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Research shows data-informed leadership matters for school improvement and student achievement, but less is known about what motivates leaders’ data use toward such outcomes, particularly in the Catholic school context.

This qualitative interview study uses interview (n = 23) data from a sample of Catholic school leaders to unpack how they conceptualize data, the motivations encouraging their data use and the challenges inhibiting data routines.

Catholic school leaders largely shared a narrow definition of data as quantitative, standardized achievement data, were motivated by a moral imperative to meet students’ needs and faced several common challenges, including time constraints, uncertainty in measurement, limited capacity and resources and issues of turnover at the classroom and school levels.

School leaders can assuage tension around data by broadening the scope of measures and appealing to teachers’ sense of personal responsibility and commitment to students.

These findings extend the research in three ways. They bring to light an important tension between data-informed practice and a whole child approach to education, highlight the possibility of motivating data use through conscience rather than compliance and provide insight into data perceptions in private schools, an understudied context in the literature.

This study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.

Deductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.

The results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.

The Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.

A practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sustainability.

The present study impacts the depth that the proposal of the global educational pact can reach in the reality of Catholic schools in Latin America. The seriousness with which its leaders take the issue of sustainability from this perspective can contribute to the sustainability of life itself.

The originality of this research is that it constitutes the first Sustainability framework in Latin America in Catholic schools from an organizational approach.

This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?

The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.

The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.

This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

This paper aims to deepen the understanding of the service design concept by critically analyzing the existing servitization literature. The paper’s main purpose is to structure service design and offer a clear understanding of how it should be applied.

A systematic literature review was conducted within servitization literature to understand the evolution of the service design concept. The authors use service design pillars (i.e. user-centered, co-creative, sequencing, evidencing and holistic) as a theoretical framework to explain how service design should be effectively incorporated into the servitization journey.

The findings expose a discordant interpretation of the pillars underpinning service design, revealing a paradoxical comprehension that jeopardizes its practical advancement within the servitization literature. The authors propose that service design should first be seen holistically, then target user-centered practices for sequencing service development steps, and finally, co-creating with partners to make the service evident to users. Furthermore, the authors contextualize service design within contemporary and traditional service-related issues such as servitization innovation, customer experience, service-dominant logic, service ecosystems and digital transformation.

This research pinpoints the service design concept’s shortcomings in the servitization literature. The study promotes a critical reflection on the service design concept and its current application, providing avenues for future research.

This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?

A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.

The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.

This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.

This study aims to investigate the impact of perceived subtle and overt discrimination on employees’ emotional exhaustion, along with potential mitigating factors such as social support, organizational inclusion and religiosity.

The research is based on a sample of 359 Muslim employees working in US restaurants. The data are analyzed using fuzzy-set Qualitative Comparative Techniques.

The results reveal that high/low emotional exhaustion in tourism and hospitality sector is triggered by multiple combinations of high/low levels of subtle and overt discrimination, family and friends support and religiosity. Such findings hold important implications to both theory and practice.

By using fuzzy-set Qualitative Comparative Analysis, this research stands out from studies on discrimination that use conventional statistical methods. It proposes several solutions leading to a single outcome (high/low emotional exhaustion). This new approach contributes to the advancement of theory in this context.

This study shows that there is no single best solution for high/low emotional exhaustion. Stated differently, multiple solutions provide several ways for firms to mitigate employees’ emotional exhaustion.

Religious discrimination in workplaces is increasing at an alarming rate, particularly in customer facing roles, such as the tourism and hospitality industry. This is having detrimental effects on employees from minority groups, often leading to excessive levels of emotional exhaustion. Nonetheless, the extant literature has somewhat understated the consequences of this issue, creating a void that needs to be fulfilled. This study addresses this gap.

This paper aims to outline the role of self-transcendent emotions (STEs) such as compassion, gratitude and elevation in the context of sustainable tourism. It proposes a research agenda for further investigation of these emotions as facilitators of value co-creation in sustainable tourism.

Drawing on the literature on the psychology of STEs, sustainable tourist behaviour and value co-creation, this paper pinpoints potential developments and challenges associated with STEs in the domain of sustainable tourism by following a service-dominant logic approach.

STEs are likely to have a profound impact on sustainable tourism leading to value co-creation and mitigating the risk of value co-destruction and value no-creation. They can facilitate value co-creation by shifting the focus of actors from their own selves towards others in the tourism ecosystem, shifting the focus from extrinsic to intrinsic motivations and increasing moral values. Moreover, STEs are expected to be contiguous and reciprocal, fostering value co-creation in sustainable tourism practices. However, extreme levels of STEs can lead to value co-destruction and value no-creation.

This paper highlights the role of STEs as facilitators of value co-creation in sustainable tourism, a facet that has been overlooked in the existing literature. Further investigation is necessary in different contexts such as transformative and regenerative tourism; societal or individual crises and failures and the applications of technologies such as the Metaverse and artificial intelligence.

