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This chapter explores a relatively underresearched assumption in the diversity literature, namely, that more variety in demographic characteristics, educational or functional backgrounds, or hierarchical status in the workforce represents a wider repertoire of perspectives, approaches, and ways of thinking. Using data from members of innovation teams across 27 organizations in 11 industries (for which variation in thinking should be highly valued), we explore at the individual level whether people with different demographic and informational backgrounds evidence differences in ways of thinking which we define in terms of cognitive styles, learning styles, cultural orientations, and communication preferences. We find large differences in ways of thinking due to culture and communication preferences but modest and limited differences in ways of thinking by level and type of education, occupational function, and hierarchical status. We find few differences by gender. The findings raise questions about the frequently repeated claims that categorical and informational diversity among organizational members reflects differences in ways of thinking.

Intellectual curiosity about innovation in philanthropic organizations has grown recently. This study aims to provide a thorough bibliometric analysis of the patterns and trends in the scientific literature on innovation in philanthropy.

Based on the Scopus database, a descriptive bibliometric analysis with a visualization tool (RStudio®) was used to assess the creation of 159 articles on innovation in philanthropic organizations.

This research finds a large number of papers on innovation in philanthropic organizations. According to this study, the USA has published more research than any other country. The Icahn School of Medicine has the most popular publications, followed by the Bill & Melinda Gates Foundation. According to the number of citations, the Journal of Business Ethics is the most prolific journal. However, according to the h-index, Corporate Reputation Review is the most important publication. Halme M is regarded as a prominent scholar. With 244 citations, the work of Kramer MR and Porter ME is the most referenced. “Philanthropy” is the most often used keywords category, followed by “innovation” and “social innovation”.

This study can serve as a useful reference for researchers conducting bibliometric research by offering information on the field’s famous authors. Furthermore, the outcomes of this study make it straightforward for researchers to seek extensive academic collaboration in this field.

To the best of the authors’ knowledge, this study is the first to present a pattern in research on innovation in philanthropic organizations.

This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.

This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

Recreational scuba diving is one of the fastest growing tourism industries around the world and has become a popular activity in Taiwan. Few studies focus on enduring involvement with a high risk or difficult activity specialization, so this study aims to explore the causal relationship between enduring involvement and specialization and seeks to explain sustained involvement in scuba diving activity as a recreation specialization.

This research selects four diving sites in Taiwan as survey locations, specifically Yeliou, Longdong, Kenting and Green Island. The questionnaire consists of three sections, including demographic information, enduring involvement and specialization. By analyzing the data collected from 810 scuba divers in Taiwan, structural equation modeling is used to examine the causal relationships among the variables.

The primary findings of this study are as follows: attraction positively affects divers’ commitment and lifestyle through joy, relaxation and sharing diving experiences; the results indicate that self-expression is associated with past experience of participating in scuba diving activity; and centrality indicates that participants’ daily life and recreation are related to each other and become central to their life. Results show that most theoretical hypotheses are supported, but there is no significant evidence of attraction impacting past experience or self-expression influencing commitment and lifestyle.

To the best of the authors’ knowledge, this study is the first to examine the causal influence of enduring involvement and specialization in the scuba diving context. The findings provide a solid theoretical basis for the study of sustained involvement motivation and behavior on specialization. Implications and recommendations for future research are discussed.

休闲水肺潜水是全球发展最快的旅游业之一, 已成为台湾的热门活动。很少有研究关注持续涉入高风险或困难活动的专门化, 因此本研究探讨持续涉入和专门化之间的因果关系, 并试图解释持续参与水肺潜水活动作为休闲专门化。

这项研究选择了台湾的四个潜水地点作为调查地点, 特别是野柳, 龙洞, 垦丁和绿岛。问卷分为三个部分, 包括人口统计信息, 持续参与和专门化。通过分析从台湾810名潜水员那里收集的数据, 使用结构方程模型检查变量之间的因果关系。

这项研究的主要发现是：（1）吸引力通过愉悦, 放松和分享潜水经历积极影响潜水员的承诺和生活方式; （2）结果表明自我表达与过去参加水肺潜水活动的经历有关（3）中心性表示参与者的日常生活和娱乐彼此相关, 并成为他们生活的中心。结果表明, 大多数理论假设均得到支持, 但没有显着证据表明吸引力会影响过去的经历或自我表达影响承诺和生活方式。

