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In this chapter, the authors contribute toward building a better understanding of farmers’ responses to behavioral drivers of land-use decision by establishing an alternative analytical procedure, which can overcome various drawbacks suffered by methods currently used in existing studies. Firstly, our procedure makes use of spatially high-resolution data, so that idiosyncratic effects of physical environment drivers, e.g., soil textures, can be explicitly modeled. Secondly, we address the well-known censored data problem, which often hinders a successful analysis of land-use shares. Thirdly, we incorporate spatial error dependence (SED) and heterogeneity in order to obtain efficiency gain and a more accurate formulation of variances for the parameter estimates. Finally, the authors reduce the computational burden and improve estimation accuracy by introducing an alternative generalized method of moments (GMM)–quasi maximum likelihood (QML) hybrid estimation procedure. The authors apply the newly proposed procedure to spatially high-resolution data in England and found that, by taking these features into consideration, the authors are able to formulate conclusions about causal effects of climatic and physical environment, and environmental policy on land-use shares that differ significantly from those made based on methods that are currently used in the literature. Moreover, the authors show that our method enables derivation of a more effective predictor of the land-use shares, which is utterly useful from the policy-making point of view.

In this chapter the author examines intergenerational transmissions of kindness through four generations of women in her family. Employing an autoethnographic approach (Ellis, Adams, & Bochner, 2011), the author shares her journey of understanding the importance of studying kindness in academia by acting as the connective tissue between the stories and how the author finds the meaning of kindness through her own experiences and interpretations. Using a research methodology called sensebreaking (Pratt, 2000), the author reveals how kindness acts as a catalyst to help recover from challenges by nurturing self-worth. Sensebreaking undoes meaning-making by disrupting the sensemaking process when contradictory evidence causes individuals to question their interpretation (Mirbabaie & Marx, 2020). The author demonstrates how these women struggle with the deep-rooted need for independence and dignity when facing a challenge and define random acts of kindness from others. Across the four generations, a theme of generativity is revealed, showing a need to nurture and guide younger people and contribute to the next generation.

This chapter focuses on the dispositions and values of The Education Doctorate (Ed.D.) students in England and the United States as they conducted research, graduated, and entered their work communities.

We will present a brief review of the history of the Ed.D. and an explanation of signature pedagogy, which leads to a consideration of values, particularly as they relate to the connection between the researcher and the community. A synthesis of Banks (1991, 1998) description of the researcher’s position and stages of ethnic development provide a framework to analyze the experience of a doctoral student in England and a doctoral student in the United States.

The leaders developed multicultural dispositions through doctoral pedagogies that included the supervised creation of a doctoral thesis in a Higher Education Institution with access to resources. The resources included pedagogical relationships with program providers, a library and access to intellectual networks that built leadership capacity within the doctoral education system. Leaders designing and implementing their research and drafting and redrafting their doctoral thesis, engaged with pedagogies that developed a deep understanding of “what counts as evidence,” and critical and reflective thinking tools that enhanced their multicultural dispositions and habits of hearts, minds and hands.

The findings may contribute to informing decisions to invest in the doctoral dividend, policy and a research agenda into doctoral pedagogies.

New insights into the benefits of educational leaders investing in the doctoral dividend are revealed.