Search

Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers' views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children's comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions -- governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed.

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and well-being. To address this, we explored via interviews with academic leaders how academic leadership is defined and conceptualised and what their developmental needs are. Participants (N = 23) came from junior, middle and senior management levels. Findings suggest that their notions of leadership as well as any developmental needs/activities perceived useful, differ according to their leadership level. Although junior leaders were more concerned with procedural elements of leading, senior leaders focused on mentoring, social expectations and knowledge of academia. These findings have important implications for a wider theoretical conceptualisation of academic leadership, which are typically focused on individual senior leaders. Further, our findings inform leadership development programmes, as universities' dealings with academic leaders tend not to consider the differing requirements of junior, middle and senior academic leaders.

This study investigates the perceived benefits to industry experts who engage with academics to co-create higher education learning resources. Academics are increasingly impelled to involve industry experts in learning and teaching to ensure that curriculum is authentic and relevant and prepares students for future professional careers. While benefits to students are well established by prior research, individual-level research into industry experts' motivations to contribute to higher education is scant. When approached to co-create authentic learning resources for postgraduate students, industry experts expressed motivations which focused on three areas: desire to maintain valued relationships with academics or the university, desire to improve the student experience by developing innovative learning resources to bridge the gap between theory and practice and desire to build and promote their profession. In-depth, semi-structured interviews with nine human resource management industry experts identified that the benefits of co-creating learning resources went beyond their stated motivations to include unanticipated benefits which can be explained by the professionalism literature. We outline a taxonomy of benefits for industry experts engaging in co-creating authentic learning resources: students, the professional self, the professional community and the organisation. The implications are that universities and academics may draw on these broader benefits to encourage industry experts to participate in higher education learning resource development. The study provides insights into the potential for industry experts to engage in professional self-reflection by contributing to higher education teaching and learning.

The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.

The aim of this paper is to study the key points of managing cooperative credit unions in south Thailand and how to strengthen the education and knowledge of the management team, staff and members. This paper is based on a qualitative method via in-depth interviews and a focus group with members and committees of cooperative credit unions in south Thailand; data were analyzed using content and descriptive analysis. Results showed that the most problematic issue is a lack of transparency in the management and patronage systems, leading to corruption. In addition, the key points for developing guidelines for this type of credit union include members' understanding and knowledge about the objectives of the cooperative system; updated regulations and legal measures concerning a deposit protection system; revised rules and regulations for loan policies, human resources, and information technology; government policies for strengthening cooperative credit unions; and allocating more budget to educate their staff and members, such as a training course and a visit to another cooperative credit union. In addition, the Cooperative Promotion Department and Cooperative Auditing Department of Thailand should improve the law and auditing method to strengthen and clarify the organization's operations.

Hardships of educators can be evaluated in line with the environmental conditions they work and live in. In particular, the hardships experienced by classroom teachers who work in villages are noticeable. In addition, the difficulties faced by female teachers grow even more during their Professional life. This study aims at analyzing the problems of female teachers who work in the villages of some provinces in the eastern and south eastern part of Turkey. The participants were selected using the criterion sampling method, and was composed of 30 female teachers in various villages of Diyarbakir, Van, Gaziantep and Kahramanmaras provinces in the 2021-2022 school year. In the study, the structured interview technique, which is one of the qualitative data collection techniques was utilized. The obtained data were analyzed via the content analysis method. The results have revealed that female teachers generally do not experience problems with the villagers, but their teaching performance is negatively affected due to various other reasons such as accommodation, transportation, heating and poor living conditions.

