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The authors believe the theoretical foundations for this case study lie in the following two disciplines, primarily, but could be expanded to religion and organizational culture:i. Ethical decision-makingii. Cross-cultural competenceiii. Leadership

This is an actual case, and the fact pattern and timeline occurred as depicted. The first author is the protagonist, Lieutenant Colonel (LTC) Shawn Browning. The names of case characters have been disguised. The second and third authors are colleagues of the first author. This case was tested in three undergraduate organizational behavior and leadership classes at the United States Military Academy at West Point.

This disguised case follows US Army Officer LTC Shawn Browning, leader of a prominent US Army base located in Germany. As the commander of US Army Garrison Schweinfurt, LTC Browning was responsible for the health and welfare of 10,000 residents, including soldiers, family members and civilian employees. A community member lodged a complaint against a brothel named Haus One (a legal establishment under German law) located adjacent to the base and near family housing and the base elementary school. LTC Browning had the authority to render the brothel off-limits to US personnel, and he took the necessary steps prior to rendering a decision, including the appointment of a review board to investigate the situation and provide a recommendation. The board recommended not placing Haus One off-limits. The case focuses on LTC Browning’s values and his desire to ensure the welfare of his community while adhering to local legal and cultural norms. Cross-cultural and ethical issues surface throughout the case, which concludes with LTC Browning’s pondering of how to make a final decision.

The authors believe this is targeted at undergraduate students with some background in ethical decision-making, organizational culture and cross-cultural competence.

This video case study exercise uses excerpts from the movie Patton and the HBO series Band of Brothers to juxtapose two military leaders (General George S. Patton and Lieutenant Dick Winters) as they face strikingly similar situations – each interacts with a subordinate experiencing “battle fatigue” (a.k.a. shell shock, PTSD) during the Second World War. Patton appears to lack emotional intelligence (EI) as he apparently loses control and strikes a soldier he believes is demonstrating cowardice. Winters, on the other hand, takes a much different approach when dealing with a subordinate in a similar situation. This case exercise is designed to augment assigned theoretical readings and increase student conceptual and practical insight into the construct of EI.

The analysis of film and biographies is based on historical figures.

The case is best used with undergraduates in management or leadership courses who may lack the contextual background to discuss certain aspects of leadership. Specifically, the case is designed to explore the elements that comprise EI as well as how EI may affect a leader’s effectiveness. The case study can also be used to challenge common conceptions of how EI may manifest and to discuss the potential “dark side” of EI.

This case study exercise centers on the concept of EI, with an emphasis on providing a robust understanding of the concept, including how context may come into play and how EI may have a “dark side.” The exercise could also be used to facilitate discussion of multiple topics normally covered in undergraduate management or leadership courses such as personality, perception and attribution, authentic leadership, toxic leadership, transformational leadership and motivation.

It can be difficult for students to digest and learn complex theories of organizational culture and change without being able apply the steps to a real or imagined scenario. Oftentimes, they lack experience and can’t imagine the components of each phase or step without a practical example. This article discusses the theoretical background of leading positive organizational change and then uses a case study to help students apply their knowledge. It highlights the fictional leadership dilemma of a young Army officer, First Lieutenant Jordan Baker, upon arrival to her new duty location. Instructors can use the case to teach the 4-Phase Leading Change Framework which incorporates Kotter’s eight-step model to enact positive change. The purpose of this case is to give instructors a framework to teach students in a stepwise fashion, making concepts easier for students to visualize.

No matter the fact that it represents significant tourist contingents, Generation Z (Gen Z) is still insufficiently known regarding the main habits, fears or behaviours in changed circumstances. The main objective of this research is to examine the differences in travel risks perception among clusters of young tourists (Gen Z) after one year of the COVID-19 pandemic. The research was conducted during Serbia's primary tourism season in the first year of the pandemic (from June to October 2020), and just before Serbia's primary tourism season in the second year of the pandemic (May 2021). In 2020, responses of 206 participants were collected, while in 2021 there were 208 participants. Data were gathered from Tourism and Hospitality students at the University of Novi Sad (Serbia) by applying the questionnaire created for the specific purpose of this research. All respondents were representatives of Gen Z, born between 1997 and 2003. The main findings of the research are indicating the impact of the COVID-19 pandemic outbreak on young tourists' travel plans. Results are also indicating that average scores on health and non-health risks dimensions were significantly higher in the year 2020 than in 2021, as well as that all participants were more concerned with non-health risks than with health risks in both years of the pandemic. Gen Z tourists' response to the COVID-19 pandemic was consistent concern about non-health risks, denying health risks and expecting even some financial benefits from the crisis. The research findings are contributing to building a knowledge base for various tourism stakeholders in terms of developing the guidelines for tourism recovery strategies during and after the COVID-19 outbreak.

