Search results

The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

This paper aims to describe a professional development workshop designed to enhance teachers' pedagogical content knowledge.

The program draws on a carefully articulated definition of pedagogical knowledge as elaborated by Shulman, and features the work of scholars focused on pushing new interpretations of the meaning of Gettysburg, especially in polarized political times.

Teacher participants have been found to draw new meaning from their visit that, for many, has had a profound impact on the way they make sense of Gettysburg as a historic site of political importance.

The program offers a model for professional development providers interested in enhancing the pedagogical content knowledge of teachers and engaging them in examination of the past for the purpose of re-examining contemporary political concerns.

To respond to the COVID-19 “infodemic” and combat fraud and misinformation about the virus, social media platforms coordinated with government healthcare agencies around the world to elevate authoritative content about the novel coronavirus. These public health authorities included national and global public health organisations, such as the Centers for Disease Control and Prevention (CDC) and the World Health Organisation (WHO). In this article, the authors evaluate the effectiveness of this strategy by asking two key questions: (1) Did people engage with authoritative health content on social media? (2) Was this content trusted?

The authors explore these issues by drawing on data from a global online questionnaire on “Public Trust in Experts” (n = 429) conducted during the initial phase of the pandemic in May 2020, a crucial period when reliable information was urgently required to influence behaviour and minimise harm.

The authors found that while the majority of those surveyed noticed authoritative health content online, there remained significant issues in terms of Internet users trusting the information shared by government healthcare agencies and public health authorities online.

In what follows, the authors examine the role of trust in implementing this novel public health strategy and assess the capacity for such policies to reduce individual and social harm.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-12-2021-0655

This paper aims to study the origin story of Harvard Business School’s involvement with the Indian Institute of Management Ahmedabad to study the reasons for the spread of American management education. It introduces both the explicit influence of Cold War politics and Indian development imaginaries to the export of American management thought in the early 1960s.

This paper relies on archival research for its primary source material, drawing upon rich archives of documents found at the Baker Library of Harvard Business School.

Harvard’s role in Ahmedabad was explicitly influenced by the Cold War anti-communist foreign policy of the USA, but did so opportunistically and contrary to the Ford Foundation’s (FF) original plans. Vikram Sarabhai, who was a key player in the Indian national imaginary of development, invited Harvard on his own initiative and forced the foundation to follow his interests rather than being a mere “subaltern.”

This paper could additionally add to the historical debate about the scope and periodization of the Cold War and the role of non-state actors.

This paper covers new ground in exploring the early connection between the Indian development imaginary and business education. It concludes that the export of hegemonic US management education was not successful during Cold War, and the FF was not as dominant as it was made out to be.

The purpose of the article is to examine whether, if Bernays can be cast as “Dr Jekyll”, the personification of “good”, respectable public relations, and Goebbels as “Mr Hyde”, “evil”, disreputable propaganda, a comparison of their writing and work provides an insight into public relations as an activity distinct from propaganda or rather adds weight to the conclusion that both are behaviours of “self-presentation for attention and advantage”.

A comparative analysis of writings and work of contemporaries, Bernays and Goebbels, gathered from original documents, speeches and interviews from the 1920s to the mid-1940s, as well as secondary academic and historical sources, was carried out. The analysis of their views on propaganda and “public relations” was organised using the point-by-point method.

The findings support the conclusion that both activities are behaviours of “self-presentation for attention and advantage”. For Bernays and Goebbels, public relations and propaganda were always self-advantaging communication that drew attention to the positive values and behaviours of the interests they represented and masked the negative ones.

There are striking parallels between contemporaries, Bernays and Goebbels, including working in public opinion management for their respective governments and embracing propaganda as a means of “engineering consent”. Yet, while Bernays has been lauded as the “father of public relations” and “the PR profession's first philosopher and intellectual”, Goebbels is remembered as a “master manipulator”, “probably the most overt and arguably the most important, exponent of propaganda in history”. To the researcher's knowledge, there are no other point-by-point analyses of their work with a view to distinguishing public relations as an activity distinct from propaganda.

