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Recent research on graduate students’ diversity, equity and inclusion (DEI) socialization found that graduate colleges play a role in supporting graduate students’ DEI professional development (Perez et al., 2020), but more studies are needed about how graduate colleges facilitate DEI socialization. One graduate college at a large, selective, research-intensive, public university in the Midwestern US created a graduate certificate for professional development in DEI to expand graduate students’ capacities to contribute to inclusion and equity in higher education. The purpose of this multi-method program evaluation is to assess whether the certificate program created significant learning about DEI and developed intercultural competence among graduate students.

The authors rely on multiple methods to evaluate the impact of the professional development DEI certificate. First, the authors used the Intercultural Development Inventory (IDI) pre and postassessment to measure the growth of participants in the first three years of the program. Second, the authors designed a reflection tool to assess significant learning after each component of the program. Finally, we conducted focus groups with graduates of the program to understand what program components were most valuable for DEI-related significant learning.

The authors found that the DEI professional development program increased students’ intercultural competence as measured by the IDI. Students reported perceptions of significant learning in every domain of learning we assessed using a self-reflection tool and in focus groups.

To the best of the authors’ knowledge, this is the first study that demonstrates how graduate colleges contribute to DEI socialization by preparing graduate students to interact across differences and contribute to inclusive climates both within and beyond academe.

Max Weber called the maxim “Time is Money” the surest, simplest expression of the spirit of capitalism. Coined in 1748 by Benjamin Franklin, this modern proverb now has a life of its own. In this paper, I examine the worldwide diffusion and sociocultural history of this paradigmatic expression. The intent is to explore the ways in which ideas of time and money appear in sedimented form in popular sayings.

My approach is sociological in orientation and multidisciplinary in method. Drawing upon the works of Max Weber, Antonio Gramsci, Wolfgang Mieder, and Dean Wolfe Manders, I explore the global spread of Ben Franklin’s famed adage in three ways: (1) via evidence from the field of “paremiology” – that is, the study of proverbs; (2) via online searches for the phrase “Time is Money” in 30-plus languages; and (3) via evidence from sociological and historical research.

The conviction that “Time is Money” has won global assent on an ever-expanding basis for more than 250 years now. In recent years, this phrase has reverberated to the far corners of the world in literally dozens of languages – above all, in the languages of Eastern Europe and East Asia.

Methodologically, this study unites several different ways of exploring the globalization of the capitalist spirit. The main substantive implication is that, as capitalism goes global, so too does the capitalist spirit. Evidence from popular sayings gives us a new foothold for insight into questions of this kind.

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments.

The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots.

The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved.

Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and career-long professional development is key to school improvement. ITE in particular has been for too long polarised at policy level, between ‘theory-led’ and ‘practice-led’ approaches. This chapter discusses how this polarisation is simplistic and unhelpful and highlights the benefits of the more constructive orientation towards a synergistic relationship between theory and practice that can occur, particularly when schools and universities collaborate closely in bringing new teachers into the profession. This chapter sets the scene for subsequent chapters in this book by signalling the potential for the collaborative inquiry-based lesson study model into ITE to enhance partnerships between schools and universities and contribute to a smooth transition from ITE into lifelong professional learning.

To conduct a systematic review of public relations ethics (PRE) research and scholarship in the 21st century and suggest future research directions. The study is prompted by macro-level phenomena that have impacted societies since the beginning of the 21st century—notably globalisation 4.0 and the fourth industrial revolution.

A systematic review was used to search academic literature. Articles discussing PRE in nine leading English-language public relations and business ethics journals between 2000 and 2019 were reviewed. A code-frame facilitated data extraction and subsequent quantitative analysis; qualitative analysis identified key themes.

The review identified 288 articles, with discussions involving PRE increasing over time. Most works approached the topic generally, rather than from a specific sub-disciplinary perspective, and drew from professional settings. Works were dominated by authors from North American institutions and North American samples. Research became increasingly empirical and intra-disciplinary and discussion about ethics was broadly categorised as part of public relations practice or from the perspective of the “academy”. Overall, the field can be described as of notable size, maturing, yet unbalanced in some regards.

The review helps to identify whether PRE research reflects major changes in the 21st century and augments the sparse recent reviews of PRE research.

What a difference a few years make! In the fall 1982 issue of Reference Services Review I described forty reference monographs and serial publications on photography. That article concluded with these words, “a careful reader will be aware that not one single encyclopedia or solely biographical source was included…this reviewer could find none in print…A biographical source proved equally elusive” (p.28).

The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities.

This paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as a meaning-making tool, and the positionalities of the authors, to develop the concept of pracademia.

The authors posit that pracademics who simultaneously straddle the worlds of practice, policy, and academia embody new possibilities as boundary spanners in the field of education for knowledge mobilization, networks, community membership, and responding to systemic challenges. However, being a pracademic requires the constant reconciling of the demands of multi-membership and ultimately, pracademics must establish sufficient legitimacy to be respected in two or more currently distinct worlds.

This paper has implications for knowledge mobilization, networks, boundary spanners, leadership, professional learning, and connecting practice, policy, and research. While the authors are in the field of education, this exploration of pracademia is relevant not only to the field of education but also to other fields in which there is a clear need to connect practice/policy with scholarship.

This paper provides a new definition of pracademia and argues that pracademia identifies an important yet relatively unknown space with many possibilities in the field of education.

The purpose of this paper is to examine two significant political advertising campaigns which used the “It’s Time” slogan and to reflect on how these related to official, popular and commercial nationalism in Australia. The paper is primarily concerned with two main issues: identifying and examining the variety of images of Australia in two key television advertisements, and exploring the methods by which advertising agencies created positive images of Australia and Australians in the two campaigns. It specifically highlights the significance of the “It’s Time” campaign, which is relevant for scholars and advertisers seeking to understand effective political communication.

This paper examines television advertisements by using semiotics as the principal methodology. The research methodology devised for the advertisements consists of two main components: a shot combination analysis, also known as a shot-by-shot analysis, and a semiological reading of the visual and acoustic channels of the advertisement.

This paper examines the use of commercial nationalism in television advertising. As one of many social and cultural influences, advertisements assist the individual in understanding their notion of themselves and their relationship with the wider community – be it local, national, regional or global. The primary focus of this research is the phenomenon of commercial nationalism – the adoption of national signifiers in the marketplace. However, by examining the more general discourse on nationalism, particularly the voice of official nationalism – the promotion of nationalism by the nation-state (or those aspiring to power), the symbiotic relationship between these two complementary brands of nationalism is explored.

The methodology adopted for analysing the two political advertising campaigns offers conceptual and practical value. It provides a consistent set of terms and concepts for further research to build upon. The paper provides insights for the marketing or examination of advertising campaigns. The paper demonstrates the power of market research to inform a framing strategy for a political campaign. The paper contributes to the body of knowledge in this area and thus society’s understanding of these important periods in the nation’s history. In particular, the paper provides an exploration into the “It’s Time” campaign and how it mobilised a broader cultural awakening to engineer success at the ballot box in 1972. The two case studies examined in this paper are relevant to political scientists and media and communication scholars.