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With the proliferation of international education initiatives, research into the transfer of pedagogy across cultures is essential to ensure that quality education is delivered in a culturally accessible form. One of the factors impeding such research is the lack of widely accepted theoretical frameworks (Dimmock & Walker, 2005). This paper examines the development and effectiveness of a cross cultural framework that was used to compare a Business program at a Canadian College with its branch campus in Qatar (Prowse & Goddard, 2010). Findings are compared to results in the literature to gauge the robustness of the framework. The framework developed in the study was found to be a helpful means of allowing a comparison of pedagogy across two cultures.

This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.

Rooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.

The impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.

The project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.

The purpose of this study is to unearth the factors that influence tourists’ revisit intention. The proposed model of the study is grounded on using the theory of planned behaviour (TPB) and extending it with additional variables, i.e. satisfaction, destination image, perceived risk, service quality and perceived value.

This study adopted a cross-sectional approach to collect data. The data were collected by conducting a field survey questionnaire on 330 respondents and were analysed using partial least squares version 3.2.9.

The results show that perceived behavioural control, perceived value, destination image and satisfaction significantly affect visitors’ revisit intention. The influence of perceived value, perceived service quality and destination image on satisfaction is also confirmed. On the other hand, satisfaction is found to be a significant mediator between perceived service quality, destination image and perceived value.

The extended TPB model that includes perceived service quality, perceived value, perceived risk and satisfaction provided a model with a theoretical basis to explain tourist revisit intentions to a tourist destination.

El objetivo principal del estudio es descubrir los factores que influyen en la intención de revisita de los turistas. El modelo propuesto para el estudio se basa en el uso de la teoría del comportamiento planificado y se amplía con variables como la satisfacción, la imagen del destino, el riesgo percibido, la calidad del servicio y el valor percibido.

Este estudio adoptó un enfoque transversal para la recogida de datos. Los datos se recopilaron mediante un cuestionario de campo en el que participaron 330 encuestados. Los datos se analizaron utilizando la versión 3.2.9 de PLS.

Los resultados muestran que el control conductual percibido, el valor percibido, la imagen del destino y la satisfacción afectan significativamente a la intención de revisita. También se confirma la influencia del valor percibido, la calidad de servicio percibida y la imagen del destino sobre la satisfacción. Por otra parte, la satisfacción resulta ser un mediador significativo entre la calidad de servicio percibida, la imagen del destino y el valor percibido.

El modelo TPB ampliado que incluye la calidad de servicio percibida, el valor percibido, el riesgo percibido y la satisfacción proporcionó un modelo con una base teórica para explicar las intenciones de revisita de los turistas a un destino turístico.

本研究的目的是揭示影响游客重访意向的因素。本研究提出的模型以计划行为理论（TPB）为基础, 并以额外的变量（即满意度、目的地形象、感知风险、服务质量和感知价值）进行扩展。

本研究采用了横断面的方法来收集数据。通过对330名受访者进行实地调查问卷来收集数据, 并使用偏最小二乘法3.2.9版进行分析。

结果显示, 感知行为控制、感知价值、目的地形象和满意度对游客的再访意向有显著影响。感知价值、感知服务质量和目的地形象对满意度的影响也被证实。另一方面, 满意度被发现是感知服务质量、目的地形象和感知价值之间的一个重要中介因素。

包括感知服务质量、感知价值、感知风险和满意度在内的扩展TPB模型为解释游客对旅游目的地的再访意向提供了理论基础。

关键词: 满意度; 旅游; 计划行为理论; PLS-SEM; 目的地形象

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

The purpose of the study is to investigate the challenges in improving women's energy access, rights and equitable sustainable development from a Ghanaian perspective.

The research utilizes a mixed method. A qualitative in-depth exploratory design was chosen to understand how gender is mainstreamed within Ghana's energy sector. This included semi-structured interviews with key managers, experience policy experts and focus groups. The semi-structured interviews were analyzed using thematic content analysis (TCA).

The study reveals that the National Energy Policy of 2010, as the main energy policy regulating the energy sector in Ghana, does make provision for gender equality, safety especially women, in line with Ghana's sustainable development goals. The energy policy aims to empower women and create gender parity in the sector. Nevertheless, the study also found major challenges to gender mainstreaming in the energy sector, including poor analysis in formulating energy policies, inadequate financial resources, and poor monitoring and evaluation.

The paper exposes gender equity challenges associated with the energy sector in Ghana. It also offers a new policy angle which connects gender mainstreaming to sustainable development. The research describes how women are included in developing energy policies and in addressing gender challenges in the energy sector.

The use of digital technologies in the financial service industry has brought new complexities to the corporate governance in banks. Relying on the agency perspective of the shareholder, debtholder and societal governance in banks, this research examines the impact of financial technology innovation (FinTech) on banks' performance by enlightening the monitoring role of female independent directors.

Relying on a sample of Italian banks observed during the period 2016–2020, the authors hand-collected data on the use of FinTech by considering (1) the in-house provisions of FinTech solutions, (2) the collaboration with external FinTech firms and (3) a combination of both measures. The authors run a panel data regression analysis with fixed effects, measuring bank performance through bank competitiveness and bank riskiness.

The authors find that FinTech increases bank competitiveness in gathering money from depositors and that independent women on board mitigate the negative relationship between FinTech and the riskiness of banks' assets, ameliorating the conflicting interests among shareholders, debtholder and societal governance.

This study emphasizes the complexities of bank governance when dealing with FinTech in the wider perspective of equity governance, debt governance and the societal governance spotlighting the importance of appointing female directors in independent positions to enhance the bright sides of financial innovation. The authors enrich the literature on FinTech with a finer understanding of the drivers and implications of in-house provisions of FinTech solutions versus the collaboration with external FinTech firms.

This paper reports results of analyses made at an all-female Gulf Arab university measuring the nature and extent of biases in students' evaluation of faculty. Comparisons are made with research reporting the nature of similar relationships in North America. Two issues are investigated: 1) What variables (if any) bias faculty evaluation results at an all-female Arab university? 2) Are biasing variables different in nature or magnitude to those reported at North America universities? Using the population of 13,300 faculty evaluation records collected over two school years at Zayed University, correlations of faculty evaluation results to nine potentially biasing factors are made. Results show biases to faculty evaluation results do exist. However, biases are small, and strikingly similar in nature to those reported at North American universities.