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Crisis management has developed as an established field of scholarly research in tourism over the last three decades. More recently, the concept of resilience has emerged within this body of literature as a longer-term planning process. However, important knowledge gaps remain, especially with regards to the strategic responses of small tourism businesses in destinations prone to repeated crises.

This chapter reviews the literature related to crisis management and resilience in tourism.

Key knowledge gaps are outlined and discussed in the context of tourism research related to crisis management and resilience, with a specific emphasis on research related to small tourism businesses.

Although crisis management and resilience are fields of research that continue to generate a considerable amount of scholarly enquiry in tourism, particularly with studies related to the impacts of terrorism on tourism destinations and, more recently, the short- and longer-term impacts of the COVID-19 pandemic on tourism, there is very little research related to the role of small tourism businesses in this context, in spite of their key role in the tourism system of destinations around the world.

The outbreak of the SARS-CoV-2 (COVID-19) pandemic has caused significant disruptions to academic activities in educational institutions across countries of the world. In the context of transnational higher education (TNHE), the pandemic has led to major shifts in face-to-face teaching and learning, students’ support services and student engagement. While a number of scholarly studies have examined the effect of the pandemic on education provision across different educational levels, not much has been done to address existing gaps in how academic leaders could support the transformation of the TNHE sector to respond to current disruptions. In order to address these gaps, the current study adopts a case study approach to examine the complex and evolving academic leadership roles in TNHE institutions in Ghana with respect to remote teaching and learning and virtual team activities. The current study addresses the following questions: What academic leadership approaches are essential to developing innovative practices in host TNHE in order to meet the learning needs of students during and after the pandemic? How can transformational leadership approaches interface with institutional theory to provide new direction for transforming TNHE during and after the pandemic? How can academic leadership roles support the transformation of TNHE during and after the COVID-19 pandemic? As a major contribution for addressing gaps in academic leadership roles in TNHE environments especially during COVID-19, the current study proposes an eight-component transformation model. The study concludes by arguing that the challenges facing TNHE especially during the current period of disruptions will require a transformative and innovative academic leadership approach that would ensure that education delivery addresses current and future students’ learning needs.

Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications (attributes) that are associated with effective teaching and learning. From a research perspective, increased precision and specificity in the definition and refinement of specific concepts (e.g., pedagogical content knowledge) will increase academic knowledge about the relationship between teacher characteristics, working conditions, and the quality of instruction that takes place. This knowledge may have little effect on policy formation. From a policy perspective, a holistic or organic conception of teacher quality will be critical for effective policy formation and implementation. At some point, academic knowledge about different aspects of effective or “quality” teaching need to be connected to a general concept of a quality teacher in order to be effectively inserted into policy debates and the general media. Systematic use of academic knowledge is often hindered by either the narrow focus of the research, or by its limited application to actual teacher practice. In spite of these limitations in academic research, there are areas where academics, policymakers, and practitioners have achieved consensus or are converging on shared constructs of promise. In other areas, both academic and political debates seem locked into conflict over constructs related to teacher quality. Identifying these three broad categories of consensus, convergence, and conflict provides a broad framework to assess the kinds of research and the kinds of reform that need to be carried out in order to promote and sustain teachers’ development and implementation of their professional skills in the classroom.

This paper examines several measures of poverty and hardship for the United States to illustrate how a single measure of poverty may identify different groups of people as “in need.” Individuals and families may encounter difficulty meeting needs on many dimensions and there are a variety of measures designed to identify those who experience poverty or difficulty making ends meet. In general, there is agreement that all of the approaches capture different pieces of the puzzle while no single indicator can yield a complete picture. To understand this multidimensional aspect of poverty, several measures are examined in this paper: the official U.S. poverty measure, a relative poverty measure, a new supplemental measure that follows recommendations of the U.S. National Academy of Sciences (NAS), an index of material hardship, a measure of household debt, and responses to a question about inability to meet expenses. This study uses the 2008 panel of the Survey of Income and Program Participation (SIPP) and updates a similar analysis that used the 1996 panel of SIPP (Short, 2005). The SIPP is a longitudinal survey that allows us to examine all of these various indicators for the same people over the period from 2009 to 2010. The study uses regression analysis to assess the relationship among several indicators of economic hardship. Results suggest that an understanding of relationships between various indicators can allow only one indicator of poverty alone to be interpreted more appropriately and used more wisely to target the needs of the disadvantaged.

Children must rely on adults to provide the economic and human resources essential to assure their well-being and development, because it is the adults in their families, communities, and the halls of government who determine the nature and magnitude of resources that reach children (e.g., Bronfenbrenner, 1979; Haveman & Wolfe, 1994). In view of this dependence of children on adults, this chapter has three main goals. The first is to portray the extent to which children in the United States and other selected rich countries experience limited access to economic resources, compared to the adults in each country. The second is to focus on key family circumstances of children which reflect human resources available in the home and which influence the level of economic resources that parents have available to provide for their children. The third is to draw attention to differences among the race, ethnic, and immigrant groups that are leading the demographic transformation of rich countries around the world.

The Stanford School of Organizational Sociology has influenced the development and direction of healthcare organizations as a field of research in several very significant ways. This chapter will provide a focused review of the major paradigms to develop from work at Stanford from 1970 to 2000, much of which involved the study of processes and structures within and surrounding healthcare organizations during this period. As a subarea of organizational theory and health services research, healthcare organizations embrace both theory-based research and applied research, and they borrow concepts, theories, and methods from medical sociology, organizational theory, healthcare administration and management, and (to a more limited extent) health economics and decision theory. The bulk of this chapter will focus on four major themes or paradigms from research on healthcare organizations that grew from work by faculty and students within the Stanford School of Organizational Sociology: Health Care Outcomes, Internal Organizational Dynamics, Organizations and Their Environments, and Organizational Systems of Care and Populations of Care Providers. Following our examination of these four paradigms, we will consider their implications for current and future debates in health services research and healthcare policy.

This chapter reviews the recent polarisation of debates in agrofood and rural studies, in particular the opposition between network (social relations, actor-network) and political economy analyses. It explores the contributions of different network approaches and draws on the French convention and regulation traditions, which provide alternative guidelines for confronting micro–macro tensions. Networks have similarly assumed analytical centrality in the new institutional economics and subsequent elaborations of the Williamsonian transaction costs paradigm have involved an approximation to some of the central tenets of social network analysis. Alternative traditions of political economy analysis (Global Value Chains (GVC), Global Production Networks) are now making an important contribution to agrofood studies. A distinctive feature of these analysts is their overture to social networks, actor-network, transaction costs and convention theory in the effort to capture the multiple dimensions of economic power and coordination. The possibilities for a fruitful convergence between these apparently conflicting approaches are best captured in the emergence of the concept of the “netchain”. At the same time, the intractability of values to absorption within economic transactions suggests the need to move forward to a focus on the tensions between netchains and social movements and a different type of network, the global policy network.