This study aims to emergency medical services(EMS) and their efficacy within the purview of Local Administrative Organizations (LAOs) in Thailand. As the responsibility for EMS has transitioned from public hospitals to LAOs, it has prompted inquiries into their efficiency. This research endeavors to scrutinize the determinants influencing the performance of EMS managed by LAOs. To accomplish this objective, we embraced a quantitative research approach. Data was obtained from 636 individuals who had availed emergency medical services, chosen through purposive sampling. Questionnaires were used to collect data, and the IOC index was employed to ensure data integrity. Descriptive statistics elucidated and assessed various variables. Multiple regression analysis was conducted with a statistical significance level of 0.01 to unearth the associations between administrative factors and the performance of EMS by LAOs. This research uncovers a positive, moderate-level correlation between administrative factors and the performance of EMS by LAOs. Specifically, factors such as community engagement, service preparedness, operational efficiency, budget allocation, resource availability, and staffing levels were identified as noteworthy predictors of EMS success by LAOs, explaining 60.8 percent of the variance. The outcomes of this study have practical implications for EMS management by local authorities, not only in Thailand but also in other regions grappling with analogous challenges. This research contributes to the ongoing endeavors to enhance pre-hospital care and emergency response, ultimately preserving lives and mitigating the repercussions of emergency illnesses and accidents on communities.

The objective of the study was to investigate the impact of supervision management and service-learning on learning development. The study location is Jayapura Junior High School, Papua Province, Indonesia. This case-study qualitative research method was used. Data were collected through observing and interviewing 11 participants. The first theme reveals that academic supervision management conducted by the principal has an impact on the quality of learning conducted by teachers in the classroom. The second theme shows that the impact of service-learning can increase students' interest in learning, fostering positive student attitudes and behaviors both in the class and in their community. The theoretical implications relate to the content of these outcomes for the development of learning theories and education management studies. The relevant practical implications relate to its potential contribution to the development of education in Indonesia as a form of effort to make Indonesian society prosperous. The central government is expected to provide more training programs and closely monitored funding to ensure equity and educational development for the younger generation in the Land of Papua.

This paper discusses the use of specification grading in sport management courses. The process organizes assignments around grading bundles and evaluates students as either Satisfactory or Unsatisfactory in meeting each assignment. A token system is created to provide flexibility to the students. There are advantages to using specification grading. For example, it empowers students to choose their grade, reduces stress and worry over "points," allows students the opportunity to resubmit Unsatisfactory assignments, and provides a sense of freedom to the instructor through the feedback to students. This paper explores the process of creating the specification grading method in a class and reflecting on implementation and utilization of the method in undergraduate sport management classes.

The present essay aims to promote further dialogue within the sport management community about research productivity and impact by outlining various considerations that should take place within any potential ranking attempt. Some may question why examining research production and impact matters to sport management education, but the mission of many institutions of higher education is not exclusively centered on teaching and training the next generation of leaders. In many instances, sport management programs and faculty are collectively compelled by their host institution to develop theory and search for answers to important questions that can shape future sport management practices, including classroom activities and materials. In the present essay, a rationale is provided for why sport management programs and individual faculty should be interested in developing their own tailored research output and impact rankings. Next, a list of research product variables is offered for consideration, and a conversation is provided about their need and impact with respect to the uniqueness of sport management--a multi-interdisciplinary field. Finally, recommendations for the weighing of such variables to tailor an approach best suited to programs based on college or department home, faculty appointment/workload, and faculty-to-student ratio are submitted.

Employing the theory of planned behavior, this study aimed to identify how sport management students' intentions to volunteer for a sporting event were affected by their COVID-19 preventive health factors and social consciousness. From eight U.S. universities, 415 sport management students responded to a self-administered online survey. Collected data were analyzed via hierarchical regression modeling. While the students' health literacy and susceptibility affected their intentions positively, their social consciousness played a crucial role in producing low intentions to volunteer for a sporting event. Sport management educators should include more hands-on activities in the curriculum and collaborate with local sport agencies to provide diverse experiential learning opportunities while students comply with the health guidelines.

Due to increased industry demands for specialized experience, students and sport industry professionals alike often feel stifled during the job search process. As a result, practices have been absorbed into the curriculum to provide this link to future employability, with a distinct focus on internships. Therefore, if we seek to create a diverse workforce that more closely represents the individuals that we both see and serve, we must assess the primary practice used for professional development in sport management. Therefore, the purpose of this work is to explore both barriers and pathways that sport management students face when participating in for-credit internships. To do so, a mixed-methods, two-phased, approach was adopted. Results indicate primary barriers in the areas of lack of time and the competitive nature of the sport management internships.