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Reducing fatalities and increasing the number of students able to remain safe during an active shooter event is paramount to the health and well-being of schools and communities. Yet, methodological limitations and ethical concerns have restricted prior research on security measures during school shooter lockdown drills. This study aims to fill that gap by using virtual reality (VR) to statistically examine the effectiveness of active shooter response protocols in a simulated high school.

Using a full factorial, within-subjects experimental design, this exploratory investigation used VR technology to investigate whether automatic classroom door locks, centralized lockdown notifications and the presence of a school resource officer (SRO) significantly impacted student safety and casualty mitigation. Data were collected from a convenience sample of 37 individuals who volunteered to participate in 24 school shooter scenarios within a simulated virtual environment.

Multiple one-way analysis of variances indicated significant main effects for automatic classroom door locks and SRO presence. Automatic locks yielded faster lockdown response times, and both factors were significantly associated with higher numbers of secured classrooms.

Findings from the current study address the gap in existing literature regarding evidence-based school safety protocols and provide recommendations for using VR simulations to increase preparedness and reduce fatalities during an active school shooter event.

In the last decade, the concept of Islamic attributes of destination (IAD) has emerged due to Muslim tourists’ need to visit a destination that complies with Sharia law. Since then, the IAD concept has been popular to increase the destination’s attractiveness and travel satisfaction for Muslim tourists. This concept evolved from evaluating the Muslim tourists’ perception of IAD to non-Muslim tourists and from assessing the Islamic attributes in Muslim-majority destinations to non-Muslim majority destinations. Furthermore, the literature showed several measurement scales to assess tourists’ satisfaction with IAD, and scholars were varied in the methods of analysis used to assess tourists’ satisfaction with IAD. The purpose of this study is to perform a systematic mapping study on satisfaction with IAD by answering five research questions.

This study used the preferred reporting items for systematic reviews and meta-analyses framework to guide the search process and search for relevant studies between 2012 and 2022 from two scientific databases, Scopus and Web of Science.

The search revealed 387 studies. In total, 31 articles met the eligibility criteria. This study indicates the journal considered research studies on tourists’ satisfaction with IAD the most, the method of analysis used in the previous studies, the Islamic destination attributes considered in the previous studies, the research distribution by counties, the research trend and the future direction.

To the best of the authors’ knowledge, this is the first systematic mapping study that delivers a summary of empirical research studies on tourists’ satisfaction with IAD.

Although numerous studies have been conducted to explore the impact of various factors on employees' turnover intention and intention to remain with the organization, the relationship between these two constructs remains largely unexplored. Considering the significance of these constructs, particularly in the context of the COVID-19 pandemic, the authors aimed to investigate their association within an academic environment using a dynamic modeling approach.

This study follows a quantitative approach and utilizes a longitudinal survey design. The authors utilized a cross-lagged panel model (CLPM) and employed the parametric efficient partial least squares (PLSe2) methodology to estimate the dynamic model using data gathered from lecturers associated with both public and private universities in Malaysia. In order to offer methodological insights to applied higher education researchers, the authors also compared the results with maximum likelihood (ML) estimation.

The findings of the authors' study indicate a reciprocal relationship between turnover intention and intention to remain with the organization, with intention to remain with the organization being a stronger predictor. Moreover, situational factors were found to have a greater influence on eliciting turnover intention within academic settings. As anticipated, the use of the PLSe2 methodology resulted in higher R² values compared to ML estimation, thereby reinforcing the effectiveness of PLS-based methods in explanatory-predictive modeling in applied studies.

The authors' findings suggest prioritizing policies that enhance training and consultation sessions to foster positive attitudes among lecturers. Positive attitudes significantly impact judgment-driven behaviors like turnover intention and intention to remain with the organization. Additionally, improving working environments, which indirectly influence judgment-driven behaviors through factors like affective work events, affect and attitudes, should also be considered.

This study pioneers the examination of the causal relationship between turnover intention and intention to remain with the organization, their stability over time and the association of changes in these variables using a dynamic CLPM in higher education. It introduces the novel application of the cutting-edge PLSe2 methodology in estimating a CLPM, providing valuable insights for researchers in explanatory-predictive modeling.