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This study aims to validate the content of an instrument which identifies the organizational, sociocultural and technological characteristics that foster digital transformation (DT) in higher education institutions (HEIs) through the Delphi method.

The methodology is quantitative, non-experimental, and descriptive in scope. First, expert judges were selected; Second, Aiken's V coefficients were obtained. Nine experts were considered for the validation.

This study’s findings show that the instrument has content validity and there was strong consensus among the judges. The instrument consists of 29 questions; 13 items adjusted and 2 merged.

A novel instrument for measuring the DT at HEIs was designed and has content validity, evidenced by Aiken's V coefficients of 0.91 with a 0.05 significance, and consensus among judges evidenced by consensus coefficient of 0.81.

The purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.

This study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.

The research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.

This study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.

Teachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.

The novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

Despite the continuous growth of empirical studies exploring professional learning communities (PLCs) across different education systems, little is known about PLC instruments developed and used in existing research. This article aims to capture a full picture of existing PLC instruments developed since 1990. In so doing, the authors also pay attention to the seminal work of Karen Seashore Louis in alignment with the theme of the special issue.

Based on the authors’ searching databases, the authors identified eleven PLC instruments and 26 applied studies using the PLC instruments since 1990. Following this, the authors closely reviewed the identified studies and their relationships (i.e. which one influences which).

The authors’ review illuminates the measurement domains, conceptual origins and methodological soundness of the existing instruments and captures the impact of Louis's work on the applied studies using PLC instruments.

Given that PLCs are seen as a policy measure to sustain and scale up school improvement internationally, the authors’ review provides a better understanding of what and how researchers have measured the effect of PLCs on school improvement. As the first of its kind, the authors believe that their findings can give researchers valuable ideas about how to develop and use a PLC instrument.

The study analyses psychometric features of the Grasha–Riechmann student learning style scale. It measures the instructional preferences of students attending different educational stages.

The scale was translated from English to Spanish. Content and face validity evidences were analysed. After that, construct validity evidences – exploratory factor analysis, confirmatory factor analysis, factorial invariance analysis – and internal consistency were examined. Data were collected from samples composed of high school and college students from Argentina.

The adapted version, a four-factor 12-item scale, suitable to be used in local students, measures four learning styles – competitive, independent, dependent and collaborative. The model showed a better fit when compared to rival models – three-factor and six-factor. Besides, the four-factor model verified its factorial invariance in high school and college students' groups composing the sample. The internal consistency indices were adequate for every dimension (ordinal α > 0.70).

Despite satisfactory results of the internal validity evidences and the internal consistency analysis, further studies should analyse external validity evidences – criterion and predictive evidences.

The adapted version of the scale is suitable to be used by teachers in order to examine learning preferences in their students. Such information will allow the adaptation of teaching methods regarding the actual students' needs.

The Grasha–Riechmann student learning style scale’s Argentinian adaptation is presented. It is a valid and reliable measure of learning styles suitable to be used in high school and college.

The major purpose of this study is to test the applicability of an eight‐variable axiomatic theory of organizations to the secondary school. Three corollaries, derived from the seven major propositions of the theory, were tested with data from 36 secondary schools in Illinois. The methodological processes employed to obtain measures of complexity, adaptability, and job satisfaction are presented following explication of the larger theoretical framework. An extended discussion of the findings and their implications for the theory applied to schools concludes with suggestions for methodological changes and an expanded research approach.

Jelinek has developed a multi-level model for conceptualizing the contextual influences through which intellectual property (IP) is “understood, interpreted and made sense of” by key parties to IP “deals.” This commentary reflects upon that model through a historical examination of industry–university relationships in one case – specifically, IBM. Since the late 1920s, IBM has encouraged multifaceted relationships with universities. From the start, IBM sought relationships with academia not only because of the market potential represented by university campuses, but also because Thomas Watson Sr. viewed academic customers as potential research collaborators, a novel idea at the time that later proved instrumental in the development of the corporation's successful research enterprise. IBM's university relationships have continued to evolve over time, reflecting shifts in the corporation's business strategy, and changes in larger macroeconomic structures. The case of IBM reveals complex interactions among governmental, corporate, and academic actors and their policies at different points in time, providing support for Jelinek's multi-level approach to framing IP dynamics, and suggesting possible refinements of the model for the future.