据我们所知, 本研究是第一个研究在潜水环境中持续涉入和专门化的因果关系影响的研究。研究结果为专门化持续参与动机和行为的研究提供了坚实的理论基础。 讨论了对未来研究的影响和建议。

El buceo recreativo es una de las industrias turísticas de más rápido crecimiento en todo el mundo y se ha convertido en una actividad popular en Taiwán. Pocos estudios se centran en la participación duradera con una especialización de actividad difícil o de alto riesgo, por lo que este estudio explora la relación causal entre la participación duradera y la especialización y busca explicar la participación sostenida en la actividad de buceo como una especialización recreativa.

Esta investigación selecciona cuatro sitios de buceo en Taiwán como lugares de estudio, específicamente Yeliou, Longdong, Kenting y Green Island. El cuestionario consta de tres secciones, que incluyen información demográfica, participación duradera y especialización. Al analizar los datos recopilados de 810 buzos en Taiwán, se utiliza un modelo de ecuaciones estructurales para examinar las relaciones causales entre las variables.

Los hallazgos principales de este estudio son: (1) la atracción afecta positivamente el compromiso y el estilo de vida de los buceadores a través de la alegría, la relajación y el intercambio de experiencias de buceo, (2) los resultados indican que la autoexpresión está asociada con la experiencia pasada de participar en actividades de buceo., y (3) la centralidad indica que la vida diaria y la recreación de los participantes están relacionadas entre sí y se vuelven centrales en su vida. Los resultados muestran que la mayoría de las hipótesis teóricas están respaldadas, pero no hay evidencia significativa de que la atracción afecte la experiencia pasada o la autoexpresión que influya en el compromiso y el estilo de vida.

Hasta donde sabemos, este estudio es el primero en examinar la influencia causal de la participación y la especialización duraderas en el contexto del buceo. Los hallazgos proporcionan una base teórica sólida para el estudio de la motivación y el comportamiento de participación sostenida en la especialización. Se discuten las implicaciones y recomendaciones para futuras investigaciones.

This paper explores the information needs and behaviors of undergraduate engineers.

The paper reports on a qualitative study employing semi-structured interviews with 18 students.

The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.

The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.

The study examined the personal information management (PIM) challenges encountered by faculty in six universities in Ghana, their information refinding experiences and the perceived role of memory. The study tested the hypothesis that faculty PIM performance will significantly differ when the differences in the influence of personal factors (age, gender and rank) on their memory are considered.

The study was guided by a sample survey design. A questionnaire designed based on themes extracted from earlier interviews was used to collect quantitative data from 235 faculty members from six universities in Ghana. Data analysis was undertaken with a discrete multivariate Generalized Linear Model to investigate how memory intermediates in the relationship between age, gender and rank, and, refinding of stored information.

The paper identified two subfunctions of refinding (Refinding 1 and Refinding 2) associated with self-confidence in information re-finding, and, memory (Memory 1 and Memory 2), associated with the use of complimentary frames to locate previously found and stored information. There were no significant multivariate effects for gender as a stand-alone variable. Males who were aged less than 39 could refind stored information irrespective of the memory class. Older faculty aged 40–49 who possess Memory 1 and senior lecturers who possess Memory 2 performed well in refinding information. There was a statistically significant effect of age and memory; and rank and memory.

This study was limited to faculty in Ghana, whereas the study itself has implications for demographic differences in PIM.

Identifying how memory mediates the role of personal factors in faculty refinding of stored information will be necessary for the efforts to understand and design systems and technologies for enhancing faculty capacity to find/refind stored information.

Understanding how human memory can be augmented by technology is a great PIM strategy, but understanding how human memory and personal factors interplay to affect PIM is more important.

PIM of faculty has been extensively examined in the literature, and limitations of memory has always been identified as a constraint. Human memory has been augmented with technology, although the outcome has been very minimal. This study shows that in addition to technology augmentation, personal factors interplay with human memory to affect PIM. Discrete multivariate Generalized Linear Model applied in this study is an innovative way of addressing the challenges of assimilating statistical methodologies in psychosocial disciplines.