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This paper sets out to test the mediating role of internal network density and external network range in the relationship between educational diversity (i.e. separation and variety) and group effectiveness.

The authors surveyed 267 employees in 54 organizational groups.

The study's results show that educational separation has a U‐shaped relationship with the advice network density. Moreover, educational variety moderates the relation of educational separation with external network range in such a way that for groups with high educational variety, the relationship between educational separation and external network range is U‐shaped, while for groups with low educational variety the relationship has an inverted U shape. The results also show that internal network density and external network range mediate the relationship between educational diversity and group effectiveness.

The paper extends the literature on group diversity by simultaneously exploring two forms of educational diversity (separation and variety) as they relate to group network density and external network range. The study is cross‐sectional, restricting causal inferences and future research should further explore the way in which the alignment of educational variety and separation relates to social network structure and group effectiveness.

Understanding the association between educational diversity and group social network structure and the way they relate to group effectiveness enables managers to improve group effectiveness.

The paper is one of the first to explore the curvilinear association between educational diversity and social network structure.

By exploring the relation between diversity and social network structures, these results increase understanding of how to address diversity issues at the societal level.

Job-related diversity is significantly different from demographic diversity, referring to diverse skills, knowledge, and perspectives. Despite the significant relevance of diversity literature, researchers have paid relatively less attention to job-related diversity dimensions like functional, educational, and tenure diversity. This study aims to analyze the scattered job-related diversity literature and identify mediating, moderating, and outcome variables, including dominant theories, methodological practices, and statistical techniques that affect performance outcomes.

This paper consolidates the job-related diversity literature and conducts a systematic review to fill the research gap. This study undertook a systematic review of 101 articles on job-related diversity published between 1991 and 2020 in academic management journals.

This study has synthesized several theoretical frameworks and proposed an integrative framework of job-related diversity for future research and theory development. Conclusively, this study has highlighted the gaps, advanced the knowledge in job-related diversity, and suggested future research avenues and implications.

This study is the first systematic review of job-related diversity, which acknowledges the importance of job-related diversity literature. Job-related diversity has received significant attention in the crisis-like situation during COVID-19 to develop innovative ideas and decision-making from different perspectives.

This paper describes the parent–child relationships of upper-middle-class Chinese parents and their adolescent children who were “parachuted” to the United States for private high schools. With parents remaining in China and children in the United States, thousands of miles away, such a transnational educational arrangement complicates the already volatile parent–child relationships during the adolescent years. Through ethnographic interviews of 41 students and 33 parents, I demonstrate different forms of child–parent relationships in a transnational education setting: those who found that the further physical and temporal distance has brought the parent–child relationship closer through frequent communications, children who experienced “accelerated growth” yet questioned the necessity, and delicate parent–child relationships due to increasing transnational cross-cultural or intergenerational differences. These types of parent–child relationships are not comprehensive of all the lived experiences of the “parachute generation,” yet they shed new light on transnational education and the unintended emotional dimensions of educational migration. In a transnational context for an economically well-off group, parental absence or separation of children and parents is no longer a clear-cut concept and has different layers of meanings, taking into account the frequency of communication, duration of spring and winter breaks and the existence of third-party agents such as for-profit intermediaries (or educational consultants) and host families. The diverse patterns of parent–child relations reveal the heterogeneity and complexities of “doing family” across geographic spaces and global educational hierarchies, as well as the roles of communication technologies, the tempo of mobilities and educational intermediaries.

Businesses are increasingly using teams as their fundamental organisational unit. This paper aims to explore the impact of demographic antecedents and the social‐network structure, measured in terms of task‐related advice‐network density, centralisation and fragmentation, on work‐team performance. The paper seeks to examine: the impact of the social‐network structure (dense, fragmented or centralised) on work‐team performance and the origins of the social structure. It also tests whether team diversity (in terms of variety with regard to gender and separation with regard to age and education) has an impact on team performance.

A survey was conducted on 76 work teams (499 employees) representing 48 different organisations.

With regard to the first question, density was positively related to team performance. The impact of advice‐network fragmentation was also positive, and this is in line with the results of other studies focusing on teams conducting standard tasks. In addressing the second question the paper explored whether diversity as variety (age) and diversity as separation (age and education) had an effect on the work team's social‐network structure. Age and education had no effect, but gender diversity was related negatively to density and positively to fragmentation. It was also related negatively to team performance.