International tourists traveling the eastern Adriatic are sometimes perplexed when some guides describe a Venetian bell tower, a Byzantine church, or Roman ruins as solely Croatian or Slovenian cultural heritage. If the same guides would then reveal that Marco Polo should be spelled Marko Polo for his Croatian origins, their perplexities would probably grow stronger. Most of the time, the same tourists are unaware that the Austrian Navy kept the codes and the tradition of the Serenissima Republic of Venice. Actually, until the Empire split in 1867, it was named Österreich-Venizianische Marine (Austro-Venetian Navy). Interestingly, according to the legend, the Austrian Admiral von Tegheltoff (German speaking subject of the Empire, born in the Alpine town of Maribor-Marburg, currently in Slovenia) after the famous victory in the battle of Lissa in 1866 hailed “Viva San Marco!” The Austrian victory against the fleet of the Kingdom of Italy was surprising and it has become a legendary one both in a good and bad sense. Accordingly, it has been later romanticized in different ways and strategically imbued with moral values by diverse actors. For instance, the journal of Admiral Wilhelm von Tegheltoff reports the famous sentence: “Iron men with wooden ships defeated wooden men with iron ships.” So, Tegheltoff stressed the virtues of the imperial subjects vis-à-vis the lack of moral strength of the opponents. As a matter of fact, the kingdom of Italy's fleet was stronger in numbers and technologically more advanced, but less organized and riddled with conflicts among the admirals. Quite differently, hundred years later, one of the most prominent journalists and writers from the Italian region of Veneto, Guido Piovene, said that: “the battle of Lissa has been the last great victory of the Venetian fleet.” The reason for such statement is that the mariners boarded in the Austro-Venetian fleet were all from former Venetian lands, such as Veneto, Istria and Dalmatia. Therefore, from this standpoint, the battle of Lissa is a matter of an “Italian” dispute between different maritime traditions, namely the Adriatic one of Venice and the antagonist Genoese or Neapolitan. Conversely, in Croatia and Slovenia, there is usually a different version of the story. The battle of Lissa is seen as a victory of a Croatian-Slavic navy over the Italians. Particularly, the battle of Vis (Lissa) is usually referred to as part of Croatian national history and it is a crucial step to legitimize the Croatian identity on the Adriatic Sea, because many of the sailors were ethnically Croats.

The purpose of this paper is to explore Australian educators’ work with “other people’s children” (OPCs) (Delpit, 2006) from the informal education market of the 1840s to the mass education market in contemporary times.

The paper is structured as a narrative about the expansion of the educational state and the concomitant development of technologies of inclusion and exclusion. Snapshots of various educators’ work with “OPCs” are woven into the narrative.

Notwithstanding contemporary efforts to “confront educational disadvantage” and an ever increasing array of technologies with which to differentiate students, OPCs remain on the margins of Australian education.

This paper is a unique look at Australian educators’ work with “OPCs” over the past 175 years.

We seek to expand the disability theoretical toolkits of higher education scholars to include frameworks that view disability as multivalent. We start by describing limitations scholars can encounter when employing traditional medical, social, and minority frameworks. Then, we draw upon: (1) the temporal and fluid understandings of disability in critical disability theory, (2) the value critical realism gives to the body, impairment, and the environment, and (3) the work of Deaf epistemologies to call attention to the varied communication methods disabled college students use to encourage the use of frameworks that promote intersectional understandings that are authentic to lived experiences. We extend scholars’ toolkits by encouraging the use of frameworks that value diverse human neurology and draw attention to the hegemonic dominance of Western thought. We conclude by discussing four implications and two limitations for higher education scholars.

Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.

Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.

Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.

Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.

A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.