Employees in the outdoor recreation sector account for 3.2% of the U.S. workforce, contributing to over $1.1T in national economic output. As awareness of the sector's economic strength has grown, interest in promoting outdoor recreation careers has expanded. Research on outdoor recreation careers has not kept pace with workforce development initiatives, however, and existing data and research reports provide only aggregate figures that neither reflect the new employment landscape nor track how careers are navigated by the people who occupy them. This article reports on an interview study of 15 established outdoor recreation professionals in executive or management positions to gain insights into career trajectories in outdoor recreation. Their narrative responses were assessed using the Psychology of Working Theory, a career counseling framework organized around the concept of decent work. Findings are presented along with points for outdoor recreation career advocates to consider in future research and workforce development initiatives.

This paper investigates changes in the promissory visions articulated in education reforms around the world. We use structural topic modeling to inductively analyze the content of 9,268 reforms from 215 countries and territories during the period 1970-2018 using the World Education Reform Database. Our findings reveal a decline in traditional management-focused reforms and a rise in reforms related to data and information. We also find an expanding commitment to educational access and inclusion, but reforms framed explicitly in 'rights' language diminish. We argue that the rise of data-centric reforms and the retreat from rights-based approaches may both reflect and contribute to a broader erosion of the liberal world order.

Research and innovation are highlighted as significant priorities among Higher Education Institutions (HEIs) in the Philippines. However, most HEIs in the country have a poor culture of research and innovation, which results in low academic productivity. This literature review was conducted to understand the dynamics of a teaching, research, and innovative university, discuss the current status of Philippine HEIs in terms of research (R&D)-innovation productivity, and excerpt best practices from leading universities in the country as a benchmark for other higher institutions toward building a culture of research and innovation. This study highlights different viewpoints but reveals one thing in common among the established research universities: they have exemplary administrative leadership and proper institutional framework, with strong qualifications from their faculty to absorb all the resources pouring in, thereby significantly boosting them and yielding a fruitful result in terms of research and innovation. With these, other Philippines HEIs need to build and develop a vital research and innovative culture among their stakeholders to produce tangible outcomes, which can be utilized for industry-related improvements and new market opportunities, and to address the nation's most pressing issues. Without the support and proper compensation within academia, industry, and government, the pool of talents will be put on the shelf. Nevertheless, leveling up from teaching institutions to become a research and innovative academia remains interesting as it depends primarily on the university's vision and actions, which are mostly affected by its internal and external environment. This paper hopes to be a springboard in formulating policy and practice toward enhancing research and innovation efficiency among the Philippine HEI's that could contribute to the overall nationwide progress.

Purpose: Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru. Design/methodology/approach: The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis. Findings: The study found that a clear course structure, adequate research methods literature, good advisor-student communication and goal planning and achievement were the key determinants of the students' final grades. Originality/value: This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the implementation of augmented, virtual and mixed reality in K-12 technical and vocational education. This framework was designed, adopting an Educational Design Research approach, and consists of five interrelated pillars: hardware, software, professional development of teachers, practice-oriented research, and coordination. The proposed framework provides guidelines, both for researchers and education policy makers.

In China, higher education institutions (HEIs) have a governance arrangement in which the university president and the party secretary occupy key roles. However, their legal roles as institutional leaders are vaguely specified in existing legal frameworks. Based on a four-dimensional theoretical model, this paper (i) clarifies the leadership roles in the dual governance structure, (ii) explores how HEI leaders (i.e. presidents and party secretaries) perceive their leadership, and (iii) applies the unique Chinese practices as a valuable test bed for critical reflections on how existing theoretical models of leadership are relevant in Chinese contexts. Through in-depth interviews with six top-level leaders from six Chinese public HEIs, our findings indicate that Chinese HEI leaders apply more structural than symbolic dimensions in their leadership practices. Whereas studies on institutional leadership conducted outside China tend to highlight the symbolic dimensions of leadership practices, our study suggests that top-level Chinese HEI leaders may assume the role of university managers rather than institutional leaders. We offer some reflections on the relevance of existing theoretical models of leadership and suggest the directions for further theoretical enhancement.

