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Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue.

This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over.

New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality.

Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development.

The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

Higher education institutions increasingly have gained momentum in integrating sustainability into university curricula. The purpose of this paper is to elucidate the approval, implementation and management process of the new university-wide, general education requirement in sustainability at the University of Vermont (UVM). The intent is to provide a case study to inform other institutions seeking to create similar university-wide sustainability requirements.

The authors applied a process framework focused on institutional dynamics and values to analyze UVM’s success in instituting a sustainability requirement across the curriculum. These two frameworks can provide a more general application of this case study to other institutional contexts.

The case study suggests that in the context of a diverse disciplinary and administrative environment at a university, the strategic unfolding, approval and implementation of UVM’s university-wide, general education sustainability requirement can provide a general model for other universities seeking to embed sustainability across the curriculum.

It is uncommon for research universities with multiple professional schools to offer a university-wide requirement in sustainability. This case study analyzes the creation of a sustainability requirement at UVM by using a process framework to organize the complex, multi-stakeholder activities and events that eventually resulted in a successful curricular change. Thus, it is potentially instructive for institutions seeking to integrate a learning outcomes-based sustainability requirement into a university curriculum because it is generalizable to other institutions and pushes forward our understanding of institutional change.

This paper aims to provide a case study of an ORCID promotion at the University of Waterloo School of Optometry and Vision Science, providing context for the importance of education in ORCID outreach.

The three-month ORCID promotion used workshops and individual appointments to educate faculty about ORCID, identity management systems and research impact and scholarly communications.

A targeted and personal approach to ORCID promotion focused on education about why you might use this author disambiguation system resulted in 80% of the faculty within the School of Optometry and Vision Science signing up for, or using ORCID. Scaling an ORCID implementation to a larger group would likely benefit from a dedicated project group, and integration with existing institutional systems such as a requirement of an ORCID for internal grant applications.

Although time consuming, this small-scale ORCID promotion with one department reveals that a departmental approach to ORCID education may lead to larger conversations about scholarly communications and a stronger relationship between faculty and the library.

The recent financial crisis has brought business ethics issues to the forefront. While most colleges have formal training in business ethics, a person’s ethical standards have often developed before college age. This application brief proposes using digital popular media to teach servant-leadership principles to public school adolescents. The purpose is to illustrate the advantage of using secular content from the television series Merlin (Wilkie, 2008) to demonstrate an ethics-based leadership perspective through a medium that is accessible to the virtual/video generation.

People who have lived experiences with suicide often struggle with concealable stigmatized identities that threaten their inclusion and recovery. While disclosure of a stigmatized identity can promote support and recovery and therefore prevent suicide, it may also present distinct risks. The purpose of this paper is to summarize key issues in suicide-related disclosure, suggest theoretical models for describing suicide-related disclosure and identify research needs.

This conceptual paper discusses the existing literature on disclosure of concealable stigmatized identities, then explores research on disclosure of suicidal ideation, suicide attempt and suicide loss. Theoretical models (disclosure processes model and interpersonal theory of suicide) that can be employed in understanding suicide-related disclosure are explored. Finally, the paper suggests areas for future research, including longitudinal research to identify strategic disclosure practices that can lead to greater inclusion and recovery.

Research on suicide-related disclosure should differentiate between disclosure of past and current suicidality, incorporate theoretical frameworks and examine approaches for preparing potential confidants and disclosers for the disclosure process.

This paper highlights issues unique to the disclosure of suicidal thoughts and behaviors, and to suicide loss.

Sustainable solutions for meeting the physical, emotional and social health care needs of individuals may be realized by shifting the care landscape; for instance, through innovative models of service-integrated housing (SIH). By diversifying populations in these settings, care recipients can choose to engage their skills and abilities toward assisting co-residents, and vice versa as a form of symbiosis. The purpose of this paper is to define attributes of the concept and practice of symbiotic care.

The authors drew on firsthand field experience and secondary data from a literature review to conduct a conceptual derivation and analysis, using Walker and Avant’s methodology. The term symbiotic mutualism was derived from the field of biology as an analogy for care exchanged between non-peer co-residents. Attributes, antecedents and consequences of symbiotic care were identified and illustrated using model, borderline and contrary case descriptions.

Four defining attributes of symbiotic care were identified: first, cohabitation: care recipients live closely together in SIH settings. Second, non-peer: co-residents have distinct, complementary needs and abilities. Third, mutualism: co-residents experience mutually significant benefits as a result of the activities of their co-residents. Fourth, agency-sponsored: the professional SIH agency or organization attends to unmet resident needs.

