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The purpose of this qualitative study was to compare and contrast the leadership major in identified programs from universities in the United States. This was done in an attempt to develop a foundation for the leadership discipline. Utilizing interviews, surveys, websites, and evaluation of school materials as data sources, an initial list of 70 schools was narrowed to 15 upon examination of their academic curricula. A thorough evaluation of these 15 leadership degree programs was then conducted. Noticeable differences included varied school sizes, host departments, and credit hour requirements. Other inconsistencies included the focus of the program, the major scholars evident within the curricula, and the disparity between theory versus skill development. Recommendations include further study of other leadership programs across the nation, examination of leadership graduates in the workforce, and collaboration among leadership programs nationwide.

The initial policy of the countries that developed vaccines has been to lock the vaccine by patent. This has been due to the fact that domestic demand for vaccine was mounting. Since only a few countries could invest in it, manufacturing and export remained at the behest of those few resulting in deep inequity in the global rollout. Pandemics are global health crises. Hence, calls for the patent waiver for the COVID-19 vaccine are growing to access the vaccine. The vaccine and its production, marketing and distribution have been politicized driven by the hegemonic aspiration. Both manufacturing and import-dependent countries are racing to win the diplomatic battle: the former has to win to gain hegemony and the latter to get the vaccine. Hence, the vaccine distribution has been marked with deep discrimination, and as a result, the migrant community is less likely to get their vaccine on time. This article engages in the decades-long debate over intellectual property rights and patenting life-saving vaccines. We argue that exemption of COVID-19 vaccines from intellectual property rights would improve global access and equity.

This study analyzes the policy initiatives that have been adopted by the US government since the 1930s. We document the institutional bodies responsible for the implementation of trade policy, as well as the objectives and decision making practices that are associated with policy formation. We also examine the new institutional movement of the Trump Administration’s neo-protectionist “America First” trade policy and its potential impact on the Asian region. Finally, our study examines the recent renegotiation of Korea-US FTA from a perspective of each country’s internal decision making process and discusses a number of issues that have relevant applications for Korea. The results from our analysis show that U.S trade policy show that despite a long period of an open and liberalized trade policy focus, recent neo-protectionist measures by President Trump could lead to potential trade wars and a return to the beggar-thy-neighbor policies of the 1930s. Such an anti-globalization agenda could have dire consequences for export dependent countries in the Asian region.

Developing followers is just as important as developing leaders. This brief outlines strategies for integrating material on followership into three leadership course units: introduction to leadership, leadership theories, and leadership ethics. Instructors can highlight the importance of followership by emphasizing that (a) leaders and followers have an interdependent relationship, (b) followers are essential to group success, (c) followers are an important component in many leadership theories, and (d) followers are responsible for their moral choices and face their own set of ethical challenges.

The primary purpose of this paper is to call leadership educators to intentionally engage in a conversation regarding how we ensure participants of our programs are learning what we hope they learn. To achieve this principal aim, this paper will (a) briefly examine pressures compelling our discipline to engage in intentional conversations regarding assessment and (b) provide an overview of ways and means of assessment activities.

The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of bodies that produce a classroom and pedagogy in particular ways.

Drawing on observational field notes and informal exchanges, this qualitative study uses post-structural and post-human theory to examine the assemblaging communities that produced the enactment of critical literacies pedagogy in a seventh grade ELA classroom. Assemblage theory is used to analyze data to examine the assemblaging communities that de/re/territorialized in Ms T’s teaching in relation to critical literacies pedagogy. This analytical orientation allowed for a nuanced look at communities as evolving, de/re/territorializing formations that, in this study, created tensions for enacting critical literacies pedagogy.

Assemblaging communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy. Through analysis of the data, the rupture between the assemblaging communities that produced the enactment of critical literacies pedagogy and the assemblaging communities that produced test prep (and altered critical literacies) became apparent. Ruptures like this must be attended to because enacting critical literacies pedagogy is never done neutrally and without attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may not be equipped to respond to the unexpected ruptures as well as material realities produced from these.

Educators can use the concept of assemblaging communities for recognizing the territories that shape their literacy pedagogy. By foregrounding assemblaging communities, researchers and educators may be more appropriately equipped to consider the real-time negotiations at play when enacting critical literacies pedagogy in the classroom. Enacting critical literacies pedagogy is never done neutrally, and attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may be more equipped to respond to the material realities that are produced through their pedagogical actions.

This study suggests assemblaging communities as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooMs Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom.

This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.

Intentionally exposing students to diverse perspectives in a controlled environment.

We posit that the severity and frequency of these issues can be mitigated through focused efforts.

Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.

The purpose of this paper is to explain how public sector accounting has changed and is changing due to public governance development.

This paper conducts a traditional literature review based on selected studies in the fields of accounting, public administration and management. The aim of the review is to explain how diverse forms of public governance influence the fate of public sector accounting, including accountability, performance measurement, budgeting and reporting practices.

Public governance is developing into more inclusive but also complex forms, resulting in network, collaborative and digital governance. Consequently, the focus and practices of public sector accounting have changed, as reflected in new types of accountability, performance measurement, budgeting and reporting practices.

Drawing upon literature from different fields enables a deeper understanding of the changes in public sector accounting. Nevertheless, the intention is not to execute a systematic literature review but to provide an overview and resolve the scattered body of knowledge generated by previous contributions. The areas of risk management and auditing were not included and deserve further attention.

This paper discusses the need to continually redefine and reassess public sector accounting practices, by recognising the interdependencies between different actors, citizens and digital technologies.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Change of climate is attributed to human activity that alters the composition of the global atmosphere observed over comparable periods. The purpose of this paper is to explore smallholder farmers' perceptions of climate change and compare it with meteorological data, as well as to identify perceived adaptation barriers and examine the factors that influence the choice of adaptation options in eastern Ethiopia.

In total, 384 sample households were chosen from four districts of the zone. A cross-sectional survey was used to conduct the study. Primary data was acquired through key informant interviews, focus group discussions and semistructured interviews, whereas meteorological data was collected from the National Meteorological Service Agency of Ethiopia. A Mann–Kendall statistical test was used to analyze temperature and rainfall trends over 33 years. A multivariate probit (MVP) model was used to identify the determinants of farmers' choice of climate change adaptation strategies.

The result indicated that temperature was significantly increased, whereas rainfall was significantly reduced over the time span of 33 years. This change in climate over time was consistently perceived by farmers. Smallholder farmers use improved varieties of crops, crop diversification, adjusting planting dates, soil and water conservation practices, reducing livestock holdings, planting trees and small-scale irrigation adaptation strategies. Moreover, this study indicated that sex of the household head, landholding size, livestock ownership, access to extension, access to credit, social capital, market distance, access to climate change-related training, nonfarm income, agroecological setting and poverty status of the households significantly influence farmers’ choice of adaptation strategies.

Further research is required to evaluate the economic impact of each adaptation options on the livelihood of smallholder farmers.

Institutional variables significantly influenced how farmers adapted to climate change, and all of these issues might potentially be addressed by improving institutional service delivery. To improve farm-level adaptation, local authorities are recommended to investigate the institutional service provision system while also taking demographic and agroecological factors in to account.

This study compared farmers' perceptions with temperature and rainfall trend analysis, which has been rarely addressed by other studies. This study adopts an MVP model and indicated the adaptation strategies that complement/substitute strategies each other. Furthermore, this study discovered that the choice of adaptation options differed between poor and nonpoor households, which has been overlooked in previous climate change adaptation research.