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The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method was used to achieve the survey study. Ninety-two teachers completed the Leadership Practices Inventory developed by Kouzes and Posner. Data was analyzed with the use of descriptive statistics and t- tests. The findings of the study indicate that (a) principals in high performing schools employ all leadership practices more frequently than principals in lower performing schools and (b) inspiring a shared vision and challenging the process are the two practices that have the biggest impact on student achievement. It is recommended that principal preparation programs incorporate Kouzes and Posner’s transformational leadership model into their curriculum in order to develop highly qualified school leaders.

The impetus for this paper was the Channel 5 documentary Who Cares for Gary? and the combined efforts of the author, her family and friends to challenge practice within one of the units featured. The paper describes a fundamentally disruptive sequence of decisions and events in the life of the author's brother and affirms that the consequences of abuse and mechanisms to challenge it go beyond individual suffering.

Purpose: While COVID-19 has upended lives, it has also catalyzed innovation with potential to advance health delivery. Yet, we know little about how the delivery system, and primary care in particular, has responded and how this has impacted vulnerable patients. We aimed to understand the impact of COVID-19 on primary care practice sites and their vulnerable patients and to identify explanations for variation. Approach: We developed and administered a survey to practice managers and physician leaders from 173 primary care practice sites, October-November 2020. We report and graphically depict results from univariate analysis and examine potential explanations for variation in practices' process innovations in response to COVID-19 by assessing bivariate relationships between seven dependent variables and four independent variables. Findings: Among 96 (55.5%) respondents, primary care practice sites on average took more safety (8.5 of 12) than financial (2.5 of 17) precautions in response to COVID-19. Practice sites varied in their efforts to protect patients with vulnerabilities, providing care initially postponed, and experience with virtual visits. Financial risk, practice size, practitioner age, and emergency preparedness explained variation in primary care practices' process innovations. Many practice sites plan to sustain virtual visits, dependent mostly on patient and provider preference and continued reimbursement. Value: While findings indicate rapid and substantial innovation, conditions must enable primary care practice sites to build on and sustain innovations, to support care for vulnerable populations, including those with multiple chronic conditions and socio-economic barriers to health, and to prepare primary care for future emergencies.

The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization.

This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders.

The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as engaging school-based knowledge influencers and fostering cultures of trust and risk taking. The author defined knowledge influencers as leaders, formal or informal, who have access to knowledge creating groups at the local and system level. These leaders influenced knowledge mobilization at different levels of the district.

A research limitation of this study was present based on the sole use of high-performing districts and schools. Participation was determined via comparisons of provincial assessment results (Ontario, Canada) and socio-economic status (SES) factors. Although causal effects are cautioned, districts and schools from various SES communities (high, medium, low) were chosen to support broad generalizations and associations.

This study provided pragmatic considerations and recommendations for system and school leaders, those charged with increasing student achievement (e.g. use of knowledge influencers and an expanded array of data use while creating knowledge).

A knowledge creation model was developed by the author based on a synthesis of the findings. The model and study will be of interest to those wishing to further implement or study the creation and mobilization of knowledge within organizations.

The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching.

The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes.

Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision.

The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

The purpose of this paper is to investigate the associations of personal archiving behaviors to factors and challenges that have been assumed to affect personal digital archiving strategies.

This study created an online survey to understand general patterns of personal digital archiving practices and related phenomena. The survey was employed to investigate to what extent people show a certain behavior or feel certain factors and challenge when archiving personal digital content.

Some of the findings of this study regarding specific personal digital archiving practices were in accordance with existing studies. However, the associations between digital archiving challenges and archiving practices were not observed statistically significantly as assumed in previous studies. General technology efficacy and the awareness of the importance of personal records appeared to influence personal archiving practices.

This study used Amazon’s Mechanical Turk. As this is not a commonly used internet service, the workers here could have higher than average levels of internet efficacy. This possibility may have affected the demographics, and the survey responses may be biased in this respect.

As the study results suggest that technology efficacy and personal heritage awareness are the influencing factors of personal digital archiving, these are the areas where information professionals can involve in assisting users for future cultural heritage.

This is the first study that develops measures for personal digital archiving related practices and perceptions that the previous qualitative studies have identified. With these measures, it examines the general status of individuals’ archiving strategies and the overall associations of digital archiving challenges as well as looking into other technological and personal factors.

