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Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are reporting challenges in balancing their additional responsibilities while increasing their housework and childcare investment. Many fathers are turning to online graduate education to more effectively balance home and school responsibilities. However, limited portrayals of fathers' experiences in online education exist.

In this duoethnography of two online doctoral student fathers, the authors add to the limited literature on both fathers and online students in navigating home, school and work responsibilities. The authors use Goode’s role strain theory to examine the challenges to achieving a balance between each sphere of responsibility and explore strategies for managing these tensions.

The authors discuss the need for ongoing flexibility and change, the process of navigating feelings of guilt and self-doubt and the ability to engage in daily role bargains. They argue that online education is generally not a panacea for easing role conflict and find that integration is an effective strategy to aid online students' persistence in their programs.

The authors conclude with policy and practice recommendations for future online doctoral student fathers and doctoral program designers.

Little research has been conducted from the online doctoral student father lens. This research fills in this gap and lends a voice to fathers who are navigating the doctoral journey.

This study was designed to be an agonistic encounter between two pre-service teachers from different academic disciplines and with opposing climate change beliefs. The purpose of this study was to create an opportunity for this pair of future educators to voice, acknowledge and engage their differences, rather than avoid or skirt them.

Using a paired interview approach, two pre-service teachers discussed online sources about climate change. The analysis focuses on critical literacy practices of textual critique and reader reflexivity, considering how students from different beliefs and perspectives engage in agonism and negotiated practices.

While there was evidence of the two students engaged in critical literacy practices of textual critique, most of this engagement with the sources remained more at a surface level with somewhat superficial criteria to evaluate the sources. The two students engaged reflexively during the interview discussion in terms of their academic disciplines and climate change beliefs. This reflexive work produced the most compelling exchanges during the interview discussion and pointed to two rich sites for agonistic engagement: their differing conceptions of reliability and their competing perspectives about the intersection of science and politics.

Agonism offers a lens that helps ensure we understand that all pursuits toward facts and truth are necessarily contested as we engage with respected adversaries, not enemies we need to vanquish. There is an urgent need for dialogue across difference, especially for people in the increasingly polarized USA with complex topics and challenges such as climate change.

IT was very gratifying to see that in spile of the pressure of the times and the difficulties of travel, the Twelfth Annual Meeting of the Institute was as well attended as ever with as wide a representation as in previous years. Nor was there any lack of excellent papers, although, of course, it was perfectly clear that some of the very best development work in aerodynamics, power plant, and similar fields could not be discussed because of military restrictions. Note‐worthy was the perfectly tremendous attendance at the rotating wing aircraft session at which, after some excellent papers, films were shown of the Piasecki, Sikorsky and Bell helicopters. This session was so. crowded that the audience had to be moved to another hall where standing in the aisles could be avoided. This is another confirmation of the importance which is attached to helicopter development by American aeronautical engineers.

The purpose of this study is to apply the concept of organizational ambidexterity as a conceptual lens to increase the understanding of tensions between exploitation (continuity) and exploration (change) in Agile software development (ASD) project teams, and particularly the balancing (ambidextrous) strategies utilized.

A conceptual framework was constructed from interdisciplinary sources on ambidexterity. A literature review of publications on ambidexterity in ASD was then performed, and the results from the selected publications were classified according to an extension of the conceptual framework.

Contextual ambidexterity in ASD is affected by the four basic coherent concepts: time, task, team and transition. The study found that most ambidextrous factors and strategies were task and team-related. In addition, a mixture of hard (performance) strategies and soft (social) strategies is needed in order for people/teams to (be able to) become ambidextrous.

To provide a better understanding of ASD, it is important to identify a broader set of ambidextrous factors and strategies that can impact ASD project teams. The expanded conceptual framework can serve as a basis for future empirical research and provide insights to practitioners on how to strengthen ambidexterity in ASD projects.

The contribution is of great importance for ASD research and practice, as ASD methods are a popular method for managing projects within ASD and in other nonsoftware organizations. In addition, as more and more organizations struggle to deal with rapidly changing environments, interest in the phenomena of paradoxical tensions and the strategy (ambidexterity) to deal with these tensions increase.

Warren S. Stone, President of the Brotherhood of Locomotive Engineers, when asked, at the height of the anti‐union open shop movement of the 1920s, what labor thought of the churches, said “…labour does not think very much of Iabor.”

In times of market volatility and uncertainty, finding effective strategies to attract and retain individuals continues to be a challenge for organizations. Based on the psychological empowerment process (Spreitzer, 1996), this paper strives to examine if the application of agile project management could serve as such a strategy.

In two independent studies, the authors used an experiment with students as potential applicants (N = 121) and a field study with employees (N = 229) to test the predictive quality of agile project management for attracting individuals toward the organization.

Using structural equation modeling, the authors identified an indirect relationship between agile project management and attraction toward the organization via psychological empowerment. The authors found this relationship for potential applicants as well as employees. Furthermore, individuals high in sensation seeking are found to be more attracted toward organizations that apply agile project management than individuals low in sensation seeking.

The findings contribute to the empowerment literature by establishing agile project management as a work structure that fosters feelings of psychological empowerment.

Taken together, these results suggest that agile project management can attract individuals who seek novel, complex and intense sensations. Where applicable, organizations may highlight their practice of agile project management methodologies as part of their employer brand to attract future specialists for agile projects.

This paper is the first to integrate the research streams on agile project management and attraction toward the organization using quantitative data.

To explore the historical construction of the US broadcast television closed‐captioning system as a case study of debates over “public service broadcasting” during the late twentieth century.

Historical.

Neither the corporate voluntarism promoted by the FCC in the 1970s nor the “public‐private partnership” of the National Captioning Institute (NCI) in the 1980s proved able to sustain a closed‐captioning system; instead, a progressive round of re‐regulation on both the demand side (universal decoder distribution) and the supply side (mandatory program captioning) was necessary to bring the promise of broadcast equality to all deaf and hard‐of‐hearing (D/HOH) citizens.

The decades‐long legal, technological, and institutional battle to define the “public interest” responsibilities of broadcasters toward non‐hearing viewers was fraught with contradiction and compromise.

The purpose of this research is to discuss a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning.

A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for “computer‐based learning enhanced by surprise”.

A discussion on how the model can be tested is provided in the context of a finance‐oriented Web‐based learning task, where subjects learn about investment instruments such as stocks and bonds.

Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.