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In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs.

This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students.

This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching.

This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.

The COVID-19 pandemic is having an unprecedented impact on schools and schoolchildren across the globe. There is still a dearth of studies that investigate this recent phenomenon in a developing country context, and this is true of Pakistan. Much of the population in Pakistan resides in rural settings and a lack of technology and of online provision of teaching for more than one year must have had huge negative impacts on students’ learning. The school dropout rate was already high in rural settings (Geven & Hasan, 2020) and, with school closures, this will likely have increased further, and cause some schoolchildren to lose interest in going back to school. However, no current data appear to exist to corroborate this. Due to the lack of available current quantitative and qualitative data, this study seeks to explore the impact of COVID-19 on schoolchildren’s education in Pakistan by examining recently published related studies. This study employs a literature review technique that gathers data to ascertain the potential overall impact on schoolchildren during the pandemic. The findings reveal that there remains a lack of detailed studies on this important topic and that urgent attention is needed from researchers to assess the scale of the impact. In addition, the review found that many children from rural communities had little to no school engagement due to technology poverty and their families being unable to support home-schooling, either due to family and/or work constraints or a lack of prior education and/or skills. Themes that emerged were that families, especially mothers, struggled to balance both caring and home-schooling duties, pupils from private schools had a better experience than those from public school backgrounds, and many of these reported that online provisions helped students develop new skills. This study may help to improve the understanding of the impact on the lost learning of schoolchildren during the pandemic by guiding practitioners as well as policymakers.

This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667 references.

Extant branding literature is dominated by a metaphorical view of value co-creation in which the roles of brand actors remain unspecified. To help provide clarity, the purpose of this paper is to critically appraise how brand professionals understand brand value co-creation and perceive their role in facilitating it, with the aim of questioning its viability in day-to-day brand management practices.

Building on brand professionals’ reflexivity, the study develops a qualitative methodological glance via semi-structured interviews based on confrontational techniques with a purposive sample of 28 experienced brand decision-makers.

Brand professionals perceive accessibility, reciprocity and citizenship as the gateways provided by the firm for value co-creation to happen. Despite their enthusiastic rhetorical afflatus in making explicit their viewpoints about how firms can facilitate value co-creation, the current translation into practice of the role of the firm does not seem to be able to overcome the sender-biased approach that still resides in brand management.

To go beyond the limits of rhetorical representations and make brand value facilitation more actionable, the authors provide guidelines on how firms can create and enhance the circumstances for the co-creation of brand value to occur in interactions with consumers and stakeholders.

This study contributes to the critical actionability of the brand value co-creation by elucidating how firms currently perceive their facilitation role. The paper provides strategic recommendations to put co-creation rhetoric into practice by reframing and expanding the scope and the significance of brand management.

This paper seeks to enhance team performance by intersecting two existing literature streams, generational influences and working teams. This paper aims to boost project objective achievement through the instrumental use of generational competencies despite temporary and provisional project team environments. This supports project team leaders in harnessing diverse generational competencies of contributors to maximize outcomes.

The authors adopt the simultaneous use of social categorization and information processing to connect these diverse literature streams, highlighting the value system and skills of each generation to maximize working benefits.

Project team leader’s tactical deployment of generational competencies may positively contribute to execution and increased goal achievement. The increasingly provisional nature of workforce teams magnifies the need for intentional team management. Embracing generational competencies may elevate team members, increase productivity and decrease turnover.

This paper offers a pathway to couple team execution and generational differences by identifying generational traits which may benefit execution-focused, but provisional teams.

Rather than managing team members to fit into a specific work process, this paper explores the benefits associated with team leader acceptance and strategic use of diverse generational behaviours.

The authors expand upon team diversity by intersecting execution-based and provisional project teams with the intentional use of generational influences to build trust and further positive outcomes.