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Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

Managers must make numerous strategic decisions in order to initiate and implement a business model innovation (BMI). This paper examines how managers perceive the management team interacts when making BMI decisions. The paper also investigates how group biases and board members’ risk willingness affect this process.

Empirical data were collected through 26 in-depth interviews with German managing directors from 13 companies in four industries (mobility, manufacturing, healthcare and energy) to explore three research questions: (1) What group effects are prevalent in BMI group decision-making? (2) What are the key characteristics of BMI group decisions? And (3) what are the potential relationships between BMI group decision-making and managers' risk willingness? A thematic analysis based on Gioia's guidelines was conducted to identify themes in the comprehensive dataset.

First, the results show four typical group biases in BMI group decisions: Groupthink, social influence, hidden profile and group polarization. Findings show that the hidden profile paradigm and groupthink theory are essential in the context of BMI decisions. Second, we developed a BMI decision matrix, including the following key characteristics of BMI group decision-making managerial cohesion, conflict readiness and information- and emotion-based decision behavior. Third, in contrast to previous literature, we found that individual risk aversion can improve the quality of BMI decisions.

This paper provides managers with an opportunity to become aware of group biases that may impede their strategic BMI decisions. Specifically, it points out that managers should consider the key cognitive constraints due to their interactions when making BMI decisions. This work also highlights the importance of risk-averse decision-makers on boards.

This qualitative study contributes to the literature on decision-making by revealing key cognitive group biases in strategic decision-making. This study also enriches the behavioral science research stream of the BMI literature by attributing a critical influence on the quality of BMI decisions to managers' group interactions. In addition, this article provides new perspectives on managers' risk aversion in strategic decision-making.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.

We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.

The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.

In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

Purpose: The study elaborates the contextual conditions of the academic workplace in which gender, age, and nationality considerably influence the likelihood of self-categorization as being affected by workplace bullying. Furthermore, the intersectionality of these sociodemographic characteristics is examined.

Basic Design: The hypotheses underlying the study were mainly derived from the social role, social identity, and cultural distance theory, as well as from role congruity and relative deprivation theory. A survey data set of a large German research organization, the Max Planck Society, was used. A total of 3,272 cases of researchers and 2,995 cases of non-scientific employees were included in the analyses performed. For both groups of employees, binary logistic regression equations were constructed. the outcome of each equation is the estimated percentage of individuals who reported themselves as having experienced bullying at work occasionally or more frequently in the 12 months prior to the survey. The predictors are the demographic and organization-specific characteristics (hierarchical position, scientific field, administrative unit) of the respondents and selected interaction terms. Using regression equations, hypothetically relevant conditional marginal means and differences in regression parameters were calculated and compared by means of t-tests.

Results: In particular, the gender-related hypotheses of the study could be completely or conditionally verified. Accordingly, female scientific and non-scientific employees showed a higher bullying vulnerability in (almost) all contexts of the academic workplace. An increased bullying vulnerability was also found for foreign researchers. However, the patterns found here contradicted those that were hypothesized. Concerning the effect of age analyzed for non-scientific personnel, especially the age group 45–59 years showed a higher bullying probability, with the gender gap in bullying vulnerability being greatest for the youngest and oldest age groups in the sample.

Interpre4tation and Relevance: The results of the study especially support the social identity theory regarding gender. In the sample studied, women in minority positions have a higher vulnerability to bullying in their work fields, which is not the case for men. However, the influence of nationality on bullying vulnerability is more complex. The study points to the further development of cultural distance theory, whose hypotheses are only partly able to explain the results. The evidence for social role theory is primarily seen in the interaction of gender with age and hierarchical level. Accordingly, female early career researchers and young women (and women in the oldest age group) on the non-scientific staff presumably experience a masculine workplace. Thus, the results of the study contradict the role congruity theory.

The chapter discusses the assumptions and main conclusions from the international comparative research, the key purpose of which was to identify and characterise the representatives of the sandwich generation (SG) in selected European countries in relation to professional activity. The research covered five countries, and when choosing them we took into account the diversity of welfare state models. The research was carried out in the autumn of 2020 with the use of a proprietary questionnaire on representative samples of Internet users aged 45–65 from Belgium (only Flanders), Finland, Italy, Poland and Great Britain. The conducted analyses confirmed the diversification of the situation of SG representatives in specific countries.

Purpose: This study examines the relationship between gender, nationality, care responsibilities for children, and the psychological work climate of researchers.

Basic Design: Based on a dataset of approximately 2,900 cases, the main effects of gender and nationality, their interaction effect and the interaction effects of gender with care responsibilities for minor children, and with hierarchical position are considered in relation to work climate. Dummy regressions and t-tests were performed to estimate and compare the means and regression parameters of the perceived group climate and the view of leaders as evaluated by researchers. The dataset used was taken from a full survey of employees of the Max Planck Society, which is one of Germany’s largest research organizations with over 80 facilities and institutes in various disciplines and a focus on basic research.

Results: Gender differences concerning the evaluation of the work climate are particularly pronounced among doctoral candidates and researchers who have a non-EU nationality. Gender gaps increasingly level out with each successive career step. Additionally, a main effect of gender and a weak interaction of gender and care responsibility for minor children was supported by the data. A main effect of nationality on work climate ratings was found but could not be meaningfully interpreted.

Interpretation and Relevance: The interaction effect between gender and the position of a researcher can be interpreted as being a product of the filtering mechanism of the research system. With this interpretation, the results of the study can plausibly be explained in the light of previous research that concludes that female researchers face higher career hurdles than male researchers.

The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.

The development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.

The instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.

TANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.

Several existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.

Students will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.

This research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.