Many universities focus on improving pedagogy through training sessions related to technology and assessment. However, what is missing is an emphasis on the humanistic side of teaching, specifically emphasizing empathy in the classroom. This essay makes an argument for faculty to employ empathy in their teaching. Empathy is a learned behavior that motivated faculty can develop and enhance to better serve students. Empathetic teaching is critical for sport management professors due to the numerous challenges and stressors students face, notwithstanding the competitive sport job market. The essay concludes with a novel example of the lessons faculty can employ using knowledge of the motivations of attending a concert to help create an empathetic classroom experience.

Purpose: The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer. Design/methodology/approach: The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company's multicultural work environment. Findings: The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today's globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a "two-edged sword", providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building. Originality/value: The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.

In this research, the case study method was used to uncover the relationships and commonalities between polemics and cynicism in the context of educational organizations. The research study group consists of five teachers who were selected through criterion sampling. These teachers worked for public schools and they were experienced in various case studies. The data was obtained through semi-structured interview questions, subjected to descriptive analysis, coded, and brought together under various categories and themes. The results obtained show that polemicist attitudes that come to life in the leader or administrator in educational organizations cause the development of cynical tendencies in the eyes of teachers and other personnel. Considering the findings obtained in line with the opinions of the teachers who are the subject of the cases, the polemicist attitude was determined to consist of conservative, otherizing, subject, and toxic sub-themes and the cynical attitude to consist of passive, being seen as the other and criticizing sub-themes. At the same time, observations revealed that polemicist and cynical tendencies are common in the codes of seeing oneself/the other one as capable, mutual distrust, and resistant.

The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and teachers without burnout in terms of (1) cognitive appraisal, (2) perceived organizational justice, (3) perception of administrative tasks, (4) perception of students' misbehavior, and (5) perceived impact of parents' role on teachers' well-being. A total of 1878 Portuguese teachers from primary to secondary education, 81% women and 19% men, aged between 23 and 66 years (M = 48; SD = 7.67) participated in this study. The results indicate statistically significant differences between teachers with and without burnout, although the two groups show an identical response pattern (i.e., parallel). The results also suggest that administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact the teachers' well-being, regardless of whether they are burned out or not. The threat and challenge perceptions are the variables with the most accentuated average differences between teachers of the two groups.

The identification and understanding of essential roles and functions in a profession, through the application of job analysis methods, can serve as a guide to develop and hone professional competency. The last such analysis of accessibility services administrators in postsecondary education was published in 1997. A variety of changes in the field over the past 25 years warrant an updated examination of these duties. This study presents the results of a Delphi study conducted with 18 experts in postsecondary accessibility services. They were asked to review and rate the prior job duties as well as an array of duties reflected in the current professional literature. The study resulted in a set of accessibility administrator responsibilities that can be used to guide job activities and professional development going forward.

