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The internationalization of United States higher education has been described as a “two-way street” where students arrive at knowledge transfer. That transfer occurs through a curriculum deemed “unidirectional” with no relevance to local issues or needs and results in limited application and educational colonialism perceptions. Specific to leadership education, the extant literature presents implications of neglect to cultural contexts traditionally reflected in the curriculum within a host nation. We used an explanatory mixed methods design for this study to investigate the degree to which undergraduate Western-based leadership studies courses taught in China reflect the notion of “neocolonialism” by prioritizing Western interests and values.

While the study’s quantitative results reveal cultural differences in leadership education concepts, the qualitative follow-up phase finds students’ appreciation in the utility of leadership concepts and knowledge gained from the leadership curriculum. Students could cite specific situations in which they employed leadership concepts acquired from their respective leadership courses.

Educators who work in community settings often encounter participants with a wide array of individual leadership beliefs, attitudes, and experiences. Given this situation, one of the challenges we face is to identify effective methods and tools to teach leadership in community and organizational settings. As an educator, it is important to understand and use quality scholarship and theory in leadership education. At the same time, it is important to use educational methods that respect the life experiences of the participants and that are easy to understand and communicate. At the University of Minnesota Extension Service U-Lead program, we seek to balance the academic and scholarship portion of our work with the application of practical tools and methods that connect with the real-life leadership experiences of our participants. The purpose of this paper is to review the comprehensive leadership education framework we currently use and outline how it addresses this balance.

Leadership, organizational, and institutional theories provide competing explanations on the nature of leadership and role of leaders. Part of the problem is that each theory is often studied in isolation, leading to incomplete perspectives on the essence of leadership in value- driven contexts. A holistic paradigm that blends the three dominant models for understanding the work of the collective is warranted and necessary to optimize organizational outcomes. This article briefly highlights the contributions and limitations of each frame and provides an overview of complexity theory as a model for reconciling major differences. The paper provides specific perspectives, practices, and metaphors for navigating the collective to bring about desired outcomes.

The authors describe an exploratory analytical tool called The 5Ps Leadership Analysis (Personal Attributes, Position, Purpose, Practices/Processes, and Product) as a heuristic for better understanding the complexities of leadership. Using The 5Ps Leadership Analysis, the authors explore the leadership of General Robert E. Lee of the Confederate Army of Northern Virginia and General George B. McClellan of the Union Army of the Potomac—more specifically, the leadership of the two generals on September 17, 1862 during the Battle of Antietam. The paper concludes with suggestions for application in the classroom.

The principal purpose of this article was to identify supervisory approaches available to instructional leaders in education. Selected supervisory approaches served as the basis for creating the Supervisory Options for Instructional Leaders (SOIL) Model. Instructional leaders in a variety of educational settings could use this model. The SOIL Model is divided into three levels of supervision. The supervisory approaches included in each level are placed along a continuum of reward and risk. Reward is defined as “something given or offered for some service or attainment” (Mish, 1989, p. 628). Risk is defined by Mish (1989) as “the exposure to possible loss or injury” (p. 632).

As the instructional leader and teacher develop in the supervisory process, it is proposed that the approach of supervision used should change. As professional readiness increases and as the circumstances dictate, the instructional leader should progress in an upward direction on the continuum and facilitate more teacher-directed approaches of supervision. With teacher-directed approaches of supervision, instructional leaders and teachers may experience greater reward from the supervisory process.

This study aims to test the role that organizational sociopsychological variables may play in influencing job stress and work engagement in an organizational identity change scenario.

On a sample of 118 employees of an Italian company in the personnel training services sector, multivariate statistical analysis tests a pattern where organizational variables such as work support (by supervisors and coworkers, independent variables) – moderated by corporate identification (moderating variable) – and mediated by organizational trust (mediating variable) – boosts employee work engagement and lowers psychosocial risks (dependent variables).

The mediating effect of “organizational trust” is significant in the relationships of “supervisor social support” and “coworker social support” with the “absence of psychosocial risks.” Moreover, an increase in supervisor social support can lead to a statistically significant increase in work engagement. This occurs only for employees with low or medium identification and not in highly identified individuals.

The findings from the analysis on moderation are of primary importance because they show us a new perspective that can play the role of a guiding and practical principle on how to act on an organization’s human resources, specifically targeting those with lower or medium corporate identification.

