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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.

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.

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.

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.

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 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 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.

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.

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.

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.

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.

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 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'.

This paper aims to explore how the Hellenic Open University managed to adapt to the new normal of the pandemic and particularly what methods it deployed in its postgraduate Healthcare Management program. The first part introduces the key features of the Hellenic Open University and analyzes the strategic policy deployed by the University during the pandemic through the pillars of academic integrity, openness and excellence. The second part presents the research method and findings regarding both instructors and students of the Healthcare Management postgraduate program. The third part concludes that the policy introduced by University had a positive effect overall both to academic staff and healthcare practitioners. The importance and innovation of this study lies in the fact that it emphasizes on adult students who are in their crashing majority healthcare practitioners and thus have already a saying regarding the pandemic's management. The scope of the research was to demonstrate that this student audience had a significant input in the teaching procedure, since they were at the forefront of the pandemic crisis. In this regard, the instructor-student relationship was more than ever reciprocal based on the knowledge of the first and the experience of the latter.

STEM (Science, Technology, Engineering, Mathematics) clubs are gaining momentum as a means for engaging students in STEM-related activities. Despite this growth, there have been limited attempts to examine the conditions that inform practice in these informal educational spaces. This paper addresses that gap through a comprehensive literature review of empirical and practitioner publications, with a focus on synthesising the approaches that support STEM clubs to be effective learning environments. In total, 33 papers were included in this review. Through a rigorous literature review process, the research team identified a number of key focus areas that support the achievement of learning outcomes and programme sustainability. These focus areas are grouped into three key themes -- club management, environment, and program evaluation -- that STEM club practitioners should attend to in order to ensure a well-informed approach. Within in each theme a number of sub-dimensions were identified, which provide practical insights and lived examples of how these conditions can be enacted within STEM clubs in ways that speak to quality. The evidence-based findings presented in this paper can be used by practitioners to guide STEM club practice. Further, the paper identifies where research is required to explore contemporary practice in informal education settings.

Purpose: This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union-employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers. Design/methodology/approach: A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union-management relations constitute a formal system for building learning organizations. Findings: This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers' associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades. Originality/value: Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.

The goal of this study was to build knowledge about the perspectives of library leaders who have experience with a responsibility center management (RCM) budget model and how the model guides library allocations and planning. The study also sought to provide advice to other library leaders whose institutions may consider adopting an RCM budget model.

Objective: The current paper presents a comparison of university policies and health and academic accommodations offered to undergraduate students following sexual assault (SA) and sports-related concussions (SRC). Procedures and protocols for universities to consider adapting from their SRC policies to their SA policies are detailed. Participants: The SRC and SA policies at the 50 United States public flagship universities were analyzed. Methods: The research team coded for a number of policy details including health referrals, academic and financial accommodations, and requirements for follow-up with university personnel. Results: Compared to SA polices, SRC policies at the public flagship universities offer more comprehensive academic accommodations and physical and mental health resources. Conclusions: Comprehensive policies for student SA survivors, like those available for students who suffer SRCs, would improve student health and academic outcomes and increase SA survivors' likelihood of graduating college, thereby reducing individual and societal human capital loses.

This study explores school district leaders' strategies for managing the intersecting challenges of ambiguity, befuddlement, and contestation produced by the COVID-19 pandemic. Drawing on interview data from district leaders in the United States, the analysis is framed in existing research regarding how public administrators navigate competing values when making choices that have implications for 'how ought we to be?' in a given situation. We find that district leaders employed two strategies to manage these conflicts: (1) trying to focus on the expressed or inferred needs of political factions rather than the core disagreement and using personal and relational capital to manage disappointment and compromise; and (2) shifting the focus of leadership goals within the context of their original vision and core values. This study provides insight into both how educational leaders sort through value conflicts and the organisational implications of those processes.

I center the experiences of four Latina educators working in Chicago Public Schools (CPS) to learn about their activism amidst the early months of the COVID-19 pandemic. Through a storying methodological approach (San Pedro, Res Teach Engl 50(2):132-153, 2015; San Pedro & Kinloch, Am Educ Res J 54(15):373S-394S, 2017), this project is guided by the following research question: How were Latina educator activists organizing around justice-based issues during the pandemic? The findings of this study highlight how the lack of support and respect from CPS's top-down management approach shaped the activism participants engaged in? particularly in their use of mutual aid to advocate for the communities they serve. Moreover, as active members of the Chicago Teachers Union, participants sustained their activism through the support they received from their union and the solidarity and joy forged with their students and each other. This study builds upon existing knowledge of Latina teacher activists by highlighting the critical role their identities, experiences, and expertise play in understanding how policy impacts them and how they shape policy through their activism.