The research objectives were shown as follows: 1) to research the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, 2) to design the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, 3) to experiment the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, and 4) to develop the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox by using research and development method. The samples of this study were 1) 9 basic education commissions, 2) 8 teachers and educational personnel, 3) 15 community leaders, monks, local wise men, and villagers, 4) 7 educational experts, and 5) 28 students, which in total were 67 people. The tools used in this study were as follows: 1) structured interview form, 2) community-based institutional administration model assessment form, 3) satisfaction assessment form, and 4) group discussion record form. Qualitative data were analyzed using Content Analysis and presented in a descriptive form (Descriptive Analysis), and quantitative data were analyzed using a statistical program to determine the mean and standard deviation. The result showed as follows:1) A community-based institutional administration model for promoting students' career skills in the Chiang Mai education sandbox must be an educational management in an area with spatial diversity. School administrators and teachers must provide great cooperation and interest in participating in the development of the school by following the guidelines of the education sandbox. Furthermore, piloting basic learning activities that involved community areas and the area surrounding a community that is rich in natural resources and the environment was essential. This was the significant strength point that allowed us to develop a community-based institutional administration model more effectively.; 2) A community-based institutional administration model for promoting students' career skills in the Chiang Mai education sandbox had an institution management strategy called the "4K Model," consisting of four strategies as follows: 1) Strategy 1 Knowingly: K1 Knowingly situations in the world, 2) Strategy 2 Keep Step: K2 Keep moving steps forward together, 3) Strategy 3 Knowledge: K3 Transferring knowledge from the community, and 4) Strategy 4 Kit out: K4 Sourcing support resources.; 3) Using the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, it was found that the overall level of satisfaction in both teachers and educational personnel, and students towards the use of this model was at the highest level.; 4) The community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox that the researcher had developed to be more complete was under these five strategies as follows: 1) Strategy 1 Knowingly: K1 Knowingly situations in the world, 2) Strategy 2 Keep Step: K2 Keep moving steps forward together, 3) Strategy 3 Knowledge: K3 Transferring knowledge from the community, 4) Strategy 4 Kit out: K4 Sourcing support resources and 5) Strategy 5 Key success: K5 Key success. It was also found that there was a mechanism that supported this model, consisting of four mechanisms as follows: 1) policy mechanism, 2) academic cooperation building, 3) collaborative vision building, and 4) network party.

This article aims to present youth and adult education in the prison context, evaluating its effectiveness in resocialization from the observation of the pedagogical-administrative management of an elementary education school located in a medium-security prison in the city of João Pessoa, state of Paraiba. The justification for this study is the belief that education opens the doors of knowledge, in which bridges are built for the critical development of human beings. The following question guided this research: What are the main challenges, limits, and possibilities of the administrative-pedagogical management of a school in a prison context for Youth and Adult Education deprived of freedom? This qualitative study relied on a five-question questionnaire addressed to its director. School in prison should be a place of freedom of thought and a place where the inmate would feel safe. The education role in the prison system is to rebuild the identity lost by the person deprived of freedom and to rescue their citizenship, thus making the prison environment less painful and a rightful place for those who are convicted.

Accreditation is an instrument of academic quality, transparency, efficiency and accountability at every step of educational systems. However, usually very few benefits of accreditation are listed when talking about educational context. The purpose of this study is to emphasize the benefits that accreditation processes in such sectors as health, management and business provide and adapt them to the context of educational organizations since these sectors have a longer historical background in quality assurance concerns and are more experienced than education. A sampling frame was established and the benefits of accreditation processes stressed in some articles, a guide book and a book from management, business and health sectors were investigated. Inductive document analysis was used and several themes and sub themes have emerged. Findings showed benefits for service recipients (clients/costumers), benefits for personnel, organizational benefits, inter-organizational benefits, benefits for the field/discipline, national and international benefits. They show that great effort should be put by all higher education institutions towards establishing notably reliable, acceptable and quality educational practices and outcomes by attaining accreditation.

The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.

This study aims to review communication skills and empathic tendency levels of the students who studied at the department of sports management in a longitudinal manner. The study was designed in a longitudinal survey model of quantitative study methods. The study group consisted of 122 students (52 female students, 70 male students) who attended the first grade of Sarikamis Department of Sports Management, School of Physical Education and Sports, Kars Kafkas University in Turkey during the 2016-2017 academic year. To detect the differences, data collection tools were employed four times for the same students during the first grade of 2016-2017 academic year, the second grade of 2017-2018 academic year, the third grade of 2018-2019 academic year and the fourth grade of 2019-2020 academic year. As data collection tools, "The Communication Skills Scale" (CSS) developed by Korkut (1996) and Empathic Tendency Scale (ETS) developed by Dökmen (1988) were used. The data were analyzed by using the Bonferroni post-hoc comparison test, independent t-test, analysis of one-way variance (ANOVA) and Pearson correlation coefficients. The result found that both students' communication skills and emphatic tendency levels were high, their 3rd grade communication skill scores were higher in terms of grade/time variable, their emphatic skill scores were higher in the 3rd and 4th grades, their scores of communication skills and emphatic tendency did not differ in terms of age and gender variables and a positive correlation existed between communication skills and emphatic tendency at all levels.

