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The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.

The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.

The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.

While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

This study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.

The current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.

The study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.

The study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.

This review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

While there is strong agreement that globalization is spreading rapidly, there is no agreement on what globalization actually means and how it is measured. Giddens (1999) defines globalization as “the worldwide interconnection at the cultural, political, and economic level resulting from the elimination of communication and trade barriers.” He further defines it as “…a process of convergence of cultural, political, and economic aspects of life” (reported in Inkpen & Ramaswamy, 2006, p. 13). Govindarajan and Gupta (2001) define globalization as “growing economic interdependence among countries as reflected in increasing cross-border flows of three types of entities: goods and services, capital, and know-how” (p. 4).

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.

In this chapter, we show how our understanding of global leadership can be enriched by applying research on expert decision making. We review Klein's model of expert decision making and other research on expert cognition. Then we apply these findings to show how the decision-making processes of expert global leaders might differ from those of novice leaders. Finally, we suggest directions for future research.

This paper aims to attempt to develop an integrative theoretical framework that approaches global industrial marketing from a managerial cognition perspective.

Drawing from the managerial cognition research, business strategy research, and international business research, this paper develops a theoretical framework that is relevant to global industrial marketing.

Global industrial marketing research has much to gain from the managerial cognition literature. The framework developed in this article presents relevant managerial cognition variables, their individual and firm level antecedents, and desirable outcomes.

The framework presented in this paper provides strong theoretical foundation for further theory development in global industrial marketing research and managerial cognition research. However, given the conceptual nature of our research, empirical scrutiny and further conceptual and empirical research are required.

Given the growing importance of global industrial marketing, the authors hope that this article provides a theoretical foundation for future research. For practitioners, the framework provides a useful starting point for evaluating managerial cognition in their firms and effective usage of the managerial cognition concept.

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.

This chapter makes a case for extending institutional preservation strategies to the entire landscape of knowledge capital. First, the authors define the three primary types of capital – physical, financial, and knowledge. Knowledge capital is further broken down into three categories – human, structural, and relational. The individual types of knowledge capital are defined, along with their variant economic properties and behaviors. The challenges these variations present for preservation are discussed. The authors also highlight these assets’ significant opportunities for curating new knowledge. Each type of knowledge capital is described, along with the preservation challenges and the curation opportunities.

Studies of public policy, particularly the explanation and prediction of policy outcomes, are motivated by a desire to improve policy success. However, most policies fall far short of solving problems. Why is it so difficult for policy to succeed? Biology's answer: because we are human. Many natural tendencies are less than optimal for the policy cognition and behavior necessary to make effective policy popular. The portions of human nature which are most interesting for our purposes include the way humans think, the role of emotion, the power of interpersonal relationships, the power of belonging to a group, and the power of competition for status. These human realities anticipate ineffective policy development. Knowing something about humans might explain why it is difficult for policy to succeed.