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The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.

The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.

Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.

Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.

This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

The purpose of this paper was to discover the best practices used by information technology (IT) project managers to determine what leadership skills, behaviors, communication tools and techniques are needed to lead and communicate effectively with virtual IT project teams.

In this qualitative case study, data was gathered by semistructured interviews from ten successful IT project managers from Northern California who had more than ten years of experience managing virtual teams (VTs) with growing and profitable IT companies in Silicon Valley, California.

IT project managers and leaders may consider building personal relationships with team members at the beginning of each project to foster a sense of camaraderie and common ground for the successful outcome and desired results. Maintaining cohesive team relationships to gain their trust and confidence may require additional coaching, mentoring, collaborating, recognizing their accomplishments, providing technical training, and understanding different cultures and local laws that relate to VTs to manage projects successfully to move projects forward in sustaining business, and assure customer satisfaction.

Findings from this study may assist IT project managers and leaders in building trust and rapport, increasing efficiency and developing effective lines of communication within their virtual IT teams.