The study assesses the correlation between on-the-job training methods and the organisational typology in Mongolia. Significant correlation was revealed between OJT methods and the commonwealth organisations, service organisations, maintenance organisations and business organisations, and mutual benefit associations (SE 0.000); while moderate correlation was revealed with managerial organisations (SE 0.002). The study shows that in this era of organisational transformations toward learning and knowledge-driven institutions, on-the-job training is the key tool that allows flexible adaptation to the market and constantly improves effectiveness and productivity. It surmises that Mongolian organisations are at the earlier stage of adopting effective on-the-job training methods and its appropriate utilisation according to the typology of the organisations. The study highlights further utilisation of effective on-the-job training methods and serves as a sound basis for interventions by steering organisations in Mongolia to consider implementing standardised training methods as practiced by international organisations.

Purpose: Although grounded theory (GT) was introduced in 1967, GT remains widely misunderstood as scholars incorporate a limited spectrum of the GT techniques and fail to integrate GT's full potential into academic research. The purpose of this article is, therefore, to discuss divergences between four GT strategies and by doing so to provide criteria for making an informed choice between one GT approach or another. Design/methodology/approach: The study offers a comparative analysis of four GT approaches by relying on a recently completed empirical work focused on the practice and perception of corporate social responsibility (CSR) in non-Western context conducted by the author. Findings: As a result, the study outlines the main points of divergence between the four GT strategies and discusses how their differences impact the research outcomes, theoretical products and application of the proposed theories in organisational and management research. Research limitations/implications: As a result of the comparative analysis, the study will help researchers make an informed choice when selecting one GT approach or another. Originality/value: The study demonstrates the potential of GT in organisational and management research by utilising a practical example of GT's implementation from a recently completed empirical study.

Prior research has indicated that students in the undergraduate physics lab divide work inequitably with regard to gender. In this work, we further probed women's experiences in lab group work, focusing on women who take on managerial and leadership roles in the lab. We interviewed and surveyed women enrolled in a sophomore-level project-based lab course, drawing on a practice-linked identity framework to characterize their opportunities for engagement and identity development within the course. Although we observed some gender inequities in group work, we also found that taking on a manager role had a positive impact on many women's development of physics lab identity. Our results suggest that instructors should take into account women's individual experiences and preferences for particular roles when structuring equitable group work.

The purpose of the study is to form a methodological approach to managing the professional development of employees in order to achieve the maximum effect of the digital transformation of the organisation. The authors analysed the environment for implementing the processes of digitalisation of organisations in Russia, identified existing limitations and lagging behind developed countries. The article systematises the risks of digital transformation of the organisation. The priority of levelling personnel risks arising from the discrepancy between the level of development of the organisation's personnel and the new digital requirements, as well as due to the low adaptive capacity of the staff, is justified. A methodological approach to the creation of a management system for the professional development of the organisation's personnel is proposed. A model of its implementation is developed based on the formation of a profile of employee competencies, identification and assessment of the personnel risk of digital transformation, and realisation of a differentiated set of measures.

This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communication and advice-seeking patterns that significantly impact the overall distributed leadership structure and practices within the schools. The study employed a multistage random sampling method to select eight Chinese schools from Wenzhou, Zhejiang province. A total of 276 teachers completed a Social Network Survey (SNS) questionnaire, and UCINET Software was utilised to analyse the network data. The study found that each school exhibited a unique centrality, density, and reciprocity, leading to different key actors. Network properties demonstrated some associations with leadership distributions, with centrality being particularly prominent. Limited communication between principals and teachers was observed, which could potentially impact the distribution of leadership. This study provides valuable insights into the social dynamics of key players and groups within the network of the selected schools in China. The research introduces social network analysis as an alternative method for identifying the leadership practice structure in the school domain. By measuring the overall cohesion and fragmentation of the network, the study reveals the flow of information and influence between individuals.