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The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.

In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.

The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.

The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.

Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.

The purpose of this study is to examine the extent of climate change awareness among the rural farmers of Northern Cross River state, investigate the gender role analyzes of some daily routine activities carried out by these rural farmers, ascertain the difference in workload burden of the impacts of climate change between men and women, identify the strategies adopted by these rural farmers to mitigate the effects of climate change in their agricultural activities and investigate the roles Environmental Education (EE) can play in helping the rural farmers to design and adopt sustainable adaptation and mitigation strategies to reduce or completely eradicate their vulnerability to climate change effects.

The research design adopted for this study is the cross-sectional survey method. Five research questions guided the study. Two sets of instruments were used for data collection, a sample of 1,258 respondents (0.1%) were selected for the study. The researchers personally administered the instruments and collected the same back, two instruments were not properly filled, so they were rejected.

The finding of the study revealed that rural farmers have some level of climate change awareness, which they got from radio, newspapers, awareness campaigns, flyers, billboards, among others. Six out of the nine strategies listed were adopted by the rural farmers to mitigate climate change effects among these rural farmers. There is a significant difference in gender workload burden between women and male in the area, the result is positively skewed toward women, implying that the burden of workload for women increased over those of men. The result also shows that EE can influence their attitude toward climate change through awareness creation, knowledge provisions and also encourage members participation in climate change effect mitigation, prevention and adaptation.

With this result, EE can be used as a tool for the creation of knowledge, awareness, attitude and encourage the participation of these rural farmers toward mitigating and prevention climate change effects among these rural farmers. It was recommended among others that deliberate policies should be designed to make EE help create the needed awareness on climate change, beginning from the causes, effects and mitigation strategies among rural farmers in their community.

Already, most Environmental Educators have been trained, the government should design and formulate practical policies to use them as extension agent on climate change effort to go to these rural communities and create the needed awareness, knowledge, skills and attitude to help them combat climate change effects including trees and cover crops planting and also re-introducing the use of irrigation agriculture in these farming communities.

With the creation of awareness, social groups and individuals can also make a social investment from these activities and also improve their social capitals, thereby reducing social burdens and improving their living conditions within the rural settings.

This research is an original research paper from the effort. the purpose is to assess the extent of climate change awareness level and how the effects of climate change increase or reduces the burden of gender workload among rural farmers and the strategies which can be used by these rural farmers to prevent, mitigate and adapt to climate change effects and the roles EE can play. This study has an original value in the sense that in the course of the study, the study hardly saw articles on these specific variables in whole research, hence the resolve to assess these variables.

Patronage of local footwear have not been encouraging in Nigeria despite recent investments. The purpose of the study is to evaluate celebrity endorsement and customer patronage of small and medium-scale enterprises (SMEs) products in African context, with focus on trustworthiness, expertise, attractiveness, respect and similarity (TEARS) model.

The research was designed as a descriptive survey. An online structured questionnaire was applied for data collection. Cronbach Alpha and content validity were used for reliability and validity, respectively. TEARS model was used to ascertain key dimensions, and Pearson correlation coefficient and logistic regression were applied into the analysis.

The findings reveal that celebrity endorsement is not associated with patronage of local footwears, though TEARS model analysis indicates the direction of consumers rating on celebrity endorsement. Factors such as recommendation and quality impact the consumer willingness to buy local footwear.

The small sample size calls for caution in generalization.

The study suggests that although the TEARs model is viable, all the dimensions are mutually exclusive. However, this depends on the characteristics of the brand. In driving patronage, managers must pay attention to personal and non-personal cues such as price, quality and source of information about their brand.

The originality is buttressed from the value it provides for local product production and patronage. The significant factors are indicated as key to addressing low patronage.

This study aims to examine how the legitimacy of internal auditing is reconstructed during enterprise resource planning (ERP)-driven technological change.

The study is based on the comparative analysis of internal auditing and its transformation due to ERP implementations at two case firms operating in the food sector in Egypt – one a major Egyptian multinational corporation (MNC) and the other a major domestic company (DC).

Internal auditors (IAs) at MNC saw ERP implementation as an opportunity to reconstruct the legitimacy of internal auditing work by engaging and partnering with actors involved with the ERP change. In doing so, the IAs acquired system certifications and provided line functions and external auditors with data-driven business insights. The “practical coping mechanism” adopted by the IAs led to the acceptance (and legitimacy) of their work. In contrast, IAs at DC adopted a purposeful strategy of disengaging, blaming and rejecting since they were skeptical of the top management team's (TMT's) sincerity. The “disinterestedness” led to the loss of legitimacy in the eyes of the stakeholders.

The article offers two contributions. First, it extends the literature by highlighting a spectrum of behavior displayed by IAs (coping with impending issues vs strategic purposefulness) during ERP-driven technological change. Second, the article contributes to the literature on legitimacy by highlighting four intertwined micro-processes – participating, socializing, learning and role-forging – that contribute to reconstructing the legitimacy of internal auditing.