This chapter explores underlying ethical tensions and dilemmas that arise through assessment practices used by teachers, specialist teachers, and other educators in determining a child’s learning. An ethical dilemma arises when teachers are aware that an assessment is not the narrative that best represents the child, and in doing so, further perpetuates the deficit orientation toward learning. While the policy context may reflect a strong commitment to inclusive classrooms and communities, assessment policies and well-intentioned school practices can marginalize students with high needs, simply because the assessment tools are not suitable. Ethical issues in the day-to-day formal and informal assessment practices used by teachers are explored; practices that serve to reinforce for learners who struggle what they “cannot do” or “do not want to do.” Ethical assessment practices that allow the dignity of the learner to be upheld through a celebration of learning, however incremental, are needed. As outlined in this chapter, some decisions made by teachers are not their own, as pressures from outside their control influence the decisions they make. Policy directions can influence the focus of assessments, and unwittingly create the ethical dilemmas teachers face. When teachers question and challenge assessment policies and practices, they can initiate change for all learners. This might include challenging the status quo and finding other ways to include students, more visibly, in their own assessment. In these ways, ethical dilemmas can be addressed and new understandings of assessment emerge.

The purpose of this study is to present Industry 4.0 technologies for advancing the circular economy (CE) adaption in manufacturing industry’s supply chain (SC) network. To pursue the same, Industry 4.0 technological aspects were recognized as solution measures to overcome the challenges for CE implementation in SC.

A new hierarchical framework containing 13 leading CE challenges and eight promising Industry 4.0 technological aspects had been proposed, representing their mutual relationship. The proposed framework was analysed using a hybrid approach of analytic hierarchy process (AHP) and combinative distance-based assessment (CODAS) under interval-valued intuitionistic fuzzy (IVIF) environment. The IVIF-AHP was used to acquire the priority weights of the CE challenges, whereas the IVIF-CODAS was used to attain the preference order of the proposed technological aspects.

The key findings of the present work indicate that “Information disruptions among the SC members due to multiple channels” and “Manpower inability to handle the toxic materials” are the two most critical challenges hindering the adoption of CE practices in SC. Along with, the results also demonstrate that to overcome these challenges, “Smarter equipment to empower flexibility and mass customization” and “Big data driven decision-making system” are the two most significant Industry 4.0 technological solutions, adoption of which might encourage the organizations to align their operations with CE philosophies.

The sample size of the experts engaged in work was limited; however, big data studies could be conducted in future to capture more insights of the stated topic. In addition to this, to understand the implication of CE on Industry 4.0-based manufacturing, a separate study can be synthesised in future.

The proposed work facilitates a new framework consolidating various perspectives associated with CE implementation into a manufacturing industry considering the scenario of Indian rubber industry. This study enables the decision-makers to recognize the challenging factors for CE implementation into their organizations and up-taking the proposed Industry 4.0 practices as technological measures for improving the organization overall performance.

Management development programmes available to NHS managers focus on a performance orientation and sustain a culture of managerial and medical domination. This paper aims to question whether it is possible to consider NHS management development from a critical (empowerment culture) perspective. Features of the critical management studies approach (CMS) are identified. A new MSc is evaluated against these characteristics, examining the teaching and learning processes and students' perceptions of the programme. The aim is to develop critical thinkers who can return to their organizations and challenge existing power structures and practices to change local cultures and enhance health services.

Empirical research employed anonymous student questionnaires and a focus group.

Student evaluations suggest the MSc can deliver a critical pedagogy and help managers understand issues of power and empowerment, challenge dominant cultures, innovate and effect small, local changes in the NHS culture.

There is a need to continue evaluating the programme and include other stakeholders. Longitudinal research should assess the impact of the managers' changed values, attitudes and behaviours on colleagues, clients and the local cultures.

The paper identifies some of the tensions of developing “critical” health service managers, and the problems they encounter back in the “uncritical” NHS context, as well as some of the challenges in “facilitating” a critical curriculum. It questions the ethics of developing (or not) a critical perspective in a local context unfamiliar with CMS.

Management development in the NHS largely ignores critical pedagogy. This paper makes a small and unique contribution to understanding how developing “critically thinking” managers can challenge the dominant culture. However, the limitations of such a small‐scale study and ethical implications are noted.

Health social movements address several issues: (a) access to, or provision of, health care services; (b) disease, illness experience, disability and contested illness; and/or (c) health inequality and inequity based on race, ethnicity, gender, class and/or sexuality. These movements have challenged a variety of authority structures in society, resulting in massive changes in the health care system. While many other social movements challenge medical authority, a rapidly growing type of health social movement, “embodied health movements” (EHMs), challenge both medical and scientific authority. Embodied health movements do this in three ways: (1) they make the body central to social movements, especially with regard to the embodied experience of people with the disease; (2) they typically include challenges to existing medical/scientific knowledge and practice; and (3) they often involve activists collaborating with scientists and health professionals in pursuing treatment, prevention, research, and expanded funding. We present a conceptual framework for understanding embodied health movements as simultaneously challenging authority structures and allying with them, and offer the environmental breast cancer movement as an exemplar case.