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Strong leadership in primary care is necessary to coordinate an effective pandemic response; however, descriptions of leadership roles for family physicians are absent from previous pandemic plans. This study aims to describe the leadership roles and functions family physicians played during the COVID-19 pandemic in Canada and identify supports and barriers to formalizing these roles in future pandemic plans.

This study conducted semi-structured qualitative interviews with family physicians across four regions in Canada as part of a multiple case study. During the interviews, participants were asked about their roles during each pandemic stage and the facilitators and barriers they experienced. Interviews were transcribed and a thematic analysis approach was used to identify recurring themes.

Sixty-eight family physicians completed interviews. Three key functions of family physician leadership during the pandemic were identified: conveying knowledge, developing and adapting protocols for primary care practices and advocacy. Each function involved curating and synthesizing information, tailoring communications based on individual needs and building upon established relationships.

Findings demonstrate the need for future pandemic plans to incorporate formal family physician leadership appointments, as well as supports such as training, communication aides and compensation to allow family physicians to enact these key roles.

The COVID-19 pandemic presents a unique opportunity to examine the leadership roles of family physicians, which have been largely overlooked in past pandemic plans. This study’s findings highlight the importance of these roles toward delivering an effective and coordinated pandemic response with uninterrupted and safe access to primary care.

The coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.

Interviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.

AAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.

The data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.

Athletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.

The results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.

Aware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.

Results suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.

This manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

Whether they are in a leadership program, participate in an organization, or engage in school-based extra-curricular activities, there does not appear to be a shortage of leadership development opportunities for youth. Despite the prominence of these experiences, the lack of youth leadership development models available for educators can pose a challenge in creating opportunities intentionally designed to enhance leadership learning and development. This study uncovers prevalent leadership competencies embedded in four professional preparation frameworks, three research studies, and objectives of four large national youth leadership organizations to create a holistic youth leadership competency development model.

As the superiority of sports celebrities' endorsements has been questioned, the purpose of this study is to identify various types of endorsers' direct and indirect effects on consumers' purchase intentions.

Empirical data were collected from 240 useful responses to an online experiment, and research hypotheses were tested using (moderated) serial mediation analyses.

The study's findings indicate that an endorser has a positive influence on consumers' purchase intentions through their perceptions of the advertisement and the endorsed brand. A moderated serial mediation analysis finds differences in the four types of endorsers analyzed. A sports celebrity is the most effective type of endorser in increasing consumers' purchase intentions, whereas endorsements by company managers and peer consumers, while also positive, are less effective in influencing advertising outcomes. An expert's endorsement is comparable to that of a manager but not significant.

The generalizability of the study's findings is limited because of a restricted data sample, the use of fictitious endorsers and the limited number of product categories and brands analyzed.

The study systematically analyzes the behavioral influence of four types of endorsers on consumers' purchase intentions, mediated by their perceptions of the advertisements and the endorsed brand. The results of this analysis extend the current state of endorsement research, indicating that endorsements should be integrated into companies' marketing strategies and provide marketing professionals practical guidance on which type of endorser is most effective in influencing advertising outcomes.

This paper investigates how outcomes-based performance management (PM) regimes operate in the partnerships known as social impact bonds (SIBs), which bring together partners from the public, private and third sectors. The findings are analysed in the light of the different cultural world views of the partners.

Published evaluations of 25 UK SIBs were analysed by a qualitative multiple case study approach. This study of secondary sources permitted the analysis of a wide range of SIB partnerships from near contemporary accounts.

Outcomes frameworks led to rigorous PM regimes that brought the cultural differences between partners into focus. While partnerships benefitted from the variety of viewpoints and expertise, the differences in outlook simultaneously led to strains and tensions. In order to mitigate such tensions, some stakeholders conformed to the outlooks of others.

The need to achieve a predefined set of payable outcomes embeds a “linear” view of intervention and effect on the SIB partners and a performance regime in which some partners dominate. In designing accountability systems for partnerships such as SIBs, commissioners should consider how the performance regime will affect the interests of all stakeholders.

This study adds to the cultural theory literature which has rarely considered three-way partnerships embodying hierarchical, individualist and egalitarian world views and how performance regimes operate in such partnerships. Three-way partnerships are thought to be rare and short-lived, but this empirical study shows that they can be successful albeit over a predefined lifespan.

