Search results

What courage is required for an emerging leader to run for office as an independent candidate in a contested election? What changes when that leader is a young woman, challenging the status quo in a male-dominated political field? And finally, how does courage intersect leadership, what is required, learned, and tested when running for office means risking one’s life? This is the story of an emerging leader, Linda K. Sibanyoni, a candidate for political office from Zimbabwe, who is leading change in her community and who is willing to exercise the courage required to do so in new, different, and unexpected ways. Her lived experience is underpinned by the intersection of gender, power, and politics. From this story of trial, courage, and risk comes discussion around the leadership practices required for change in uncertain and unstable systems.

The general population relies on the healthcare system for needed care during disasters. Unfortunately, the system is already operating at capacity. Healthcare facilities must develop plans to accommodate the surge of patients generated during disasters. The purpose of this paper is to examine a concept for providing independent, technologically advanced medical surge capacity via a Convertible Use Rapidly Expandable (CURE) Center.

To develop this concept, a site was chosen to work through a scenario involving a large earthquake. Although the study‐affiliated hospital was built with then state‐of‐the‐art technologies, there is still concern for its continued functioning should a large earthquake occur. Working within these parameters, the planning team applied the concepts to a specific educational complex. Because this complex was in the initial building stages, required attributes could be incorporated, making the concept a potential reality. Challenges with operations, communications, and technologies were identified and addressed in the context of planning for delivery of quality healthcare.

The process highlighted several requirements. Planning must include community leaders, enhanced by agencies or individuals experienced in disaster response. Analyzing regional threats in the context of available resources comes first, and reaching a consensus on the scope of operation is required. This leads to an operational plan, and in turn to understanding the needs for a specific site. Use of computer modeling and virtual deployment of the center indicates where additional planning is needed.

Previous strategies for increasing surge capacity rely on continued availability of hospital resources, alternative care sites with minimal medical capability, or, costly hospital expansions. Development of a site‐specific CURE Center can allow communities to provide fiscally responsible solutions for sustained medical care during disasters.

The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.

In this method, aspiring education leaders use the writing of case studies – frequently featuring themselves as an actor in a narrative of organizational development or change – to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school‐leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice.

Case writing uniquely facilitates reflection‐in‐action and the building of communities of practice.

Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics.

This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders.

This article provides an interview with Linda Wirth.

Linda Wirth answers questions about trends in female employment.

Linda Wirth provides views and opinions on female employment.

Provides an insightful interview with Linda Wirth.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness.

HSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all HSIs face is the contrasting demographics between the student population, the faculty and staff and the administration – with HSI administrations consistently being predominantly White.

Hence, in this piece the authors shed light on the important work the authors have done these last two years through collaborative efforts to transform the institution and center servingness. Judith as the Interim Director of Chicano Programs, and Linda as the inaugural Vice President for equity, inclusion and diversity.

Herein, the authors now share about the genre of testimonio as a decolonial methodology and about the experiences in our work as we attempt to decolonize the praxis at an HSI.