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The ranking of business schools has been a controversial subject for a number of years. It is only recently, however, that they have become popular and generally accepted. The Carter Report, the Ladd & Lipset Survey, and the survey of now defunct MBA Magazine all appeared in 1977. Carter used a measurement of the frequency with which the faculty published in academic journals as his basis to rank the schools, Ladd & Lipset questioned business school faculty about which schools they thought were best, and MBA Magazine had the deans of the business schools vote on the best programmes. Although those who were knowledgeable about business schools at the time were skeptical of the procedure, the results were not generally available to the public and, therefore, made little difference to the schools. In recent years, however, ranking of all colleges has become popular with the press, and has been highly publicised. As a matter of fact, one of the principal reasons for the rankings has been the ability of the articles to boost the circulation of the magazines.

Examined training aids in MBA programmes vis‐à‐vis corporate training as opposed to MBA student instruction. Opines that the work environment has changed but that business schools are not preparing graduates to lead self‐directed work teams; in effect asks why are business schools ignoring training in leadership and team‐building as a requirement of the MBA curriculum? Views leadership as requiring activity, i.e. training. Generally sees a need for radical restructuring of MBA programmes.

The “collaboratory” concept has recently entered the vernacular of the scientific community to reflect new modes of scientific communication, cooperation and collaboration made possible by information technology. The collaboratory represents a scientific research center “without walls” for accessing and sharing data, information, instrumentation and computational resources. The principal applications of the collaboratory concept have been in the physical and biological sciences, including space physics, oceanography and molecular biology. Discusses the attributes of the collaboratory, and applies the concept developed by computer and physical scientists to the design and operation of the SIPPACCESS prototype information system for complex data to be used through the Internet by sociologists, demographers and economists. Examines obstacles to collaboratory development for the social sciences. Concludes that four major obstacles will inhibit the development of collaboratories in the social sciences.

This paper aims to examine the development and use of a scaffolded‐social learning network (S²LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S²LNs afford for participants.

Remix World was integrated into the Digital Youth Network (DYN) in‐school and after‐school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.

The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.

Integrating a media‐based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.

This study explores how features and affordances of social networking sites can be redesigned to intentionally support in‐school pedagogical use that promotes transformative communication and the development of critical, new media literacies.

This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components as they are internalized by the mentors?”

A total of 765 mentors completed a questionnaire composed of 47 multiple-choice questions and an open-ended question describing the contribution of mentoring. The survey thus generated both quantitative and qualitative data.

The results show three main components of mentoring that influence mentors' professional development in the following order: personal–emotional, didactic knowledge and systemic–organizational. The findings also illustrate how the mentors used a comparison process to develop their professional perception: first, by comparing their role as a teacher and their role as a mentor, and second, by comparing their own professional identity as a teacher with that of the novice-teacher.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.

The manuscript attempts to explore the dynamic relationships within the mentoring process by investigating how mentoring impacts the development of mentors. It presents insights into the benefits of mentoring novice-teachers for the mentors themselves via analysis of a large-scale, nationwide study.

In recent years, a wide range of psychosocial health interventions have been implemented among military service members and their families. However, there are questions over the evaluative rigor of these interventions. We conducted a systematic review of this literature, rating each relevant study (k = 111) on five evaluative rigor scales (type of control group, approach to participant assignment, outcome quality, number of measurement time points, and follow-up distality). The most frequently coded values on three of the five scales (control group type, participant assignment, and follow-up distality) were those indicating the lowest level of operationally defined rigor. Logistic regression results indicate that the evaluative rigor of intervention studies has largely remained consistent over time, with exceptions indicating that rigor has decreased. Analyses among seven military sub-populations indicate that interventions conducted among soldiers completing basic training, soldiers returning from combat deployment, and combat veterans have had, on average, the greatest evaluative rigor. However, variability in mean scores across evaluative rigor scales within sub-populations highlights the unique methodological hurdles common to different military settings. Recommendations for better standardizing the intervention evaluation process are discussed.

The purpose of this paper is to fabricate pre-existing geometries of the stents using solvent cast 3D printing (SC3P) and encapsulation of each stent with heparin drug by using aminolysis reaction.

The iron pentacarbonyl powder and poly-ɛ-caprolactone blend (PCIP) were used to print stent designs of Art18z, Palmaz-Schatz and Abbott Bvs1.1. The properties of antithrombosis, anticoagulation and blood compatibility were introduced in the stents by conjugation of heparin drug via the aminolysis process. The aminolysis process was confirmed by energy dispersive X-ray spectroscopy and Fourier transform infrared spectroscopy due to presence of amide group and nitrogen peak in the respective analysis. Biological studies were performed to depict the cell viability, hemocompatibility and antithrombotic properties. Besides, mechanical behaviors were analyzed to study the behavior of the stents under radial compression load and bending load.

The amount of heparin immobilized on the Art18z, Palmaz-Schatz and Abbott Bvs1.1 stents were 255 ± 27, 222 ± 30 and 212 ± 13 µg, respectively. The cell viability studies using L929 fibroblast cells confirmed the cytocompatibility of the stents. The heparinized SC3P printed stents displayed excellent thrombo-resistance, anticoagulation properties and hemocompatibility as confirmed by blood coagulation analysis, platelet adhesion test and hemolysis analysis. Besides, mechanical behavior was found in context of the real-life stents. All these assessments confirmed that the developed stents have the potential to be used in the real environment of coronary arteries.

Various customized shaped biodegradable stents were fabricated using 3D printing technique and encapsulated with heparin drug using aminolysis process.