The contribution of this research is twofold in that it explores social‐structure effects on team performance and examines the possible antecedents of the team's social structure. The results of the investigation strengthen the rationale behind integrating the literature on social‐network analysis and teams.

Much of the literature on innovation and entrepreneurship in education focuses on how external ideas, processes, and techniques can be applied to education systems, schools, and classrooms to improve educational performance. Little research, however, addresses the ways that internal ideas, processes, and techniques within educational systems, schools, and classrooms impart innovation and entrepreneurial skills to youth worldwide. This chapter identifies ways that these skills can be developed in youth through mass education systems. Particular attention is given to the ways that youth are prepared to participate in the knowledge economy by becoming information innovators and knowledge entrepreneurs.

This study aims to examine the characteristics of pregnant women who used methamphetamine to determine the differences in characteristics between teenagers (aged under 20 or 20–25 years) and adult women who used methamphetamine during this period.

This retrospective study extracted data from the medical records of obstetric patients who gave birth between 2011 and 2015 in a tertiary hospital in Thailand. All included patients were diagnosed with amphetamine use disorder. Demographic data, history of antenatal care, history of substance use and psychiatric evaluations were recorded.

Four hundred and twelve patients were recruited for analysis. Of these, 194 (53.4%) did not attend regular antenatal care, 326 (92.1%) had unplanned pregnancies and 42 (12.5%) had a history of abortions. Socially, 47 patients (21.7%) reported drug use in their families and 160 (49.5%) reported a history of parental separation. Compared with the adult and 20–25 years groups, the < 20 years group tended to have a lower educational level, have experienced parental separation and had more regular antenatal care.

Pregnant teenagers with methamphetamine use had psychosocial difficulties. Physicians should be aware of these psychosocial issues, including education and family planning.

These findings showed that pregnant women who used methamphetamine faced psychosocial difficulties, unplanned pregnancies and inadequate antenatal care. Adult and teenage pregnant women who used methamphetamine differed in some ways. For example, teenage pregnant women tended to be of a lower education level, experienced parental separation and had a history of more frequent antenatal care. Further longitudinal research exploring the outcomes of mothers who used methamphetamine and their children is needed to build on the existing evidence.

The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration.

School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration.

Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments.

Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership.

The model of educational restoration provides a conceptual foundation for future research and leadership practice.

This paper aims to investigate the role of an under‐graduate educational leadership in introducing students to the complexity of school leadership practice.

Theoretically informed by Bourdieuian social theory and drawing on a questionnaire with a cohort of students, the paper evaluates a course in relation to achieving its outcomes.

An analysis of student responses indicates that the course did introduce students to school leadership practice and assist in the construction of a school leadership disposition.

The theoretical resources used in the paper have significant implications for how researchers conceive of school leadership practice. Therefore, this paper may be the basis of further work.

The findings of this work have implications for teacher educators and specifically universities. From this paper, the inclusion of an educational leadership course in under‐graduate programs should become more the norm rather than the exception.

This paper has value in two unique ways. First, there has been very little work undertaken on the role of educational leadership courses in under‐graduate programs and in the context of increased political attention and no formal pre‐requisites for the principalship in Australia, this work is both timely and significant. Second, this paper works with a sophisticated notion of school leadership practice and its location using social theory, a perspective that is uncommon in much of the literature on educational leadership.

This chapter reports on how funding is used in general education schools around the world to facilitate inclusive education. While research has established the importance of inclusive education and investigated the diverse funding models employed in different global regions, this narrative review reports on how funding is operationalized at the school and classroom level to achieve the goals of inclusive education. Results indicate funding is commonly allocated to in-service professional learning programmes, resource acquisition, and purposefully tailored supplementary programmes for students with specific educational needs. This chapter outlines recommendations for researchers and policymakers in developing new ways of funding inclusive practices.

The research reported in this article involved a structural change in a Canadian High School. The change resulted in the transfer of control over the budget from the school division to the school staff. It was judged to have been successful and this was attributed to a number of factors: (i) the change occurred when the school's environment was receptive to new ideas and new organizational patterns; (ii) there had been changes in education at the Provincial level; (iii) there was some dissatisfaction with the existing system at the school and the new system reduced this dissatisfaction; (iv) personnel in the school had the support of officials superordinate to them in the school division; (v) the Principal had a sound knowledge of the change agent's role; (vi) the school's staff was involved in planning and implementing the change and each member had a clearly defined role to play; (vii) the Principal was able to maintain the school's newly established control at the school level. In this article these reasons are analyzed and comparisons are made between the findings from this research and those of related studies.