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The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system.

The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers.

The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context.

Engle’s ideas have yet to be widely taken up in online education.

This chapter explores what academic librarians and their supervisors must consider when looking to a remote or telework arrangement as a staffing solution. The popular and scholarly literature on remote work is surveyed and contextualized for information professionals. Research is clear that with proper planning, remote work arrangements can succeed, benefitting organizations and individuals. Even so, liaison librarians are unlikely to have central support for remote work arrangements due to communication and cultural hurdles unique to the profession. While these have been mitigated by technology to varying degrees in other sectors and industries, adoption in libraries has been slow. When librarians do pursue remote work, they are often unsure how to gauge fit, negotiate an arrangement, overcome technical obstacles and cultural misconceptions, and balance work and life. Authors Hickey and Tang: (1) summarize and apply research on remote work for library science professionals; (2) propose a theoretical framework for understanding the future of remote work for practitioner librarians in higher education; (3) present a case study of a successful remote work arrangement at Cornell University; (4) provide thought-provoking coaching questions for librarians and supervisors considering remote arrangements; (5) and identify next-steps for advancing the discussion and study of remote work in libraries. The practical implication of this information, aimed at service providers and managers, is to help them create a better workplace where flexible remote work arrangements are an opportunity for both the individual and organization that facilitate the achievement of personal, library unit, and institutional goals.

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.

This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.

Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.

Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.

The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.

The purpose of this paper is to identify and discuss perceptions of petroleum-related corporate social responsibility (CSR) among local and regional authorities, local peoples (indigenous and non-indigenous) and representatives of petroleum companies working or living in the Nenets Autonomous Okrug (NAO) in the Russian Arctic. Although the CSR literature comprises a broad spectrum of approaches, an underrepresentation of perspectives from non-business stakeholders has been suggested. The paper seeks to redress this gap.

The data are obtained through 34 in-depth, semi-structured interviews conducted and qualitatively analysed to extrapolate perceptions, views and expectations of petroleum-related CSR in NAO. By exploring needs, wants and expectations, differences are identified between short-term expectations and long-term perspectives.

A central feature of the authors’ findings is the wide variation in the responses not only between community groups and sectors but also within them. The complexity identified is an argument in favour of local involvement to understand local contexts and suggests avoiding “one-size fits all” CSR approaches. Challenges and opportunities are identified for the petroleum companies in dealing with different stakeholders and diverging interests.

The importance of local context means that caution is advised when considering the transferability or generalisability of lessons, within NAO and elsewhere in and outside the Russian Arctic. Furthermore, fundamental motivations are not always transparent from interviews.

Although a rich literature exists on CSR, this is perhaps the first study providing a cross-sectoral analysis of people’s perceptions, including those of non-business stakeholders, in this region.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

This paper aims to address the potential of hunting humans as sport tourism activity in the twenty-second century. The paper explores past and current trends related to sport hunting, animal extinction, human violence and the normalisation of violence via fictional media. This paper paints a provocative picture of society with the aim of encouraging dialogue across the wider community regarding the challenges facing society in relation to practices related to sport hunting and tourism.

This paper takes a scenario narrative approach in presenting potential discussion on the future of sport hunting as a tourism activity. The importance of narrative writing as a method to research is its ability in telling a story to the reader. By embracing diverse philosophical methods, this research draws on past and current trends via secondary data sources to justify the future scenario narrative.

This paper presents interesting insights into the future of sport hunting and its potential relationship to tourism. However, considering the following quote, “Yet another uncertainty is that predictions themselves can alter the future – which, of course, is part of the motivation behind futurism” (Larson, 2002, p. 5), this paper concludes with a sobering message, if previous research as well as the ideas presented here are to become a future reality, one where humans hunt each other for sport, are we content to allow this to happen? Or do we want to encourage debate to ensure we create better futures?

This paper offers original and novel research within the sport-tourism literature by taking a futures perspective and applying a scenario narrative approach. The paper offers original insight into attitudes towards sport hunting and its future potential, moving away from its traditions of hunting animals to hunting humans. This paper encourages debate around a taboo-subject, by drawing on a popular past-time, sport. Death is also universal, and by aligning the topic with sport and as a hunting activity, this paper is offering original approaches to addressing difficult questions that need to be asked.