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The study examines the mediating effect of knowledge management (KM) in the relationship between the high-performance organisation (HPO) framework and high performance in financial institutions (FIs) in Uganda. The paper aims to develop a framework that promotes high performance in the FIs.

The conceptual model was tested on a sample of 28 financial instituitions using structural equation model.

The findings revealed that the high-performance framework is significantly related to high performance and KM is related high performance. KM mediates the relationship between the high-performance framework and high performance.

The findings revealed that the high-performance framework is significantly related to high performance and KM is related high performance. KM mediates the relationship between the high-performance framework and high performance.

The findings revealed that the high-performance framework is significantly related to high performance and KM is related high performance. KM mediates the relationship between the high-performance framework and high performance.

This study makes several empirical and theoretical contributions, addressing the gap in the literature about the role of the HPO framework in strategic management. This study tests the relationship between the HPO and the firm's performance by taking the mediating effects of KM. The designed model highlights a significant organisational performance approach that can influence the finance sector positively.

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.

Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.

The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.

The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.

This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.

The purpose of this paper is to examine the role of institutional, macroeconomic, industry, and firm characteristics on the adjustment speed of corporate capital structure within the context of developing countries.

The authors considers a sample of 986 firms drawn from nine developing countries in Africa over a period of ten years (1999-2008). The study develops dynamic partial adjustment models that link capital structure adjustment speed and institutional, macroeconomic, and firm characteristics. The analysis is carried out using system Generalized Method of Moments procedure which is robust to data heterogeneity and endogeneity problems.

The paper finds that firms in developing countries do temporarily deviate from (and partially adjust to) their target capital structures. Our results also indicate that: more profitable firms tend to rapidly adjust their capital structures than less profitable firms; the effects of firm size, growth opportunities, and the gap between observed and target leverage ratios on adjustment speed are functions of how one measures capital structure; and adjustment speed tends to be faster for firms in industries that have relatively higher risk and countries with common law tradition, less developed stock markets, lower income, and weaker creditor rights protection.

Future research should focus on examination of the adjustment speed of debt maturity structure. Identification of industry-specific characteristics that affect the pace with which firms adjust their capital structure to the optimum is another possible avenue for future research.

Our findings have practical implications for corporate managers, governments, legislators, and policymakers.

The study focuses on firms in developing countries for which the literature on adjustment speed of capital structure is virtually non-existent. Furthermore, unlike previous works on capital structure, it explicitly models industry variable as one of the determinants of adjustment speed. Therefore, it contributes to the literature on capital structure and adjustment speed in general and to the literature on developing countries in particular.

Despite the recession, unemployment and subtle political moves to keep them out of the work‐force, more women are working than ever before. Throughout Europe, however, there is still job segregation based on gender—the arbitrary division between ‘men's jobs’ and ‘women's jobs’, which is often taken for granted. In all EEC countries over 50% of women are employed in the services sector, which includes retail, trade, education, health care and clerical duties. Approximately 20–25% of women workers are employed in the textile and food industries, and large numbers in the chemical and electronics industries. Women's advance into what have been traditionally men's jobs is still very small. In the UK, for instance, the Economic Activity Tables of the 1981 Census—published in 1984—reveal seven occupation orders, in which women were outnumbered by men by more than ten to one: professional and related in science, engineering and technology; managerial; security and protective services; processing, metals and electrical; construction and mining; transport and storage; miscellaneous. The groupings accounted for a mere 19% of the entire female work‐force both in 1971 and 1981. No inroads had been made.

To report on the 2007 Annual TechEd Conference held in Ontario, California.

The annual conference aims to provide attendees with continuing product demonstrations, vendor presentations, invited papers and social events that will help promote new methods of instruction at all levels, but especially in higher education. Exhibits from vendors include technology, course management systems, information materials and services.

Instructional technology is driving changes in high school, community college and undergraduate education, especially as distance education becomes a bigger component in all methods of traditional academic as well as new launches in higher education, continuing education and lifelong learning.