This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&B singer Beyoncé Knowles-Carter's song of return, "Find Your Way Back" and using it as a loose organizational rubric--each section is titled from the song's lyrics--I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma--resignation or return--the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education's lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians' approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde's notion of "the erotic" as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem "Blackstudies." Mining this and her other triumphant essay "Uses of the Erotic: The Erotic as Power," I look to establish "the erotic" as a comparable counterpunch to microaggressions in higher education.

This study aimed to explore teacher self-efficacy after a year of teaching during the COVID-19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self-efficacy during COVID-19. The current study included 316 participants from the United States who completed the Teacher Self-Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significant predictor of total, instructional, and classroom management self-efficacy. Additionally, emotional exhaustion and personal accomplishment significantly predicted all four self-efficacy scales. Finally, administrative support significantly predicted engagement and classroom management self-efficacy. The current study provides suggestions of variables that influenced teacher self-efficacy at the end of the 2020-2021 school year, which was impacted by COVID-19.

Incentivizing academic publications in internationally-indexed journals is a current topic of national debate especially in non-anglophone countries. To boost the dissemination of Chinese research results, the central government and higher education institutions had introduced various schemes to encourage international publications. However, a significant policy change took place when the Chinese government recently announced a break with SSCI supremacy conventions in research evaluation systems. Based on semi-structured interviews with five university managers and 30 academics in humanities and social sciences in five universities in China, this study examines the responses of both institution managers and individual scholars to the latest national guidelines. A qualitative analysis shows mixed attitudes among both HSS managers and individual academics towards the policy change: supportive but with doubts about the policy practicality as well as concerns about ensuing pressures to be generated by new evaluation systems. The findings suggest the policy change will not significantly affect HSS academics' pursuit of international publishing in a short term. It will, however, lead to some adjustments in the existing institutional evaluation regulations. The findings can contribute to the understanding of HE policy influence on academics as well as its potential implications for the global trend of anglicized academic publishing.

This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to 'unlock' education by providing spaces to co-create new ways of thinking about education in light of the COVID-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of "tactics of intersubjectivity" was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to "authenticate" their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to "denaturalising" and "illegitimising" experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The findings call for relationship building and recognition of educators' voice.

Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors -- each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience.

This study aims to analyze the metaphorical perceptions of sports management students in Turkey with regard to "leadership" notion. In the study, qualitative research method was used. The study group of the research was composed of 90 people studying at a Sports Management Department in a Faculty of Sports Sciences in 2020-2021 academic year in Turkey. In order to determine the metaphorical perceptions of prospective sports managers with regard to leadership Notion, the study required the participants to complete the sentence "Leadership is like... because...". The descriptive analysis method was used for the analysis of the data. The analysis showed that metaphorical descriptions made by the participants with regard to leadership were composed of the themes of 'providing guidance', 'influencing people', 'uniting people' and 'setting people in motion'. It was found that the most common metaphorical perception of participants with regard to leadership notion was 'providing guidance', followed by 'influencing people'. It was also seen that the least common metaphorical perceptions of participants with regard to leadership were related to the themes of 'setting people in motion' and 'uniting people'.