This paper aims to analyze how nearby property prices are affected by new construction projects in Stockholm. If there is an impact on property prices, the authors endeavor to investigate whether the effects vary among different areas within the municipality, for different groups of inhabitants and for different types of housing (i.e. public versus private housing).

The authors use a difference-in-difference specification in a hedonic model, and the sample consists of more than 90,000 observations over the period 2005-2013.

The results are robust and indicate that house prices in nearby areas increase following the completion of infill development. The results also indicate that infill development has a positive spillover effect on nearby dwelling prices only in areas with lower incomes, more public housing units and more inhabitants born abroad.

It provides an analysis on how nearby property prices are affected by new construction projects by creating a restricted control area, so as to make the treatment group and the control group more homogeneous. Thus, it mitigates any potential problems with spatial dependency, which can cause biased standard errors.

The purpose of this paper is to discuss the evolving interpretations of the Covid crisis and its impact on hospitality and tourism.

Scenario planning paper following Framework Foresight about the Covid pandemic and its impact on hospitality and tourism. Research input was gathered from research reports in different disciplines and discussions with an expert panel.

The paper argues that hypothesized recovery scenarios were founded on hope and inaccurate extrapolations, and that hospitality and tourism may head for permanently lower volumes.

The paper contributes to the debate on tourism resilience and hopeful visions of a sustainable restart.

Instead of just focusing on direct pandemic impact and that of governmental measures, a third variable of consumer confidence will be decisive, and more important than expected by many initially, in future scenarios for hospitality and tourism.

The proposed scenarios that were designed with executive level industry input have so far proven more realistic than prevalent views of a swift recovery.

Mental well-being is associated with positive outcomes throughout the life course. This study aims to examine interventions delivered by allied health professionals (AHPs) to alleviate community stressors adversely impacting public mental health and well-being.

Review inclusion criteria comprised experimental and qualitative process evaluations of public mental health interventions delivered by AHPs. Electronic searches in Cinahl, Embase, Medline, PsycINFO and the Cochrane Library, were combined with grey literature searches of National Institute for Health and Care Excellence public health guidance. A narrative synthesis and the Effective Public Health Practice Project appraisal tool were used to evaluate the evidence.

A total of 45-articles were included in the review describing AHP-delivered interventions addressing social disadvantage, trauma, bullying, loneliness, work-related stress, transitional stress, intersectionality, pain and bereavement. No articles were identified evaluating interventions delivered by operating department practitioners or orthoptists. A conceptual map was developed summarising the stressors, and a typology of public mental health interventions defined including: place-based interventions, discrete/one-off interventions, multi-component lifestyle and social connector interventions and interventions targeting groups at risk of mental health conditions.

Many mental health conditions begin in childhood, and a strength of the review is the life course perspective. A further strength is compiling a compendium of public mental health outcome measures used by AHPs to inform future research. The authors excluded many articles focussed on clinical interventions/populations, which did not meet review inclusion criteria. While playing a key role in delivering public mental health interventions, clinical psychologists are not defined as AHPs and were excluded from the review, and this may be construed a limitation. Given heterogeneity of study designs and interventions evaluated numerical analyses of pooled findings was not appropriate.

The review highlights the breadth of community stressors on which AHPs can intervene and contribute in public mental health contexts, stressors which correspond to those identified in UK Government guidance as currently important and relevant to address. The findings can inform developing community public mental health pathways that align with the UK National Health Service (NHS) Long Term Plan, on prevention and early intervention to protect community mental health and well-being. Further can inform the NHS strategic direction for AHPs including informing ways of increasing utilisation of core AHP skills to optimise contributions in public mental health agendas.

It is surprising there were not more AHP delivered evaluations of interventions for other stressors important to address in public mental health settings, for example gambling, domestic violence or that used digital technology, and these are areas for future research. Future research should identify the most active/effective dimensions of multi-component interventions which could be informed by frameworks to guide complex intervention development. The relative paucity of research identified, highlights the predominant focus of research to date on interventions for clinical mental health conditions and populations. The lack of preventative approaches is evident, and an important area for future research to align with UK health and social care priorities.

The review highlights AHP-delivered interventions impacting diverse community stressors across the life course. The findings can inform developing public mental health pathways aligned with government health service priorities to protect mental health and well-being, prioritise prevention and early intervention and increase utilisation of AHP skills across public mental health settings.