This study investigated the effectiveness of a student leadership program at Yildiz Technical University (Turkey) based on the Kouzes and Posner (2018) leadership model. A quantitative quasi-experimental design with a pre-test and post-test control group demonstrated the effectiveness of the program. The analysis indicated a positive change for all five leadership practices, with three reaching statistical significance levels. Semi- structured interviews with students explored the two non-significant findings. The qualitative results suggested that leadership development programs need learning activities that apply to real-life situations and focusing on enhancing students’ self-confidence as leaders.

This methodological paper demonstrates how service firms can use digital technologies to quantify and predict customer evaluations of their interactions with the firm using unstructured, qualitative data. To harness the power of unstructured data and enhance the customer-firm relationship, the use of computerized text analysis is proposed.

Three empirical studies were conducted to exemplify the use of the computerized text analysis tool. A secondary data analysis of online customer reviews (n = 2,878) in a service industry was used. LIWC was used to conduct the text analysis, and thereafter SPSS was used to examine the predictive capability of the model for the evaluation of customer-firm interactions.

A lexical analysis of online customer reviews was able to predict evaluations of customer-firm interactions across the three empirical studies. The authenticity and emotional tone present in the reviews served as the best predictors of customer evaluations of their service interactions with the firm.

Computerized text analysis is an inexpensive digital tool which, to date, has been sparsely used to analyze customer-firm interactions based on customers' online reviews. From a methodological perspective, the use of this tool to gain insights from unstructured data provides the ability to gain an understanding of customers' real-time evaluations of their service interactions with a firm without collecting primary data.

This research contributes to the growing body of knowledge regarding the use of computerized lexical analysis to assess unstructured, online customer reviews to predict customers' evaluations of a service interaction. The results offer service firms an inexpensive and user-friendly methodology to assess real-time, readily available reviews, complementing traditional customer research. A tool has been used to transform unstructured data into a numerical format, quantifying customer evaluations of service interactions.

Crowdfunding (CF) has become an increasingly popular means of financing for entrepreneurs and has attracted significant attention from both researchers and practitioners in recent years. The purpose of this study is to investigate the core content and knowledge diffusion paths in the CF field. Specifically, we aim to identify the main topics and themes that have emerged in this field and to trace the evolution of CF knowledge over time.

This study employs co-word clustering and main path analysis (MPA) to examine the historical development of CF research based on 1,528 journal articles retrieved from the Web of Science Core Collection database.

The results of the analysis reveal that CF research focuses on seven themes: sustainability, entrepreneurial finance, entrepreneurship, fintech, social entrepreneurship, social capital, and microcredits. The analysis of the four main paths reveals that equity CF has been the dominant topic in the past years. Recently, CF research has tended to focus on topics such as fintech, the COVID-19 pandemic, competition, Brexit, and policy response.

To the authors' best knowledge, this is the first attempt to explore knowledge diffusion dynamics in the CF field. Overall, the study offers a structure for analyzing the paths through which knowledge is diffused, enabling scholars to effectively manage a large volume of research papers and gain a deeper understanding of the historical, current, and future trends in the development of CF.

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an international and comparative perspective. Since educational research tends to convey great variation based on country-specific circumstances it constitutes a good testbed for context-rich depictions of the knowledge formation within a given research field.

In this article, the authors compare the educational research that has been produced by scholars in Singapore and Sweden. The article begins by providing a rich overview of what has characterised the formation and institutionalization of educational research in public policy. After this background they map the knowledge formation of education by means of a comparative bibliometric approach using words from abstracts, titles and keywords published in 9017 peer-reviewed articles between 2000 and 2020. First, the authors describe the dominant topics in each country using topic modelling techniques. Secondly, the authors identify the most distinguishing discourses when comparing the two countries.

The findings illustrate two ideal-types for conducting educational research: Singapore being more centralised, practically-oriented, quantitative and uncritical, whereas Sweden is decentralised, pluralistic, qualitative and critical in orientation. After having mapped out the prevailing topics among researchers working in these locations, the authors connect these findings to larger debates on rivalling knowledge traditions in educational scholarship, the role of the state and the degree of autonomy within higher education.

Through large scale text mining techniques, researchers have begun to explore the semantic composition of various research fields such as higher education research, research on lifelong learning, or social science studies. However, the bibliometric method has also been criticised for creating “mega-national comparisons” that suffer from a lack of understanding of the national ramifications of various research pursuits. The authors’ study addresses these shortcomings and provides a rich depiction of educational research in Singapore and Sweden. It zooms in on the relationship between each country's institutional histories, research priorities and semantic output.