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Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).

This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.

Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

Existing tourism review articles have limited review topics and cover a relatively short period. This review paper aims to extend the coverage of the previous literature and enhances the completeness of tourism-related studies to provide comprehensive tourism-related literature from 1945 (World War II onward) to 2022. Specifically, this paper reveals the major research themes present in published tourism research during this time period and highlights the evolution of tourism research from the preliminary phase, the transversal phase, to the growth phase.

The present study visualizes tourism research through networks of coauthors and their countries and regions, cocitation analysis of keywords and explores the thematic evolution of tourism research after the World War II (i.e., 1945–2022) from Web of Science and Google Scholar through bibliometric analysis.

Findings reveal that the themes of tourism research in the past years can be divided into seven major research themes. The tourism research evolution from World War II to 2022 can be categorized into three stages: preliminary (1945–1970), transversal (1971–2004) and growth (2005–2022). In addition, the research themes of tourism are not static but evolve according to the dynamics of the society and the industry, and that seven main research themes have been formed, namely, “heritage tourism,” “medical tourism,” “adventure tourism,” “dark tourism,” “sustainable tourism,” “rural tourism” and “smart tourism.”

The present study expands and refines the comprehensive literature in tourism research, as well as reveals the trends and dynamics in tourism research through network analysis and thematic evolution research methods.

现有的旅游评论文章在审查主题方面有限, 并且涵盖的时间相对较短。本综述文章扩展了先前文献的涵盖范围, 增强了与旅游相关研究的完整性, 提供了从1945年（第二次世界大战之后）到2022年的全面旅游相关文献。具体而言, 本文揭示了此期间发表的旅游研究中的主要研究主题, 并突出了旅游研究从初步阶段、横向阶段到增长阶段的演变。

本研究通过共同作者及其国家的网络、关键词的共同引用分析, 将旅游研究可视化, 并探索二战后旅游研究的主题演变。本研究通过文献计量学分析, 将 Web of Science (WoS) 和 Google Scholar 中的旅游研究（即 1945–2022 年）可视化。

研究结果显示, 过去几年的旅游研究主题可分为七大研究主题。从第二次世界大战到 2022 年的旅游研究演变可分为三个阶段：初步阶段（1945–1970 年）、横向阶段（1971–2004 年）和成长阶段2005–2022 年）。此外, 旅游的研究主题并不是静态的, 而是根据社会和行业的动态而演变, 形成了七个主要研究主题, 即“遗产旅游”、“医疗旅游”、“冒险旅游”、“黑暗旅游”、“可持续旅游”、“乡村旅游”和“智慧旅游”。

本研究通过网络分析和主题演变研究方法扩展和完善了旅游研究方面的综合文献, 并揭示了旅游研究的趋势和动态。

Los artículos de revisión existentes sobre turismo tienen temas de revisión limitados y cubren un periodo relativamente corto. Este artículo de revisión amplía la cobertura de la bibliografía anterior y mejora la exhaustividad de los estudios relacionados con el turismo para ofrecer una bibliografía exhaustiva sobre el turismo desde 1945 (Segunda Guerra Mundial en adelante) hasta 2022. En concreto, este documento revela los principales temas de investigación presentes en la investigación turística publicada durante este periodo de tiempo y destaca la evolución de la investigación turística desde la fase preliminar, la fase transversal, hasta la fase de crecimiento.

El presente estudio visualiza la investigación turística a través de redes de coautores y sus países y regiones, análisis de co-citación de palabras clave, y explora la evolución temática de la investigación turística después de la Segunda Guerra Mundial (es decir, 1945–2022) a partir de Web of Science y Google Scholar mediante análisis bibliométricos.

Los resultados revelan que los temas de la investigación turística de los últimos años pueden dividirse en siete grandes temas de investigación. La evolución de la investigación turística desde la Segunda Guerra Mundial hasta 2022 puede clasificarse en tres etapas: preliminar (1945–1970), transversal (1971–2004) y de crecimiento (2005–2022). Además, los temas de investigación del turismo no son estáticos, sino que evolucionan según la dinámica de la sociedad y de la industria, y que se han formado siete temas principales de investigación, a saber: “turismo patrimonial”, “turismo médico”, “turismo de aventura”, “turismo oscuro”, “turismo sostenible”, “turismo rural” y “turismo inteligente”.

El presente estudio amplía y perfecciona la amplia bibliografía existente en el campo de la investigación turística, además de revelar las tendencias y la dinámica de la investigación turística mediante el análisis de redes y los métodos de investigación de evolución temática.

The necessity for continuous advancement in library education and practice requires research collaboration among library professionals. This study aims to investigate research collaboration among lecturers in the department of library and information science (LIS) and librarians in university libraries in Nigeria.

A descriptive survey research design was used for the study. The quantitative study employed a close-ended questionnaire for data collection. The study covered all the librarians in academic libraries and lecturers in the department of LIS (LIS professionals) in public universities in Ekiti, Ondo and Osun States, Nigeria. Descriptive and inferential statistics were used for data analysis. The criterion mean of 2.50–2.99 was used for the research questions.

It was found that librarians in academic libraries and lecturers in Nigeria rarely engage in research collaboration. The reasons for the research collaboration are to increase the quality of research in the library profession, make research in the library profession more in-depth and cross-fertilize ideas for generating novel insights.

It is the engagement of librarians in academic libraries and the lecturers in the LIS department in the exchange of knowledge at national and international levels through research collaboration that can enhance the quality of research that emanates from the library profession.

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.