Teamwork is essential for patient safety as highly functioning teams make fewer errors. In high acuity academic medical centers, care delivery is complex and ever-changing, creating a high-risk environment for safety concerns. These intricate settings demand a collaborative approach to care delivery, where structured methods of teamwork and communication are engrained in day-to-day practice. With teamwork being a critical component of patient safety and communication failures likened to preventable medical errors, hospitals are looking to bolster leadership training and improve team dynamics. TeamSTEPPS is a proven method shown to enhance teamwork, communication, leadership, and patient satisfaction. TeamSTEPPS provides an evidence-based framework to optimize patient outcomes by improving communication and teamwork skills among healthcare professionals. Current literature on teamwork and communication demonstrates that nurse practitioners are uniquely positioned to improve team performance through the use of the TeamSTEPPS framework.

We demonstrate in a laboratory experiment that the effectiveness of performance-contingent incentives is inversely related to risk-aversion levels. For about 16.5% of participants, performance fails to improve under performance-pay, and the probability of such failure increases with risk-aversion. This phenomenon works in part through the reduced effort level of more risk-averse individuals when effort level is positively correlated with risk exposure. It is also associated with higher self-reported levels of stress by more risk-averse people working under performance-contingent pay. We find no evidence of such stress causing decrements in the quality of effort affecting performance after controlling for effort level. However, controlling for effort, more risk-averse participants perform better under a fixed salary, leaving less room for improvement under performance-pay.

The purpose of this paper is to identify gaps in the structure of organizations that hinder collaboration of organizations involved in the creation of graduate employment opportunities in Uganda.

Data was collected from staff and leaders of 14 organizations that were purposely selected to represent government, private, and civil society organizations. These organizations were selected based on their mandates, which touch on the employability of university graduates in the country in very direct ways. This was a cross-sectional survey design—based on a self-administered questionnaire, key informant interviews, and documentary analysis.

Organizations were found to have “Tell”/directive decision-making, high power distance between employees, and jobs were not coded in a way that gives employees freedoms to interact and build collaborative relationships. Finally, rules and regulations were very restrictive, disorienting employee's abilities to collaborate.

This research concentrated on the gaps that exist in the structure of organizations from which the results point to inadequate relational, interactional, inclusive, and democratic space among different stakeholders. It would be useful for future research to examine the extent to which the structure of organizations not only impacts collaboration but also measures the level to which it affects organizational performance.

The knowledge economy of the twenty-first century demands for collaborative engagements with different stakeholders if they are to survive the competitive business environment. Collaborative engagement helps in the sharing of knowledge, expertise, and resources, development of more coherent services, facilitation of innovation and evaluation, avoiding duplication of work, and minimizing conflicts and competition while creating synergy among partners.

Unlike previous studies, which have examined employability of graduates from a supply side perspective, this study investigates organizations from both the supply and demand perspectives and identifies synergy that is as a result of bringing organizations to work together.

The School‐Level Environment Questionnaire (SLEQ) is a new instrument measuring teachers' perceptions of the following eight psychosocial dimensions of the environment of primary or secondary schools: Affiliation, Student Supportiveness, Professional Interest, Achievement Orientation, Formalisation, Centralisation, Innovativeness and Resource Adequacy. Noteworthy features of the SLEQ are its consistence with the literature, coverage of Moos's three general categories for conceptualising all human environments, salience to practising teachers, specific relevance to schools, minimal overlap with classroom environment instruments, and economy. Administration of the SLEQ to two samples of 83 and 34 teachers, respectively, revealed that each seven‐item scale possessed satisfactory internal consistency and discriminant validity. Preliminary use of the SLEQ provided evidence of its usefulness in research into the effects of school‐level environment on classroom‐level environment and on teachers' pedagogical attitudes.