本文概述了自我超越情感 (STEs）如慈悲、感恩和升华在可持续旅游环境中的作用。它提出了进一步研究这些情感作为可持续旅游中价值共创的促进因素的研究议程。

本文借鉴了有关自我超越情感心理学、可持续旅游行为和价值共创的文献, 通过遵循服务主导（S-D）逻辑方法, 指出了自我超越情感在可持续旅游领域的潜在发展和挑战。

自我超越情感很可能对可持续旅游产生深远影响, 促进价值共创, 减轻价值共毁和价值无创造的风险。它们可以通过将旅游生态系统中的行动者的关注点从自己转移到他人身上来促进价值共创; 将关注点从外在动机转移到内在动机; 增加道德价值观。此外, 自我超越情感预计会是连续和相互的, 促进可持续旅游实践中的价值共创。然而, 自我超越情感的极端水平可能导致价值共毁和价值无创造。

我们的论文突出了自我超越情感作为可持续旅游中价值共创的促进因素的作用, 这是现有文献中被忽视的一个方面。有必要在不同的背景下进行进一步研究, 如变革性和再生性旅游; 社会或个体的危机和失败; 以及元宇宙和人工智能等技术的应用。

Este artículo explica el papel de las emociones autotrascendentes (STEs por sus siglas en inglés), tales como la compasión, la gratitud y la elevación, en el contexto del turismo sostenible. Además, propone una agenda de investigación para profundizar en el rol de estas emociones como facilitadoras de la cocreación de valor en el turismo sostenible.

Basándose en la literatura sobre psicología de las STEs, comportamiento turístico sostenible y cocreación de valor, este artículo señala los posibles avances y retos asociados a las STEs en el ámbito del turismo sostenible, siguiendo el enfoque de la lógica dominante del servicio (S-D).

Es probable que las STEs tengan un profundo impacto en el turismo sostenible, lo que conducirá a la cocreación de valor y atenuara el riesgo de la codestrucción de valor y la no creación de valor. Las STEs pueden facilitar la cocreación de valor desplazando la atención de los agentes desde su propio yo hacia los demás en el ecosistema turístico; desplazando la atención de las motivaciones extrínsecas a las intrínsecas; y aumentando los valores morales. Adicionalmente, se espera que las STEs sean contiguas y recíprocas, fomentando la cocreación de valor en las prácticas de turismo sostenible. Sin embargo, unos niveles extremos de STEs pueden conducir a la codestrucción de valor y a la no creación de valor.

Nuestro artículo destaca el rol de las STEs como facilitadoras de la cocreación de valor en el turismo sostenible, una faceta que no ha sido explorada en la literatura existente. Es necesario seguir investigando en diferentes contextos como el turismo transformativo y regenerativo; las crisis y los fracasos sociales o individuales; y las aplicaciones de tecnologías como el Metaverso y la inteligencia artificial.

This study aims to examine Victorian primary school parents’ perspectives about a potential school-provided lunch program (LP).

An online cross-sectional survey was conducted in Victoria, Australia, in 2022 to explore parents’ perceptions regarding the lunch menu, funding source, amount willing to pay, frequency of meals and special dietary needs of a school-provided LP.

Over half of parents (57% out of 359) said they would allow their child to participate in a school LP, 34% were unsure and only 9% said they would not. The opportunity for hot cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). Parents expected meals to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. They also expected enough time to be allocated so children could eat and enjoy the meals.

To the best of the authors’ knowledge, this is the first study to explore Victorian parents’ perceptions regarding the above aspects of a school-provided LP. The findings suggest that parents are receptive to a school-provided LP; they, however, did have several expectations regarding the menu and time for eating. These findings provide important directions for designing future school-provided LPs at primary schools in Australia.

This paper aims to explore how female academics use cronyism to cope with the lack of emancipative support resulting from their intense teaching and research duties, poor representation at senior administrative levels and their exhausting familial commitments.

Qualitative semi-structured interviews were conducted with 32 female academics working full-time at four public universities in Egypt.

The findings showed that the low action resources (considering their unreasonable teaching loads, research requirements and supervision engagements), emancipative values (the unfair representation of female academics at senior administrative levels) and civic entitlement (universities not serious about promoting gender equality) are perceived by female academics as a lack of empowerment that necessitates their adoption of cronyism as their main coping strategy. Moreover, in male-dominated societies, female academics who do not have the power to shape their work-related status tend to use undesirable behaviours such as cronyism to mitigate the negative consequences of the shocks they encounter.

This paper contributes by filling a gap in human resources management in which empirical studies on the relationship between cronyism, emancipation and career shocks have been limited so far.

This study examines how far female tour guides in Egypt experience sexual harassment and how they cope with it.

A qualitative research method is employed, and semi-structured interviews were conducted with 32 full-time female tour guides working for several travel agencies in Egypt. Thematic analysis was used to extract the main ideas from the transcripts.

The findings show that female tour guides in Egypt would encounter annoying gender harassment mostly from tourists they serve, and they might suffer from irresponsible behavior – gender harassment, unwanted sexual harassment, and sexual coercion – from their local managers. When facing sexual harassment, female tour guides usually tend to adopt one of the following three coping strategies: (a) indifference to sexual harassment they encounter, (b) heroism by taking legal action when exposed to sexual harassment or (c) fatalism by taking inconsequential action such as complaining the harasser to his direct manager or filling in an official complaint inside their workplace. The selection of the coping strategy is usually based on the female victim's personality and the organizational and social context she adapts to.

This paper contributes by filling a gap in tourism, human resources management and gender studies in which empirical studies on the sexual harassment that female tour guides encounter, particularly in non-Western contexts, have been limited so far.