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The methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing teacher shortage, these problems are not new, they stretch back decades and are the result of underfunding and political machinations among many other factors. This paper is a case study of a small private university and how it transitioned to supporting employed interns and providing on-the-job-training and support for these types of interns in this volatile time for teacher education and preparation.

This paper is a case study. The paper chronicles how the initial certification department within a larger school of education was able to transition to meeting the needs of employed interns and supporting them.

The most important findings for this case study/examination of practice, while not necessarily generalizable, were the creation of a culture, attention to implementation and the fostering of a learning organization.

The teacher shortage forced the university in this paper to change its offerings, assumptions and culture with regard to interns and their needs. While this was unique to one institution, other institutions are most likely in similar situations.

The purpose of this paper is to document the opportunities and challenges of a practitioner researcher in accessing interpretive case participants in the public healthcare sector in Ireland.

The paper documents the research design and implementation phases of a longitudinal interpretive research project with specific focus on, research ethics, preparing for data collection, identifying and recruiting the research participants and analysis of the findings based on the specific nuances of the public health context and design considerations. Considerations as an insider researcher in a large public organisation are also presented.

Conducting interpretive research in a healthcare setting presents both opportunities and some challenges; key amongst these is agreed access to research participants. In addition, with research taking place in a healthcare environment, the potential for disclosure of information regarding something harmful to patients or of a criminal nature exists. This risk can be addressed through the ethical approval process documented in this paper. Insider researcher considerations are also explored focussing on the specific nuances affiliate to carrying out a longitudinal interpretive study in a public healthcare setting.

Insights for those wishing to conduct longitudinal interpretive case research in the public healthcare setting are included. The implications for enhanced engagement with interpretive research in this context are addressed.

Through documenting the opportunities and challenges of a practitioner researcher in accessing research participants in the public healthcare sector, this paper discusses insider researcher considerations and seeks to address concerns in the literature regarding insufficient detail relating to interpretive research design and implementation in healthcare contexts.

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

This paper aims to propose an integrated methodology for evaluating academic spin-offs (ASOs) for supporting both the development phase and performance evaluation. The ASOs have peculiar characteristics compared to other start-up companies and the debate on their evaluation is still open.

The proposed methodology, adopting a lean approach, faces the typical problems that characterize the growth of an ASO: the excessive attention to the technological aspects with respect to the commercial and managerial ones; and the need for evaluation systems that try to evaluate all risk areas and to highlight any misalignment. The methodology was built also starting from the results of an Erasmus + research project, co-funded by the European Commission, called spin-off lean acceleration.

The methodology proposes to monitor the main risk areas (market, technological, implementation, governance and financial). For each of these areas, at first, a framework and a checklist are proposed for supporting the qualitative assessment of the potential of each areas. In the second part, a set of metrics for monitoring the performances and to understand if the spinoff is developing in the right direction is proposed. Moreover, the methodology was applied to the spin-offs at the University of Calabria (Italy), and the paper reports the first results obtained.

A new canvas model (lean acceleration canvas), more specific and suited to the context of ASOs, was developed and tested. A lean approach has been adopted also for understanding the weakness of traditional methods. The proposed methodology could be used by the technology transfer offices in their institutional activity of supporting ASOs.

In the early 2010s, the University of Wisconsin-Madison (UW-Madison) became increasingly concerned about incidents of academic workplace “bullying” on the campus, and in 2014–2016 created policies designed to address such behavior at the University. The new policies and accompanying initiatives were implemented in 2017, defining a new term to describe these behaviors as “hostile and intimidating behavior” (HIB). We use data from three sources to explore the outcomes of the new HIB policies and initiatives to date. Evaluation data from training sessions show the importance of educating the campus community about HIB, providing evidence that the training sessions increase HIB knowledge. Data from two campus-wide surveys measure incidence of HIB for different groups on campus (e.g., analysis by gender, race/ethnicity, sexual orientation, disability status, rank, job duty, and/or the intersection of these characteristics), as well as changes in the knowledge about HIB as reported by faculty and staff. These data show that UW-Madison faculty and staff are increasing their knowledge of HIB as a problem and also increasing their knowledge about what to do about it. Underrepresented groups who more commonly experience HIB agree that this culture is improving. At the same time, we are seeing slow and uneven progress in reduction of actual incidence of HIB at UW-Madison. We close with some “lessons learned” about instituting such a sweeping, campus-wide effort to reduce HIB, in the hopes that other campuses can learn from our experience.

Based on a review of professional staff (PS), which includes research managers and administrators, in 54 academic publications, I propose a novel definition for this category of staff: ‘degree holding university employees who are primarily responsible for developing, maintaining and changing the social, digital and physical infrastructures that enable education, research and knowledge exchange’. The proposed definition facilitates the development of new research questions that target the level of the organisational fields of higher education and science, to complement research on the university and individual levels. This view supports the study of the contributions of PS to higher education and science. I anticipate that such a broader focus will help to counter and nuance accounts of ‘administrative bloat’ by focusing on how PS as a group shape and are shaped by the organisational fields of higher education and science, rather than dismissing them as superfluous or parasitic.

Using Social Network Analysis (SNA), this paper examines the inter-country airline logistics relationships in East Asia. Based on the flight schedule data, which has been gathered by the authors, the overall features of airline logistics structure and the specific roles of each airport could be more clearly examined.

The main results of this paper are as follows: Beijing has the highest Degree Centrality, but excluding the domestic lines, Incheon has the highest Degree Centrality, which would imply that a relatively high Centrality of logistics for China’s airports is due to the greater number of domestic lines. The focal hub status of Incheon airport is also supported by the fact that Incheon contains the highest Betweenness Centrality.

Secondly, evaluated by the types of brokerage role, Incheon has a remarkably strong role as a liaison, which means Incheon airport functions as a transfer hub between two different regions outside of Korea. However, considering only the to/from China airline links, Hong Kong has the highest score as a liaison. These conflicting results imply that as China’s airline transportation continuously increases, Hong Kong will become a strong rival to Incheon.

Thirdly, in the analysis of Structural Hole which functions the broker and acts as a hub by linking unconnected airports, Incheon has the highest possibilities as a hub airport. However, only considering to/from China airlines, Hong Kong would dominate Incheon.

Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.

The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.

In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.

In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.