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This paper aims to question whether the available data in the human resources (HR) system could result in reliable turnover predictions without supplementary survey information.

A decision tree approach and a logistic regression model for analysing turnover were introduced. The methodology is illustrated on a real-life data set of a Belgian branch of a private company. The model performance is evaluated by the area under the ROC curve (AUC) measure.

It was concluded that data in the personnel system indeed lead to valuable predictions of turnover.

The presented approach brings determinants of voluntary turnover to the surface. The results yield useful information for HR departments. Where the logistic regression results in a turnover probability at the individual level, the decision tree makes it possible to ascertain employee groups that are at risk for turnover. With the data set-based approach, each company can, immediately, ascertain their own turnover risk.

The study of a data-driven approach for turnover investigation has not been done so far.

Examines the effects of hospital restructuring and downsizing on components of psychological burnout experienced by a predominantly female sample of hospital‐based nursing staff. Collects data from 1,362 staff nurses using anonymous questionnaires Considers three components of psychological burn‐out: emotional exhaustion, cynicism and prfessional efficacy. Includes three blocks of predictors: personal demographics, work situation characteristics, and three different measures of demands resulting from a restructuring experience. Concludes the experience of hospital restructuring and downsizing was consistently related to a high level of emotional exhaustion and cynicism, controlling for personal demographic and work situation characteristics.

The study aims to learn how a small private university dedicated to Judaic studies successfully merged with a large public university? Our study investigates how Baltimore Hebrew University (BHU) successfully integrated into the much larger Towson University (TU), while maintaining its unique Jewish identity.

How did leadership facilitate a successful merging of a small private university with a large public university? Our case study investigates how BHU successfully integrated into the much larger TU. Given that past research has focused primarily on the financial aspects, the purpose of the present study is to analyze how leaders successfully navigated the complex processes of integrating the two institutions through envisioning, communicating and planning effectively. This research uniquely investigates the role of leadership as the driving force in moving the merger forward and facilitating the process. The authors analyzed the circumstances that facilitated the merger and discovered that leadership pushed this merger forward, particularly the confluence of three approaches—visionary, transformational and servant leadership. This research has implications for guiding future mergers of smaller colleges with larger universities. This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

Implications of this research can help illuminate future mergers of smaller colleges with larger universities in cases where the smaller institution desires to retain its strong cultural or historical identity. The authors found that the “right leadership on the ground” is a crucial component needed for a successful merger, particularly in a higher education setting.

Our research provides a concrete example that can be used help campus administrators assess whether they have the leadership structure in place to successfully navigate a merger as a path forward.

This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

This study, using a longitudinal design, examined the relationship of perceived organizational support (POS) and job satisfaction among hospital‐based nursing staff survivors of significant healthcare restructuring. In addition, the role of both restructuring processes and restructuring stressors in affecting POS, and the potential mediating role of POS in the relationship between both restructuring processes and stressors and job satisfaction, was considered. Data were collected from 393 respondents at two points separated by three years. Levels of POS were relatively low on both occasions and declined slightly over the three year period. POS and job satisfaction were found to have a bi‐directional relationship over time. Both restructuring processes and stressors had significant relationships with POS, positive and negative respectively. POS fully mediated the relationship between restructuring processes and job satisfaction and partially mediated the relationship between restructuring stressors and job satisfaction.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

Education can provide learners with the necessary awareness, values and skills to understand the complexity of sustainability. This study aims to analyse the extent to which sustainability concepts have been implemented in higher education programmes in the tourism and hospitality fields.

For the purpose of the current study, data on all tourism and hospitality programmes offered in Cyprus higher education institutions (HEIs) at the Bachelor level was obtained. Analysis was conducted on publicly available programme descriptions, learning outcomes, program content and syllabi and course descriptions.

The study finds that sustainability concept implementation in undergraduate hospitality and tourism degree programmes is at a developing stage. The majority of the HEI follow trends and offer sustainability courses either as compulsory or elective courses, but concept implementation in programme learning outcomes and programme descriptions is relatively limited.

This paper presents a review of data and evidence on sustainability concept implementation in tourism and hospitality education in Cyprus.

This study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.

In total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.

The results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.

The paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.

There is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.

The purpose of this paper is to apply a feminist perspective to the crisis in prison higher education in the US by exploring whether gender shapes access to on‐site, non‐occupational college programs in state prisons differently for women than for men.

The paper utilized a content analysis of official US state departments of correction websites and an email survey of state directors of education.

Findings show that while both women and men had little access to on‐site, non‐occupational college programming in the 2005‐2006 academic year, women in state prison had slightly greater access than men.

Theoretical implications of the findings include the importance of focusing a gender lens on correctional education programming, as well as the importance of extending analysis beyond gender alone towards an analysis of the intersections of gender, race, and class inequalities on access to prison higher education.

Practical implications include the identification of an emergent educational justice movement in the USA, and the presentation of exploratory data on the current college‐in‐prison programs useful for progressive activists, policymakers, correctional education administrators, equity scholars, and others interested in organizing around democratic access to postsecondary correctional education.

As there is little current research on college‐in‐prison programs in the US, and less on the gendered dimensions of program access, the paper makes an original valuable contribution to several literatures.

The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements.

Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0.

Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy.

Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high.

The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation.

This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.