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The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

The purpose of this paper is to elucidate the relationship between three types of process innovations (i.e. innovation in production, IT, and logistics processes) and ambidexterity performance. Specifically, the paper attempts to examine whether changes in business processes help companies to reconcile exploration and exploitation learning activities within the firm domain.

This research is based on data of 2,843 manufacturing firms, whose data are available from the Italian Innovation Survey (period 2010-2012). Hypotheses are developed and tested by using a Tobit regression approach.

Innovation in production and IT processes favors ambidexterity performance, whereas changes in logistics activities, despite being positive, are less relevant.

This is one of the first attempts to offer empirical evidence about the relationship between process innovations and ambidexterity performance (without engaging in domain separation), hence providing additional insights into the ambidexterity literature and the literature on process innovation.

In highly dynamic industries, business processes require exploitation, i.e. activities that are associated with an increase in productivity through automation, standardization, integrated architectures, and the usage of existing IT resources. As a complementary capability, exploration is needed, i.e. the ability to flexibly implement new and innovative IT resources (Lee et al., 2015). The purpose of this paper is to use the concept of ambidexterity, which is researched intensively outside the domain of business processes (e.g. Gibson and Birkinshaw, 2004; Tang and Rai, 2014), to address this paradoxical trade-off within business processes.

The paper follows a qualitative approach. A multiple case study comprising 11 interviews and additional document analysis in six organizations is conducted in the German energy sector to examine the proposed framework.

This paper shows the importance of balancing exploitative and explorative business process IT (BPIT) capabilities. The process-theoretical outcome of this study is the BPIT Capability Framework that provides explanation for the interaction between exploitation and exploration.

This study contributes to the understanding of how to build ambidextrous BPIT capabilities by explaining the underlying mechanisms for feedback loops that occur in cases of imbalance. The scope of the conducted study presents a limitation and thus future research is encouraged to further validate the findings of this paper.

By drilling down to the process level, this paper addresses the gaps that limited empirical studies have in business process management research (Recker and Mendling, 2015) and the focus on business processes that is lacking from the literature on organizational IT management (Gregory et al., 2015).

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

The recent outbreak of Coronavirus disease has caused significant disruptions around the world. The global pandemic severely affects the education sector. However, amid the crisis, educators are resilient and resourceful and develop innovative ideas and learning designs to engage the students as much as possible. Educators in the special and inclusive education sector face more challenges due to the nature of students. The effective use of technology and mindset are the keys to success in this endeavour. This chapter discusses the institutional policies, good practices and practical ideas to overcome the difficulties in inclusive and special education students.

The purpose of this paper is to understand how digital technologies can help healthcare organisations and improve the exploration-exploitation paradox over time. The authors explore inputs, processes and outcomes of implementing digital transformation programs and advance four testable propositions.

The authors conducted multiple case studies with embedded units of analysis: digital transformation processes; hospitals; and regional healthcare systems. Primary sources come from 107 semi-structured interviews with key informants within 14 Italian hospitals between 2009 through 2011.

Three complementary paths emerge as fundamental to balance exploratory and exploitatory efforts in healthcare: assets digitalisation within hospitals; digitally based process integration; and disruptive decision-making through analytics. Intra- and inter-path characteristics are discussed to show how digital transformation can both move hospital within the exploration-exploitation space.

By its very nature, this study is exploratory. Notwithstanding the number of cases and interviews, its generalisability is limited.

Digital transformation programs are fundamental to resolve the tensions raised by the exploration-exploitation paradox. Their implementation leads to better performance (cost reductions, quality improvements). A framework is provided for practitioners to make better decisions.

This study sheds new light on how digital technologies are actually adopted and adapted in healthcare contexts. It does it by entailing a longitudinal perspective.

This paper aims to examine the relationship between the four cultural dimensions of the competing values framework (CVF) (group, developmental, hierarchical, and rational cultures) and four types of performance: product quality, process quality, product innovation, and process innovation. Theoretically, this represents the contrasts among the four quadrants of CVF in terms of their respective outcomes, with quality and innovation reflecting the contrast between control and flexibility orientations, and product and process reflecting the contrast between external and internal orientations.

Data were collected from 194 middle and senior managers of Australian firms who had knowledge of past and present organizational practices relating to quality and innovation‐related aspects in the organization.

Developmental culture was found to be the strongest predictor among the four cultural dimensions, as it shows relationships with three of the performance measures: product quality, product innovation, and process innovation. Rational culture shows a relationship with product quality, and along with group and hierarchical cultures, it also plays a role in predicting process quality.

The results provide key insights for managers to appropriately understand the fit between the culture and the strategic direction of the firm. The findings also encourage firms to appreciate the balanced view on what seems to be multiple cultural characteristics within the same organization.

By simultaneously examining the relationships between different cultural dimensions and different types of performance, this paper extends the previous empirical studies which linked CVF with a specific measure of performance.

In this paper, the authors situate existing scholarship about men in nursing within the broader gendered landscape of the profession and society. As a consequence, the need to reframe the discourse about men in nursing from the current emphasis on personal or collective experiences to collective action becomes apparent. The paper aims to discuss these issues.

A critical synthesis of scholarship addressing men in nursing serves as the basis for a conceptual paper which challenges the existing discourse on men in nursing.

The experiences and careers of men in nursing are profoundly shaped by patriarchal power structures that situate caregiving within the realm of the feminine. Although men generally benefit in the context of patriarchal society, men in nursing are subject to a patriarchal paradox that marginalizes their performance of masculinity and situates them as unlikely caregivers. Therefore, men in nursing are preoccupied with balancing the contradictions and tensions in their lives associated with enacting a contextual performance of masculinity depending on the social context of their gender performance.

A comprehensive synthesis of the existing men in nursing literature is presented and these findings are situated within a broader discussion of gender in nursing and society. This analysis provides the impetus for a “call to action” for nursing to comprehensively and meaningfully address the negative consequences of patriarchal forces on the profession of nursing.