Many case studies and presentations were made demonstrating the implementation of technology and different applications in a range of educational environments. Library implementation is not always the focus but topics about teaching, learning, administration and related applications, and integrating Web 2.0 technologies in instruction was abundant.

Institutions offering distance education as a platform for expanding curriculum reforms and reaching out to students in creative ways are finding that technology reform and products are shaping new ways to teach and integrate information sources.

The HIV epidemic in South Africa affects young people in their teenage years, the majority of whom are young women located in schools. Sexual violence and gender inequalities create vulnerabilities for young women increasing their risk of HIV. Promoting their sexual health as well as preventing the disease amongst young people remains a substantial educational and health priority. South African education has well-developed policies related to HIV and AIDS education in schools. Despite this the disproportionate burden that young women bear in relation to HIV remains acute. What remains missing is the development of an integrated HIV and AIDS education approach that takes children, gender and sexuality seriously. Given the urgency of the disease in the country, there is need for renewed efforts to integrate gender and sexuality within HIV and AIDS education. This is the central focus of this chapter.

The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to understand core attributes of educational leadership behaviours with ethical leadership (EL) and transformational leadership (TL) styles can contribute to inclusive and equitable quality education for students belonging to diverse socio-economic status (SES).

This paper adopts a literature review methodology initially on themes of A3C, EL, TL and SES, adopting social learning theory and social identity theory. Further, organizational behavioural dynamics related to students and faculty in higher educational institutions are illustrated. Simultaneously, suggestions with practical focus are offered.

This paper synthesizes the literature on the convergence of leadership and SES and develops propositions to encourage future inquiry. Further, the study illuminates several attributes of four groups of student populations, namely, “privileged,” “contestant,” “dependent” and “deprived” formed because of this convergence.

A3C have posed several severe questions for the sustainable development of society. Educational leaders must benefit society, offer equitable opportunities and develop affirmative leadership.

Leaders with high EL and TL behaviours can considerably contribute to achieve United Nations Sustainable Goals of Quality Education. This paper presents realistic solutions and scrutinizes organizational dynamics because of convergence of leadership and SES. Further, pragmatic leadership development strategies are suggested.

This study aims to investigate the relationships among screen time-based sedentary behaviour, eating self-regulatory skills and weight status among private university students during the Movement Control Order (MCO).

A total of 186 private university students was enrolled in this cross-sectional study using a combination of snowball and purposive sampling approaches. Anthropometric measurements, including body height, body weight before and during the MCO enforcement were self-reported by the respondents. Screen-time based sedentary behaviour sedentary behaviour was evaluated using HELENA sedentary behaviour questionnaire, whereas the Self-Regulation of Eating Behaviour Questionnaire (SREBQ) was used to determine the eating self-regulatory skills in MCO.

Respondents spent most of the time on the internet for non-study purposes (148 ± 77.7 min). It is also noted that 64.5% of the respondents had medium eating self-regulatory skill during the MCO, with an average score of 3.0 ± 0.5. Findings from path analysis confirmed that poor eating self-regulation significantly contributed to the weight gain during home confinement (ß = −0.24, p = 0.01). In conclusion, eating self-regulation, but not total screen time, emerged as the determinant for weight gain during the COVID-19 lockdown.

According to the authors’ knowledge, this study was among the few that investigated sedentary behaviour, eating self-regulatory skills and weight status of university students during the COVID-19 pandemic.

The paper aims to provide a practical example of the implementation of a business classification scheme (BCS) within the Sector Skills Development Agency (SSDA)

The case study encompasses the implementation of the BCS without an electronic document and records management system (EDRMS), the introduction of associated policies and procedures, training and upgrades to software and hardware during the first 18 months of the project

The paper finds that it is now always appropriate for an organisation to implement an EDRMS in order to achieve compliance. The key is ensuring that a relevant and tested BCS is in place accompanied by related policies and procedures on its use.

Prior to embarking on implementing a BCS or EDRMS consideration should be given to the organisation's culture and structure. Achieving buy‐in from users is essential, which can be achieved through taking the time to understand users' ways of working and potential issues they may identify.

The paper provides a practical example of BCS implementation without the use of an EDRMS.