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Seashore Louis has enjoyed a long and productive career, contributing many key understandings to the field; among them, foundational theorizing regarding professional community, organizational learning and the role of principal leadership in organizational and student learning. In each, the role of organizational change and its bearing on school improvement has been a key focus of her research. Central to Seashore Louis' organizational change theorizing has been the contention that organizations are expected to produce outcomes (i.e. that they exist to do things), and in turn, those outcomes have consequences for the organization and its members. The purpose of this paper is to reflect on the impact her work has had on the field of educational leadership research.

This article traces the development of Karen Seashore Louis' contribution to and work in organizational theory.

By focusing on Seashore Louis' contribution to our understanding of how professionals learn, both individually and together, and what they do with that information and knowledge, this article will synthesize Seashore Louis' contributions to understanding how change is established, enacted and experienced in schools, as well as how those understandings are informed by theorizing about the role of school culture, openness to new ideas and understandings, alternatives and multiple perspectives, and caring as it relates to leading schools.

The authors’ experience of learning from and with Karen Seashore Louis has deepened the authors’ own understandings of how schools work, how teachers and leaders learn, and the ways in which school organizations can thrive. Key to her influence is her ability to generate and use conceptual and theoretical lenses to explain why people act the ways they do, and how understanding those actions can help us all to improve. Her theorizing has provided the field clarity about what works, where it works and why it works while still problematizing our understandings and pushing for greater depth of understanding and analysis.

The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers.

This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital.

The factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital.

This is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.

Existing conceptualizations of organizational learning focus on processes and structures while also acknowledging a social element, usually framed as bringing people together through formal structures. While much scholarship notes that school culture mediates organizational learning, culture is often relegated to the realm of context. Affective and relational components of organizational learning remain undertheorized. The authors argue that attending more closely to the relational component of organizational learning will offer new insights into the enactment of organizational learning in schools.

The study briefly discusses schools of thought regarding organizational learning. It also summarizes extant conceptualizations of school climate and culture, laying these alongside the sense of community (SOC) framework (McMillan and Chavis, 1986). Utilizing prior research, it illustrates the value of bringing this framework into conversation with theories of organizational learning in schools to enrich understandings of the conditions under which organizational learning occurs.

The authors suggest a conceptualization of relationality in organizational learning rooted in SOC, a conceptualization that is both broader than merely transactional interactions and more precise than that offered by extant notions of school culture and climate.

The relational perspective captured by SOC offers researchers new avenues to more fulsomely explore the ways that trust, belonging, caring and shared values facilitate organizational learning. A more thorough understanding of the role of relationality in organizational learning may provide answers to salient questions, including why some teachers go above and beyond to seek out opportunities and why some changes stay bounded within departments and substructures.

The purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.

This exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.

The authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.

This research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.

Although context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.

When historical visibility has faded, when the present tense of testimony loses its power to arrest, then the displacements of memory and the indirections of art offer us the image of our psychic survival. To live in the unhomely world, to find its ambivalencies and ambiguities enacted in the house of fiction, or its sundering and splitting performed in the work of art, is also to affirm a profound desire for social solidarity: ‘I am looking for the join…I want to join…I want to join’ (Bhabha, 1994, p. 18).This chapter follows points and practices of cultural and legal suture. My aim is to trace a thematic excursion into the unremarked or culturally unseen spaces that repeatedly inter dead bodies. This task is rewarded by aesthetic practice excavating a site of repression, a site that confesses our flight from, but necessary management of, dead bodies within cultural spaces. To achieve this, my attention turns to a State-owned graveyard on Hart Island, located in Long Island Sound, New York. Hart Island is a graveyard for New York’s poor, unclaimed or unknown dead – what is commonly known as a “potter’s field.”¹ It is a place where law and art intersect in remarkable absence of any significant cultural claim on the island, and it is a landscape where the failings of forensic conclusion are now mingling with an aesthetic revelation.

To inform policy, curricula, and future research on cyberbullying through an exploration of the moral reasoning of digitally active 10–14-year olds (tweens) when witnesses to digital abuse.

Conducted interviews with 41 tweens, asking participants to react as witnesses to two hypothetical scenarios of digital abuse. Through thematic analysis of the interviews, I developed and applied a new typology for classifying “upstanders” and “bystanders” to cyberbullying.

Identified three types of upstander and five types of bystander, along with five thinking processes that led participants to react in those different ways. Upstanders were more likely than bystanders to think through a scenario using high-order moral reasoning processes like disinterested perspective-taking. Moral reasoning, emotions, and contextual factors, as well as participant gender and home school district, all appeared to play a role in determining how participants responded to cyberbullying scenarios.

Hypothetical scenarios posed in interviews cannot substitute for case studies of real events, but this qualitative analysis has produced a framework for classifying upstanding and bystanding behavior that can inform future studies and approaches to digital ethics education.

This study contributes to the literature on cyberbullying and moral reasoning through in-depth interviews with tweens that record the complexity and context-dependency of thinking processes like perspective-taking among an understudied but critical age group.

This exploratory research seeks to clarify the role of cultural organisations as knowledge-intensive public organisations (KIPOs) and the trend of digital content creation in museum sectors and national strategies through a country case study. It aims to provide a deeper understanding and analysis of museums' roles as KIPOs, specifically focusing on their digitalisation and digital content development for service delivery. Digital technology utilisation in the museum sector has amplified the significance of digital content, not only because of the increasing use of digital technologies among the public but also because it provides attractive new content to appeal to customers, as well as more efficient knowledge management and knowledge reproduction tools for KIPOs. Thus, this paper analyses digital content creation in the museum sector and policy frameworks to provide insights into the role of museums as KIPOs by utilising digital technologies.

We conducted literature review on six keywords, combination of “cultural institution”, “museum”, “digitalization”, “digital content”, and “ICT” to understand the digitalisation of museums amongst academic papers, then used a case study to figure out the common issues as well as case-specific features of these digital offerings through analysis of the digital platforms of museums. Specifically, we choose the case of South Korea, its national strategies and budget allocations and the museum sectors in the country. Thus, the secondary data analysis was provided by the official channels, such as documents from government agencies, media sources, such as articles from newspapers and magazines and academic works of literature, such as papers in scientific journals.

This paper reveals the research trend in museums' digitalisation, especially through the case study, how the South Korean government has argued digital content development in museum sectors through their national strategies and budget allocations, and the trend of museums' digital offerings since 2021. This paper thus presents a novel contribution to the field by delving into the research trend in digitalisation and digital content development in the museum sector and analysing the South Korean government's national strategies and budget allocation in this context. The literature review shows that the digitalisation of museums has increased research interest in the last few years in limited areas. South Korea has allocated budgets and policies to encourage digital content creation in museums, and this study identifies an increase in digital content creation in the museum sector.

The paper chose one-country case study, that of South Korea; thus, there are representative limitations and thus in terms of generalisation of the results. Further research with case studies from other countries and comparative studies are required.

This study highlights the importance of digitalisation and digital content development in the museum sector through government policies, strategies and financial investment.

It highlights the importance of digitalisation and the introduction of digital contents amongst museums to gain new visitors and change the relationship between the institutions and the customers.

It deals with the digitalisation of museums as KIPOs and it is a new and relevant topic per se. This study enhances the understanding of the museum sector’s digital content development and national policies to support its activities. It provides insights into the utilisation of digital technologies in cultural institutions for digital service delivery in public organisations.