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This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.

While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

Little has been written about the use of skill sheets in leadership education and this paper demonstrates how they have been implemented in one specific context. Used in a number of domains (e.g., karate, cardiopulmonary resuscitation) skill sheets are checklists or rubrics that record skill performance. The use of skill sheets in leadership learning and education is a critical step in our efforts to grow as a discipline. Founded in 2015, the Collegiate Leadership Competition has incorporated the use of skill sheets in skill development, assessment of learning, and curriculum design.

Coordination between military and civilian agencies has previously been found to be a significant issue that affects the efficiency of multi‐agency system responses to large‐scale emergencies. The purpose of this article is to present the findings derived from a case study focussing on the problems that abound when the military attempts to work with civilian organisations.

An integrated framework of human factors methods was used to analyse a Military Aid to the Civilian Authorities training exercise, involving the army and seven other responding agencies.

A range of factors that hinder coordination between agencies during multi‐agency emergency responses were identified. Potential solutions for removing these barriers and augmenting coordination levels are proposed.

This research suggests that much further work is required in training and designing multi‐agency response systems and procedures in order to optimise coordination between responding agencies.

This article presents the first attempt to apply structured, theoretically underpinned human factors methods, to understand the problems that abound when the military works with civilian agencies during large‐scale emergency responses.

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

The readability of three French scientific journals is examined using the Farr‐Jenkins‐Paterson simplification of the Flesch reading ease formula. The results show a relative decrease in readability with time. The results also suggest that these changes are due to changes in style or linguistic factors rather than subject characteristics.

‘IT MIGHT BE SUGGESTED’, wrote George Blake in 1956, introducing the BBC radio‐drama series Annals of Scotland, ‘that Robin Jenkins is potentially the most interesting of the younger Scottish novelists’. Nor has the potential gone unrealized: in October 1969 he received a Scottish Arts Council publication award of £300 for his most recent book, The Holy Tree. On that occasion the Scotsman critic remarked that Jenkins ‘should need less introduction than one feels he does’, and this summarizes the paradox which must for long enough now have been troubling his admirers. Jenkins, besides being a prolific and highly praised novelist, is a remarkably neglected one.

L'objectif visé est de nourrir les réflexions sur la colonisation du futur dans le présent en mettant particulièrement l’accent sur le continent africain. Nous visons à explorer comment la recherche participative, et plus particulièrement la recherche-action anticipatoire, peut contribuer au processus de décolonisation effective.

Considérant le futur comme un bien public, nous mobilisons une réflexion sur les processus coloniaux qui l’ont transformé, à bien des égards, en bien de club ou en bien privé. Nous faisons ensuite appel aux notions de production participative de connaissances et de recherche-action locale comme moyens de décoloniser le futur et de libérer l'imagination. Nous revisitons ensuite les principes de la recherche-action participative pour atteindre cet objectif et nous examinons les principales caractéristiques d'une recherche-action anticipatoire non coloniale dans le contexte des futurs de l'Afrique.

Nous mettons en évidence les défis issus de la relation entre les efforts d'anticipation axés sur la recherche-action, la création d'une intelligence collective et la co-conception (codesign), dans le but d'encourager le processus de décolonisation. Cette démarche inclut des principes de conception, établit les bases pour un processus anticipatoire, potentiellement décolonial et envisage une possible réaction du système dominant à l’encontre de ce processus de décolonisation.

Il s’agit d’un travail conceptuel, qui ne fournit pas d’éléments testés sur le terrain. Toutefois, nous espérons que cela constituera un apport permettant de concevoir des méthodologies qui préviendront la colonisation du futur lors de la participation à des activités de recherche tournées vers les futurs en Afrique et ailleurs.

Nous proposons une approche intégrale de la colonisation du futur, comme renouvellement d’une question ancienne. Nous articulons également cette démarche autour d’une réflexion sur la nature de ce que pourrait être une recherche-action anticipatoire décoloniale.

The purpose is to argue that market-generated and brand-related phenomena such as fandoms work as a social and institutional force beyond the market and to showcase their influence on the society as a whole.

The influence of fandoms on many societal institutions is explored through the literature on fandom studies and consumer research.

The research indicates that market-generated resources and their related sociocultural dynamics play a significant role in shaping the evolution of many institutions of current societies.

The research is exclusively focused on fandoms despite the varied facets of market-related sociocultural dynamics, opportunity exists for research beyond the exploratory work done here shifting the focus from fandoms to brand systems.

Researchers, especially in Consumer Culture Theory (CCT), may use the perspective shift from market to society to enlarge the scope to new fields of study, out of the market.

The research provides new lenses to understand emerging phenomena in fields such as religion and/or politics difficult to understand with traditional frameworks.

This paper provides exploratory research identifying market-related social and institutional processes and emphasizing how they influence other societal institutions, such as family, religion, corporations, professions, and politics; rather than bringing social and institutional processes into the marketplace.