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The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice.

To research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time.

Findings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools.

The ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves.

There is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy.

The ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

Although extant research on trust focuses on the dyadic relationship (trustor-trustee), the effectiveness of an employee's outcome may vary depending on the features of trust networks. This study examined how an employee's centrality in two types of trust networks (cognitive and affective) among coworkers is associated with employee job performance. Further, this study highlighted the mediating role of compassionate help in the effect of affective trust networks on individual performance.

Survey data were collected from 204 employees and 39 team leaders in South Korea. Data were analyzed using structural equation modeling.

The results indicated that cognitive trust centrality is positively associated with employee job performance, but affective trust centrality is not. However, an affective trust centrality indirectly increases individual performance via compassionate helping from coworkers.

This study contributes to a better understanding of trust networks and compassionate helping and expands both trust literature and HQR research.

The study aims to investigate hotel employees’ intentions to stay in industry with the mediating role of psychological contract fulfilment (PCF) and moderating role of positive emotions and position held (frontline employees vs managers) in post-lockdown era.

The study has followed quantitative approach following the cross-sectional design. 414 respondents of hotel industry were contacted via online and offline method. The data was analysed using partial least square method using SmartPLS 3.0.

The findings suggest that perceived organizational support and supervisor trust had a good impact on psychological contract fulfilment and contributed positively to psychological empowerment. Additionally, psychological empowerment positively impacted psychological well-being and psychological well-being positively impacted intention to stay in hotel industry. PCF positively mediated the relationship between organizational support, trust in supervisor and psychological empowerment. Positive emotions positively moderated the relationship between PCF and psychological empowerment. Multi-group analysis revealed that the managers and frontline employees perceived the PCF and psychological well-being differently.

To the best of the authors’ knowledge, this study is one of the few to explore the intention to stay in hotel industry by integrating social exchange theory, organization support theory and broaden-and-build theory post lockdown circumstances.

本研究旨在探讨后封锁时代心理契约履行的中介作用与积极情绪和职位(一线员工vs管理者)的调节作用影响下酒店员工留任意向。

采用定量方法的横断面设计。通过线上和线下的方式联系了414位酒店行业的受访者。使用Smartpls 3.0软件对数据进行偏最小二乘法分析。

组织支持感和上级信任感对心理契约履行有显著影响, 对心理赋能有正向影响。此外, 心理赋能正向影响心理幸福感, 心理幸福感正向影响酒店业留任意愿。心理契约履行正向中介组织支持、主管信任与心理赋能之间的关系。积极情绪正向调节心理契约履行与心理赋能的关系。多群体分析显示, 管理者和一线员工对心理契约履行和心理幸福感的感知存在差异。

本文结合社会交换理论、组织支持理论和扩宽构建理论, 是为数不多探讨后封锁环境下酒店业留任意愿的研究。

El estudio tiene como objetivo investigar la intención de los empleados de hotel de permanecer en la industria con el papel mediador del cumplimiento del contrato psicológico y el papel moderador de las emociones positivas y la posición ocupada (empleados de primera línea v/s directivos) en la era post-cierre patronal.

El estudio ha seguido un enfoque cuantitativo con un diseño transversal. Se contactó con 414 encuestados del sector hotelero a través de métodos online y offline. Los datos se analizaron mediante el método de mínimos cuadrados parciales con Smartpls 3.0.

Los resultados sugieren que el apoyo organizativo percibido y la confianza del supervisor tuvieron un buen impacto en el cumplimiento del contrato psicológico y contribuyeron positivamente a la capacitación psicológica. Además, el empoderamiento psicológico influyó positivamente en el bienestar psicológico y el bienestar psicológico influyó positivamente en la intención de permanecer en la industria hotelera. El cumplimiento del contrato psicológico medió positivamente en la relación entre el apoyo organizativo, la confianza en el supervisor y el empoderamiento psicológico. Las emociones positivas moderaron positivamente la relación entre el cumplimiento del contrato psicológico y la capacitación psicológica. El análisis multigrupo reveló que los directivos y los empleados de primera línea percibían de forma diferente el cumplimiento del contrato psicológico y el bienestar psicológico.

El estudio es uno de los pocos que exploran la intención de permanecer en la industria hotelera integrando la teoría del intercambio social, la teoría del apoyo organizativo y la teoría de ampliar y construir en circunstancias posteriores al cierre.

The purpose of this paper is to report on the dynamics of “identity leadership” with a quality improvement project undertaken by an International Medical Graduate (IMG) from Sri Lanka, on a two year Medical Training Initiative (MTI) placement in the National Health Service (NHS) [Academy of Medical Royal Colleges (AoMRC), 2017]. A combined MTI rotation with an integrated Fellowship in Quality Improvement (Subedi et al., 2019) provided the driver to implement the HEART score (HS) in an NHS Emergency Department (ED) in the UK. The project was undertaken across ED, Acute Medicine and Cardiology at the hospital, with stakeholders emphasizing different and conflicting priorities to improve the pathway for chest pain patients.

A social identity approach to leadership provided a framework to understand the insider/outsider approach to leadership which helped RH to negotiate and navigate the conflicting priorities from each departments’ perspective. A staff survey tool was undertaken to identify reasons for the lack of implementation of a clinical protocol for chest pain patients, specifically with reference to the use of the HS. A consensus was reached to develop and implement the pathway for multi-disciplinary use of the HS and a quality improvement methodology (with the use of plan do study act (PDSA) cycles) was used over a period of nine months.

The results demonstrated significant improvements in the reduction (60%) of waiting time by chronic chest pain patients in the ED. The use of the HS as a stratified risk assessment tool resulted in a more efficient and safe way to manage patients. There are specific leadership challenges faced by an MTI doctor when they arrive in the NHS, as the MTI doctor is considered an outsider to the NHS, with reduced influence. Drawing upon the Social Identity Theory of Leadership, NHS Trusts can introduce inclusion strategies to enable greater alignment in social identity with doctors from overseas.

More than one third of doctors (40%) in the English NHS are IMGs and identify as black and minority ethnic (GMC, 2019a) a trend that sees no sign of abating as the NHS continues its international medical workforce recruitment strategy for its survival (NHS England, 2019; Beech et al., 2019). IMGs can provide significant value to improving the NHS using skills developed from their own health-care system. This paper recommends a need for reciprocal learning from low to medium income countries by UK doctors to encourage the development of an inclusive global medical social identity.

This quality improvement research combined with identity leadership provides new insights into how overseas doctors can successfully lead sustainable improvement across different departments within one hospital in the NHS.

Research on the effects of feedback frequency has reported mixed findings. To tackle this problem, the current study focuses on specific feedback signs (i.e. negative feedback). By integrating the face management theory and attribution theory, this study examined the mediating effect of trust in supervisors and the moderating effect of employee-attributed performance promotion motives for negative feedback.

A field study with 176 participants and two supplemental experiments with 143 and 100 participants, respectively, were conducted to test the theoretical model.

Results revealed that the frequency of supervisory negative feedback negatively influenced employees’ trust in supervisors, which in turn influenced employees’ perceptions of feedback utility and learning performance. These indirect effects can be alleviated when employees have high degrees of performance promotion attribution for supervisor motives.

This research extends feedback research by integrating feedback frequency with a specific sign of feedback and revealing a moderated mediation effect of the negative feedback frequency.

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.