This study investigated the attitudes and concerns of Saudi higher educational institution (HEI) academics about privacy and security in online teaching during the COVID-19 pandemic.

Online Questionnaire questionnaire was designed to explore Saudi HEI academic’s attitudes and concerns about privacy and security issues in online teaching. The questionnaire asked about attitudes and concerns held before the pandemic and since the pandemic. The questionnaire included four sections. At the beginning of the questionnaire, participants were asked what the phrase “online privacy and security” meant to them, to gain an initial understanding of what it meant to academics. A definition for what we intended for the survey was then provided: “that a person’s data, including their identity, is not accessible to anyone other than themselves and others whom they have authorised and that their computing devices work properly and are free from unauthorised interference” (based on my reading of a range of sources, e.g. Schatz et al., 2017; Steinberg, 2019; NCS; Windley, 2005). This was to ensure that participants did understand what I was asking about in subsequent sections.

This study investigated the attitudes and concerns of Saudi HEI academics about privacy and security in online teaching during the COVID-19 pandemic. The findings provide several key insights: Key aspects of online privacy and security for Saudi HEI academics: Saudi HEI academic’s notion of online privacy and security is about the protection of personal data, preventing unauthorized access to data and ensuring the confidentiality and integrity of data. This underscores the significance of robust measures to safeguard sensitive information in online teaching, but also the need to make academics aware of the other aspects of online privacy and security. Potential to improve policies and training about online privacy and security in Saudi HEIs: Although many participants were aware of the online privacy and security policies of their HEI, only a small percentage had received training in this area. Thus, there is a need to improve the development and dissemination of policies and to provide academics with appropriate training in this area and encourage them to take available training. Use of videoconferencing and chat technologies and cultural sensitivities: The study highlighted moderate levels of concern among Saudi HEI academics regarding the use of videoconferencing and online chat technologies, and their concerns about cultural factors around the use of these technologies. This emphasizes the need for online teaching and the growing use of technologies in such teaching to respect cultural norms and preferences, highlighting the importance of fostering a culturally sensitive approach to technology deployment and use. Surprising low webcam use: An unexpected finding is the low use of webcams by both academics and students during online teaching sessions, prompting a need for a deeper understanding of the dynamics surrounding webcam engagement in such sessions. This calls for a reevaluation of the effectiveness of webcam use in the teaching process and underscores the importance of exploring methods for enhancing engagement and interaction in online teaching. In summary, this paper investigated the attitudes and concerns about privacy and security in the online teaching of Saudi HEI academics during the coronavirus pandemic. The study reveals areas where further research and policy development can enhance the online teaching experience. As the education landscape continues to evolve, institutions must remain proactive in addressing the concerns of their academics while fostering a culturally sensitive approach to technology deployment.

One limitation of this study is the relatively small qualitative data sample, despite the adequate size of the sample including 36 academics from various Saudi Arabian HEIs for quantitative analysis. It was necessary to make the most of the open-ended questions optional – participants did not have to answer about concerns if they did not want to, as we did not want to make the questionnaire too long and onerous to complete. Consequently, the number of academics responding to the open-ended questions was limited, emphasizing the need for additional data and alternative research methods to further these issues. The study was focused on investigating the concerns of HEI Saudi academics, recognizing that the attitudes and concerns of academics in other countries may differ. Furthermore, the research also includes an exploration of the changes in academic attitudes and concerns before and since the COVID-19 pandemic, which will be the subject of further data analysis.

This research delves into Saudi HEI academics' perceptions and concerns regarding privacy and security in online education during the COVID-19 Pandemic. Notably, it highlights the moderate priority placed on online privacy and security, the unexpectedly low usage of webcams and the potential for enhancing policies and training. The study emphasizes the necessity for comprehensive measures to protect sensitive data and the importance of tailored policies for educators. It also underscores the need for a more nuanced understanding of webcam usage dynamics, offering valuable insights for institutions aiming to improve online education and address educators' concerns amidst evolving educational landscapes.

This paper sets out to examine the affect of rankings on business schools from the perspective of a business school director.

The paper critiques the methodologies of ranking systems, their statistical validity, the factors used, and the weightings given to them.

Rankings are significant drivers of a school's reputation. Good performance can double inquiries and applications and allow schools to charge prestige premiums. Financial Times top decile MBA programmes charge, on average, just below $80,000 for an MBA. Bottom decile schools charge only $37,000.

This paper finds that it is impossible to challenge the criteria set out by a variety of rankings organisations and it is ill‐advised to boycott rankings. Schools are advised to consider which criteria reflect areas needing improvement and to continue “playing the game”.

The journey to establish one’s core identity is a lifelong and tumultuous path represented as traversing a series of peaks, valleys, and plateaus. The journey unfolds over time, includes repeating cycles, and presents challenges when one must develop an identity to align with a new and unfamiliar role, such as that of a leader. Similar to one’s core identity, a leadership persona is dynamic and involves multiple transitions over time. The role of a leader and characteristics of leadership are often undefined and represent additional obstacles for women. Women in leadership positions shape their leader identities while navigating a labyrinth of barriers and contradicting directions.

This chapter highlights the dynamics of female leader identity through the story of one woman, Dr. Sylvie Raver, as she established her core identity and then worked to create her leader persona. Dr. Raver’s persona as a leader is dynamic and will continue to evolve throughout her lifetime. This story underscores how imposter sentiments can either hinder an individual’s growth along their journey or be used as a catalyst to help propel them forward in their professional life. Ultimately, the chapter emphasizes the importance of realizing that each aspect of oneself does not live isolated from another. Instead, all facets of identity can work together to shape both one’s core and leader identities.