalistic perspective? Through qualitative research methods, researchers are likely to explore the complexity of human behavior and thereby generate deeper understanding of leaders' negative behaviors as well as of toxic interactions in the school. In this paper, I emphasize the epistemological contributions of qualitative methodologies to the research on abusive educational leadership and probe into the kind of knowledge we may gain when employing these methodologies.

The study aims to investigate the English presentation self-efficacy of ESP undergraduate students through a longitudinal-experimental research design. Rooted in Bandura's social cognitive theory, it addresses two research problems: how Indonesian ESP undergraduate students' English presentation self-efficacy developed when they were exposed to mastery experience in the form of presentation tasks, and how individual and group presentation tasks affected the English presentation self-efficacy development. Three groups of ESP undergraduate students (n = 107) taking ESP English for Management were purposively selected as the participants for the study. Each group was exposed to one of the three forms of interventions: individual presentation tasks, homogeneous-group presentation tasks, and heterogeneous-group presentation tasks. A Likert-type presentation self-efficacy questionnaire validated by exploratory factor analysis (EFA) was utilized to collect the data in Weeks 3, 8, 12, and 16 of the semester. The study found that the Indonesian ESP undergraduate students' English presentation self-efficacy developed significantly as they completed the presentation tasks. The homogeneous-group presentation task outperformed both the heterogeneous-group and individual presentation tasks in enhancing English presentation self-efficacy. Implications for the teaching practices, study limitations, and future research recommendations are presented.

Employers want recent college graduates prepared with skills that cut across majors, such as written and oral communication, teamwork, ethical decision-making, critical thinking, and applying knowledge in real-life situations. What is largely unknown is if some fields of study lend themselves to producing these desired skills over others. This is particularly relevant to schools of business, which strive to help students develop professional career skills and often emphasize a range of practical, hands-on, engaged learning activities. This study focused on obtaining the insights of hiring managers about desired skills and areas of study that prepare students with these skills. Survey results were analyzed using ANOVA and Holm post hoc tests. Findings indicated that hiring managers' preferences focused on three main sets of skills: People and Culture, Analysis and Application, and Staying Current. Business dominated the People and Cultures cluster, while STEM dominated the Analysis and Application and Staying Current clusters.

The present study investigated freehand cutting technique in dressmaking as an entrepreneurial skill among secondary school students for sustainable development in Port Harcourt Metropolis. The researcher employed a descriptive survey research design. The study was conducted in Port Harcourt, Rivers State. The population for the study included all students in eight government secondary schools in Rivers State. A sample of 25 students was randomly selected from each of the schools, resulting in a total of 200 respondents. The researcher created a self-made questionnaire. The results emphasized the importance of teaching freehand cutting technique in dressmaking in secondary schools, as well as the need to provide Nigerian youths with training in various skills, such as creativity and innovation, entrepreneurship skills, managerial experience, and record keeping.

Legally astute educational leaders are essential to carry out any school's mission. This article relays their priorities and preferences concerning legal literacy training approaches. Their collective input offers clear support for real-life focused, contextually grounded legal preparation. Remarkably, only ten percent of the participants reported receiving the training approach the group so strongly recommended. Administrator-recommended instructional priorities consistent with problem-based learning (PBL) would emphasize contexts leaders are engaged in, inspire confidence in candidates, and complement the development of their professional sensemaking responsibilities.

This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.

The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment, hospitality, and tourism) perpetuate colorblind racism, sexism, and classism based on their philosophical foundations. In an effort to reflect a responsiveness to an increasingly global and multicultural sport industry, we present a new EASE framework for preparing professionals to ignite transformational change in and through sport in the twenty-first century.

Amid the backdrop of the global pandemic and other complex societal and organizational challenges, the demand for proficient people management skills among managers and leaders has become increasingly urgent. The ensuing narrative offers an account of a leadership development initiative tailored for line managers and delivered amid the pandemic. This account focuses on a specific facet of the training -- a series of online action learning sessions conducted between April 2021 and May 2022. The article commences by laying a contextual foundation for the project and profiling its participants. Subsequently, the paper delineates the precise action learning methodology adopted within the project, detailing its structuring and implementation. This is followed by the presentation of case studies featuring participants who engaged with the action learning process, delving into their training experiences and elucidating key outcomes pertaining to their learning, development and alterations in professional practice. Ultimately, the article culminates by reflecting on crucial findings and insights gleaned from the execution and assessment of the action learning initiative, thereby underscoring valuable recommendations for the future implementation of action learning in leadership development.