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The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators.

Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory.

The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights.

The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.

The purpose of this study was to explore how team members identify the social loafers on their teams and how they explain and manage social loafers’ behavior. The participants (n=49) in the study included members of student teams participating in a service project as a part of their coursework. We collected multiple sources of information: in-depth interviews, reflection journals, peer evaluations, and observations of team members interacting. Using attribution theory and status characteristics theory we describe how team members identify social loafer and explain the causes of their behavior. We also explore how those attributions affect team members’ interactions with the social loafers. The status of social loafers in the eyes of their teammates affects teammates’ willingness to accommodate or reject the social loafer. We identify strategies used by team members to manage the behavior of social loafers. We conclude with recommendations for practice and future research on social loafing.

Based on the definitions of poor data, an unascertained model and four axioms, condition functions and range etc. were analyzed then induced second‐order condition function, complemental condition function, connection function and the rule set of some signs concludes with the forecast method, which consists of four theorems and ten inferences, in the condition of data number m (m≥2) in Rⁿ.

Revelation of controversial fundraising practices by the Clinton‐Gore reelection campaign in 1996 and continuing controversy over proposed campaign finance reform legislation has brought this subject into public focus and discussion. This article provides an overview of key recent developments in campaign finance accompanied by coverage of literature and Web sites produced by scholars, government agencies, and participants in the ongoing debate over campaign finance and its role in the American political process.

In previous research on rhetoric and narrative in management research, cultural narratives have been studied as tools to reflect on rhetorical situations from the perspective of management. The purpose of this paper is to present a similar exploration of rhetoric while focusing on a modern example from popular culture: the television series Mad Men.

This paper first discusses rhetorical concepts from the work of Kenneth Burke and Richard Lanham as inspirational guides, thereafter, these concepts are used to analyze the case of Mad Men. Specifically, the main character Don Draper is analyzed as a homo rhetoricus in an attention economy.

Don Draper becomes a case study of what it means to introduce a rhetorical perspective in advertising and management. It is argued that Don Draper’s reflections in the series can be described as a “perspective on perspectives” or as a “toggling” between different rhetorical perspectives.

Previous research discussed the emergence of spinning and the appearance of the “spin doctor” as a major figure in society in general and fiction in particular. In this article, it is argued that the same is also true for advertising. Mad Men is introduced as a case study about the revival of rhetoric as a major skill and an important perspective in and for our personal, professional and social lives.

The purpose of this study is to explore faculty definitions of college‐level learning in order to develop a universal definition to assist employers, career counselors, and academic institutions in assessing college‐level workplace learning.

Faculty were administered an electronic survey to gather definitions of below college‐level, undergraduate level and graduate level learning at a USA university.

A total of 20 per cent of the faculty completed the survey, representing an even distribution across disciplines offered at the university. Data were analysed using qualitative methods to determine themes arising from the faculty definitions; member checking occurred through a representative faculty group. The resulting framework had commonalities to other current college‐level learning schemas (e.g. American Association of Colleges and Universities). Terminology used by the faculty indicated students must understand and utilise different relationships across knowledge.

The framework shifts the perspective from assessing skills and competencies to assessing the ways in which individuals relate knowledge to different ideas, perspectives and global issues. Future research is needed to verify these themes across multiple institutions.

This framework could assist employers, career counselors, students and educators in determining if an individual's workplace knowledge can be assessed at a college‐level. This could be advantageous to know prior to investing in higher education.

The results imply that simply assessing workplace skills is insufficient to determine college‐level learning. Rather, the ways in which individuals relate their knowledge to different issues and solve problems is critical.

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.

Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.

The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.

This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.

Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

Within a marketing framework, the attribute importance perception of corporate buyers and government promoters of distribution facility sites are examined. The results suggest some interesting marketing implications for promoters as well as for procurers of physical distribution facilities.

Business schools are increasingly positioning themselves as entrepreneurial risk‐takers. In doing so, they are front‐runners of a marketization trend affecting the entire higher education sector. In response, governments have begun to subject higher education sectors to systems of risk‐based regulation. The purpose of this paper is to study the likely impact of regulatory change on business school behaviour.

The article focuses on the financial dimension of institutional performance and draws on the corporate risk management literature to derive general design principles for managing risk‐taking in business schools. These are matched with a review of the regulation literature to evaluate regulatory effectiveness.

Business schools are facing a double‐hurdle test when managing their risk position. They need to protect their financial solvency with the maintenance of properly functioning risk management systems. At the same time, they will increasingly be subjected to regulatory scrutiny with regulatory shortcomings likely to be mapped into binding but sub‐optimal behavioural constraints. The article offers initial reflections as to how business schools can cope with this double‐hurdle.

Risk management in higher education, here with a specific reference to business schools, has so far been under‐theorized from a financial perspective and, as a consequence, the debate on risk‐based regulation lacks a proper foundation. The article addresses this shortcoming.

The purpose of this paper is to document how a doctoral research team applied an action research process to improve communication and collaboration strategies among rural Midwestern school district stakeholders.

An appreciative inquiry (AI) action research methodology framed as a qualitative case study using the AI 4‐D cycle over four consecutive weeks was facilitated with nine purposively selected stakeholders.

Findings suggest that the AI 4‐D cycle promoted greater respect and value of participants' strengths/assets through shared personal narratives; participants transformed their rural school district's culture from defensive, isolationist, and reactive to one that embraced internal and external collaboration, greater levels of trust, and hope; and participants increased social capital between the school district and community agencies as well as in the relationship among school district stakeholders.

Participants entered the process with strong expressions of powerlessness focused on school district and stakeholder deficits. They left the process empowered, with a plan to improve stakeholder communication, form district and community partnerships at many levels, and act immediately to initiate transformation projects. Participants became conduits of hope for their rural community and viewed themselves as assuming leadership roles to bring groups together to build generative capacity.

The paper highlights the importance of the highly participatory nature of school organizations as democratic institutions, and it demonstrates that educators are empowered when their focus is on a co‐constructed imagined future.