Higher education has a dual responsibility, both to the academy and to society at large, to effectively confront racism on campus. And yet, in the United States and perhaps elsewhere, it fails to effectively confront racism as the result of systemic flaws, expressed as organizational intransigence, even as new "supportive and protective" structures are created. Thus, the central question raised by the anonymized, composite narrative case study at the core of this paper is as follows: To what extent, if any, do the familiar organizational structures of higher education, encompassing both leadership and management processes, reinforce or resist racism on campus? Consistent with other social science researchers, the authors believe that richly contextualized narrative cases help to bridge the world of ideas and conjecture and actual situations. We used an iterative process spanning three months for drawing our case, involving a back-and-forth communication of actual experiences involving campus racism. The resulting composite narrative provides a richly contextualized situation drawn from real life, while still preserving anonymity. We regarded this later aspect as crucial for making possible the close examination of an ethically challenging situation that might otherwise remain invisible due to sensitive information. Our analysis focused on campus responsiveness to the challenge of racism within a mechanistic organization, rooted in structuralism, versus an organic organization, rooted in post-structuralism. Four aspects of a more organic university design are identified as key to bringing about meaningful, ethically sound change within the academy: deep, reflective listening; a more horizontal, consensus-based leadership structure that empowers professionals at various ranks; freedom within a framework; and a broadly shared, continually reinforced focus on overarching principles, goals, and ideals.

This report describes a teaching experience with undergraduates to approach, in a simple and practical way, artificial intelligence (AI) and machine learning (ML) -- general-purpose technologies that are highly demanded in any industry today. The article shows how business undergraduates with no prior experience in coding can use AI and ML to solve business-related problems, particularly human resource management (HRM) problems. AI and ML are powerful technologies that can improve the analytical skills and employability of those who understand them.

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education. Service-learning, a form of experiential learning allows students to participate in an organized service activity, meeting identified community needs and reflecting on the service activity, to further understand course content, foster a broader appreciation of the discipline, and enhance their sense of civic responsibility. The paper describes a semester long service learning example. Upper-level undergraduate sport management and hospitality and tourism management students at a small, private college in the Southeast adopted a park in collaboration with the local Parks & Recreation department. The students created a new recreational amenity site plan including access for persons with disabilities, designed new educational signage, and removed invasive flora species. The course contained content modules on social justice issues, including the history of Native Americans and the parks systems, racial discrimination in parks and parks administration, and recreational access for persons with disabilities and the Americans with Disabilities Act. Students met content knowledge learning objectives and reported skill acquisition and application of course material outside the classroom. With revision to improve student satisfaction, expand coverage of other marginalized groups in parks and recreation, and more explicitly connect course activities to equity and inclusion, this model can be replicated to successfully teach social justice.

The function of "Ikatan Guru Raudhatul Athfal," or what so-called by IGRA is ideally as a forum for professional development of educators and educational members of Early Childhood Education or ECE institutions. This research is aimed to figure out challenges faced by IGRA in East Kalimantan in relation to principles of organizational management i.e, planning, organizing, actuating, and controlling, or what so-called by POAC. In-dept interview was done to the head and members of IGRA in East Kalimantan in four different cities i.e, Samarinda, Balikpapan, Tenggarong, and Berau. Findings of this research indicate that principles of organizational management have not effectively been employed due to very crucial challenges, including leadership, organizational funding, IGRA members competency, government support, and some other critical barriers that trigger insufficient management implementation of IGRA in East Kalimantan. Research implications and suggestions are discussed further in this research.

This paper describes the findings of an exploratory study to understand industry satisfaction with administrative procedures and the value of student Work Integrated Learning (WIL) placements in health services management. The research aimed to collect data to identify potential areas for improvement of administrative processes for WIL and to determine the value received from host sites through student placement. We used a survey to collect both quantitative and qualitative data using an instrument we developed for this study. The survey was distributed to workplace supervisors hosting health services management students. Using descriptive statistics and analysing responses received the views reflected that students complete work of value within their organisations and students are placed in a diverse range of health care settings private, public, and non-government organisations. Feedback received from workplace supervisors has been used to improve WIL administrative processes, streamline communications, and provide further clarity of expectations. This paper will be of interest to Universities who offer niche programs, such as in health services management, and in describing the value of WIL from industry perspectives. The study has also identified future areas for research such as replication of the survey and testing in other academic disciplines who support work integrated learning courses.