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The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.

A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.

There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.

This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.

The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

With today’s business faculty being tasked with making meaningful contributions to their community, corporate stakeholders, as well as in research and student learning, this makes faculty engagement and performance outputs key to metrics of college success. Therefore, the purpose of this paper is to understand how faculty engage in shared governance at the college level is important to ensure success of the college.

The authors searched for research that examined governance structures in colleges of business and found this has received scant attention. After reviewing the research examining university governance, the authors evaluate how faculty engage in shared governance at the college level.

The authors identify four categories of decision-making that often involve shared governance and outline different shared governance options for colleges of business, along with their pros and cons. The authors posit that the most appropriate governance approach for a college of business depends upon the college’s external environment, culture and other contextual dimensions. Finally, guidance for future research and practice, including considerations for changing governance, is provided.

How colleges of business operationalize their governance structures has received scant attention in the management literature.

The purpose of this paper is to explore and establish the contours of trust in learning analytics and to establish steps that institutions might take to address the “trust deficit” in learning analytics.

“Trust” has always been part and parcel of learning analytics research and practice, but concerns around privacy, bias, the increasing reach of learning analytics, the “black box” of artificial intelligence and the commercialization of teaching and learning suggest that we should not take stakeholder trust for granted. While there have been attempts to explore and map students’ and staff perceptions of trust, there is no agreement on the contours of trust. Thirty-one experts in learning analytics research participated in a qualitative Delphi study.

This study achieved agreement on a working definition of trust in learning analytics, and on factors that impact on trusting data, trusting institutional understandings of student success and the design and implementation of learning analytics. In addition, it identifies those factors that might increase levels of trust in learning analytics for students, faculty and broader.

The study is based on expert opinions as such there is a limitation of how much it is of a true consensus.

Trust cannot be assumed is taken for granted. This study is original because it establishes a number of concerns around the trustworthiness of learning analytics in respect of how data and student learning journeys are understood, and how institutions can address the “trust deficit” in learning analytics.

New patient safety frameworks are being implemented to improve the impact of incident reporting and management across the National Health Service (NHS) in England. This study aims to examine the current practices in this domain of patient safety in a sample of mental health trusts, a setting in which limitations in the current practice of serious incident management have been reported. The authors present key recommendations to maximise the opportunities to improve current incident reporting and management practice.

Ethical approval for the study was granted. A Web-based questionnaire was designed to examine current practices concerning incident reporting and management. It was refined based on consultation. Patient safety incident managers within mental health trusts in England were recruited. Twenty-nine mental health trusts responded, from a total of 51. The questionnaire study data were analysed in Statistical Package for the Social Sciences.

Current approaches used to report and manage incidents have been established and variation in practice demonstrated. A key finding for attention is that the training and education that investigators of serious incidents receive falls short of the recommended minimum national standard of 15 h, with a sample mean of 10.3 h and median of 8.0 h.

Recommendations at a local and national level are presented, which, if implemented, can maximise the impact of incident reporting and management practices in mental health trusts. Future qualitative research is indicated, to understand the perceptual experience and meaning behind the findings across a wider group of stakeholders.

This study was conducted to fill gaps in the literature based on institution type, career level, and gender identity.

Faculty often struggle with achieving work-life balance. This struggle is exacerbated for faculty parents. Most academic parent research has been conducted on early-career women and at research-intensive universities. Although these groups are important, it is also important to understand experiences of academic parents at different career levels and types of institutions. The authors conducted a qualitative thematic analysis from focus groups with faculty from a mid-sized master's level university about work-life balance expectations and experiences in their roles as academics and parents. These four groups included early-career mothers (n = 5), early-career fathers (n = 4), mid-career mothers (n = 4), and mid-career fathers (n = 7).

Faculty expressed having a high workload based on an intersection of high work expectations, unclear work expectations, and lack of equity. Consequences of the high workload included lower work-life balance, dissatisfaction at not doing more, the loss of flexibility as an advantage, and lower organizational commitment.

Although results are limited in generalizability, it is useful to examine one institution, with all participants sharing the same culture and policies, in-depth. The authors discuss recommendations for educational administrators for assisting academic parents and suggest institutions work to examine informal expectations and formal policies at their institutions. Working together, faculty and staff can help enhance alignment of expectations and perceptions of work-life balance, hopefully leading to happier, more satisfied employees.

Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how to design a pedagogy that supports the development of these competencies, particularly the development of self-awareness. In this chapter, we introduce an experiential pedagogy in which students and faculty work together to develop self-awareness as the basis for sustainability leadership. We present three pedagogical principles that support the emotional learning that is foundational for sustainability leadership: student self-discovery, faculty as co-learners, and a developmentally focused learning environment. We demonstrate how these three principles work together to enable students and faculty to grow their self-awareness, providing the foundation for sustainable leadership. We conclude with a discussion on how management educators can learn from this case to develop sustainability leaders who have the self-awareness and relational competency to lead positive, inclusive organizations that are committed to sustainable business practices.

The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.

A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.

Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.

Further studies may put efforts towards improving these three outcomes synchronously.

Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).

This study established the empirical linkages between school trusts, emotional well-being and job performance.

Recovery Colleges were developed to support the recovery of people with mental health difficulties through courses co-produced by professionals and people with lived experience. This study aims to examine the use of Recovery Colleges to support people with dementia.

A survey was circulated to UK Recovery College and memory service staff, exploring provision, delivery and attendance of dementia courses. Open responses provided insight into participant views about recovery in post-diagnostic support and the practicalities of running dementia courses.

A total of 51 Recovery College staff and 210 memory service staff completed the survey. Twelve Recovery College dementia courses were identified across the UK. Three categories emerged from the qualitative data: post-diagnostic support, recovery in the context of dementia, challenges and areas of innovation.

This study highlights the benefits and practicalities of running Recovery College courses with people with dementia. Peer-to-peer learning was seen as valuable in post-diagnostic support but opinions were divided about the term recovery in dementia.

Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes.

This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports.

While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it.

This investigation attempts to examine the shift to hybrid learning in the Indian context.