Symbiotic care is a relatively rare phenomenon for which little research exists. This analysis provides a starting point for empirical research, policy and program development and critical evaluation.

This paper fills a wide gap in the research literature and offers important terminology. It is the first to define the attributes of symbiotic care.

This paper aims to explore what belonging is through the represented experience of people at work. The aim is to investigate employees’ interpretations of belonging at work and its interrelation with the material, aesthetic and emotional aspects associated to the where, the how and the when workplace is inhabited.

In line with the practice turn in social sciences, this study uses the visual method (snaplogs), which includes pictures and texts.

Belonging is situated in and integrated with social interactions, materiality, emotions and aesthetics. Belonging is about being part of something, the process of becoming through constant mediation between material aspects and social components, the process of experiencing boundaries and the attempt to perform, engage and participate (and find spaces for shared practices) in a workplace. Together, they constitute the situatedness, the here and now, of experiences of belonging and the perceived interpretation of being one among equals across organizational boundaries.

Data were only collected at one point in time. The authors also relied on their own interpretations of pictures and texts and did not involve the informants in the analysis.

Being, becoming and belonging comprise material, social and affective dimensions. These dimensions should be addressed for employees to belong at work.

This study contributes to the belonging literature on perceived interpretations of what belonging is at work. The paper is also original in terms of the visual method used to grasp the practice representation of belonging experiences.

To meet the multidimensional needs of patients, health services are increasingly implementing complex programmes of care through partnerships between public, private and voluntary sector organisations. The purpose of this paper is to explore the implementation process of a complex, multi-innovative regional health and social care partnership to coordinate end-of-life care in the South East of England.

The study adopted a pragmatic, pluralist design using primarily qualitative methods including observations, interviews, focus group and document review. Implementation theory provided the research framework.

While progress was made towards greater collaboration in the provision of end-of-life care, regional coordination of care among the 13 partner organisations was not achieved as envisioned. Low engagement stemming from national health system changes delayed decision making and shifted partners’ priorities. Individual stakeholder interest and motivation carried the elements that were successful.

The external political and economic environment hindered the involvement of some of the partners and suggests that a concept of “project resiliency” is particularly important for complex, multi-organisational projects which are implemented over time and by multiple stakeholders from different sectors. Future research should look further at what contributes to project resiliency and whether it might be operationalized so that projects can develop resilient factors for success.

Project resiliency is a new concept that bridges a gap in understanding how time-limited multi-organisational projects function amid a changing environment.

The purpose of this study is to investigate inclusion, perceived opportunities and discrimination between men and women, across career levels, in a professional service firm in Norway.

A cross-sectional design with a survey was used. Employees across six different career levels in a large Norwegian professional service firm responded, resulting in a sample size of 912.

Men report higher levels of inclusion and more opportunities and less discrimination in the work place than women do. Patterns of differences between men and women vary across career levels. At early mid-career, men and women have the largest differences in opportunities and inclusion experiences.

A limitation with this study is the cross-sectional design and data collected from one company. This could limit the generalizability of the findings. Future research should include longitudinal designs. The empirical data demonstrate that men and women continue to have dissimilar experiences in the professional services, with women facing more career obstacles than men.

Organizations can implement policies that foster inclusive environments and ensure career equality by providing development opportunities for both men and women. It is important that professional service firms recognize that at different career levels, perceptions of inclusiveness can vary.

This study provides empirical evidence that women continue to face different types of treatment in professional service firms, and offers suggestions for addressing these inequalities by introducing the concept of inclusiveness.

The purpose of this study is to explore what contributes to egalitarian teams and facilitates for team learning in professional service teams.

A qualitative case study, including 41 in-depth interviews (n = 18) of professional service team members and managers in one of Nordics largest professional service companies was conducted.

This study reveals how acknowledgement of generational differences and humour can facilitate egalitarianism and psychological safety for members of professional service teams. This in turn relates to team learning processes and behaviours. Humour creates a “safe space” between team members representing different areas of the novice–expert continuum for idea generation and knowledge sharing.

To the best of the authors’ knowledge, this study is one of the first to contribute with insight on experiences and expectations of humour as an enabling mechanism for egalitarianism and team learning in professional service teams. The findings provide professional service firms with valuable and tangible insights, which could serve as a basis for designing learning and training practices.