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The global migration and movement of talent plays an important role in the economic growth and competitiveness of many nations. In coming decades, it is anticipated that there will be increased competition between countries to attract the best and brightest. The World Economic Forum (2011) has recommended using nation branding strategies to attract talent. In response to this recommendation, the purpose of this paper is to propose a strategic framework and terminology for branding nations to attract highly skilled workers. Based on a review of the literature, it recommends five strategic vision drivers that can help countries brand themselves in an appealing and compelling way to talented professionals. This paper also recommends the term “relocation branding” to describe the practice of branding nations, regions and cities to attract talent.

This paper examines the literature on nation branding and talent mobility to propose a conceptual framework of five vision drivers for branding destinations to attract talent. It also discusses how these vision drivers can be used in the context of an overall branding initiative and campaign.

This paper finds that the determinants of talent mobility are complex and overlapping. Highly skilled temporary and permanent migrants have a broad range of concerns and interests when they voluntarily choose a country to live and work in. This paper argues that, given these complexities, a more tailored and multidimensional understanding of talent mobility is necessary to effectively craft a branding strategy that will appeal to the highly skilled. A clear vision, demonstrating an understanding of the challenges of moving between countries, has to be integrated into the brand from the outset.

This paper is one of the only in-depth studies of nation branding for the purpose of attracting temporary and permanent skilled migrants. The value of this paper is significant as it provides a framework for strategically creating and positioning nation brands to attract highly skilled workers.

Drawing upon Alfred Sohn-Rethel's work, we argue that, just as capitalism produces abstract labor, it coproduces both abstract mind and abstract life. Abstract mind is the split between mind and nature and between subject/observer and observed object that characterizes scientific epistemology. Abstract mind reflects an abstracted objectified world of nature as a means to be exploited. Biological life is rendered as abstract life by capitalist exploitation and by the reification and technologization of organisms by contemporary technoscience. What Alberto Toscano has called “the culture of abstraction” imposes market rationality onto nature and the living world, disrupting biotic communities and transforming organisms into what Finn Bowring calls “functional bio-machines.”

In this chapter, I analyze the decision calculus of President Donald Trump, using the Applied Decision Analysis (ADA) method (Mintz, 2005, Mintz & DeRouen, 2010). I analyze seven foreign policy decisions taken in the first six months of Trump’s presidency. I find that in his decision-making process, President Trump applies six dimensions. My analysis reveals that the imagery dimension has affected President Trump’s decisions across the board, and led to the rejection of non-compensatory alternatives. Based on my research, I conclude that President Trump demonstrated a poliheuristic decision code. Furthermore, from my analysis derives that President Trump’s decision-making process is mostly intuitive. Moreover, this chapter reveals a polythink syndrome in Trump’s decision unit, manifested in the battle between his two groups of advisors, known as the nationalists and globalists.

We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

Despite increased focus on the importance of the time principals spend on instructional leadership, there is little research on practical ways to help principals manage their time to achieve this goal. The purpose of this paper is to examine the implementation of the school administration manager (SAM) process: a unique program designed to help principals orient their time toward instructional activities.

This mixed-methods study combines data from multiple sources including: case studies of four districts that involved interviews with principals and program staff in 16 schools; interviews with network-level staff and administrators; a survey of 387 principals and 378 program staff; and time use data collected by shadowers as well as a time-tracking calendar system for 373 principals.

Principals and their teams implemented the SAM process with relatively high fidelity. In addition, most participated in the program to increase time spent on instructional tasks. Indeed, principals’ time use shifted from managerial to instructional tasks as they implemented the program. However, there were important challenges related to the time and personnel resources required to implement the program as well as questions about the quality of the instructional leadership time spent.

This study describes not only time allocation, but also a process through which principals intentionally sought to shift their time toward instructional leadership activities. The insights gained from the implementation and outcomes of this process provide concrete direction for policymakers, practitioners and researchers looking for ways to change the time principals spend on instructional leadership.

Suggests that student tutoring may provide a partial solution to the high attrition rate in education plus training for 16‐18‐year‐olds in Britain. Focuses on the Pimlico Connection – a student tutoring scheme initiated by Imperial College, London in 1975 – in which students act as volunteer tutors in local primary and secondary schools. Evaluates the scheme, in which 1,300 volunteer students assisted nearly 15,000 school pupils, and concludes that, with appropriate commercial backing, effective management and willing participants, student tutoring has great potential for raising schoolchildren′s aspirations.