Search results

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.

The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.

The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.

This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

This study investigates when and for whom job crafting may turn into job quitting. The authors hypothesize that approach job crafting relates more positively to turnover intentions and subsequent voluntary job changes among employees with (a) high (vs low) need for career challenges and (b) those with high (vs low) self-esteem.

Data were collected from 575 employees of a large public organization in the Netherlands with two measurement moments three months apart. Hypotheses were tested using cross-lagged regression analyses and path modeling.

Supporting the hypotheses, approach crafting related positively to an increase in turnover intentions only among employees with high need for challenge or high self-esteem. Moreover, via turnover intentions at Time 1, approach crafting related positively to the voluntary job change at Time 2 for employees with (a) high need for challenge, as well as those with (b) high self-esteem. These findings held after controlling for avoidance crafting.

This study has been conducted in a relatively homogenous sample. Future research may test the predictions in a more heterogeneous sample, including participants from different cultural and economic contexts.

The authors advise human resource (HR) professionals to facilitate the job crafting efforts of employees with a high need for challenge and those with high self-esteem because these groups are particularly at risk of voluntarily quitting their jobs. Adopting insights from the wise proactivity model may help ensure that job crafting benefits both employees and employers.

This study brings clarity to the inconsistent relationships between job crafting and job quitting by using the wise proactivity model as an explanatory framework.

The purpose of this paper is to present a systematic review of the mounting research work on learning analytics.

This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes.

The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement.

Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.