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Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces continue to promote and reinforce a hierarchical gender binary where heroic forms of masculinity are both desired and privileged. Such publicly visible gender hierarchies contribute to the doing of gender beyond sport itself, extending to influence gender power relations within sport and non-sport organizations. Yet, there has been a relative absence of scholarship on sport organizations within the organizational sociology field. In this paper, we review findings of studies that look at how formal and informal organizational dimensions influence the doing and undoing of gender in sport organizations. Subsequently, we call for scholars to pay more attention to sport itself as a source of gendered organizational practices within both sport and non-sport organizations. We end with suggestions for research that empirically explores this linkage by focusing on innovative theoretical perspectives that could provide new insights on gender inclusion in organizations.

The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

While research on digital dangers has been growing, studies on their respective solutions and justice responses have not kept pace. The agathokakological nature of technology demands that we pay attention to not only harms associated with interconnectivity, but also the potential for technology to counter offenses and “do good.” This chapter discusses technology as both a weapon and a shield when it comes to violence against women and girls in public spaces and private places. First, we review the complex and varied manifestations of technological gender violence, ranging from the use of technology to exploit, harass, stalk, and otherwise harm women and girls in communal spaces, to offenses that occur behind closed doors. Second, we discuss justice-related responses, underscoring how women and girls have “flipped the script” when their needs are not met. By developing innovative ways to respond to the wrongs committed against them and creating alternate systems that offer a voice, victims/survivors have repurposed technology to redress harms and unite in solidarity with others in an ongoing quest for justice.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

This article examines how responsibility and strategy can and should be connected in a business organization.

The article offers a review of the field by mapping previous studies according to their strategy and responsibility orientations and, consequently, identifies the classic perspective, as well as the major deficiencies and prevailing research gaps in the literature.

The article contributes to the field of strategic corporate responsibility by reframing the field with a contender perspective that challenges the classic view of strategy and responsibility amalgamation. Together, the classic and the contender perspectives are synthesized to form an integrative perspective that is more holistic than those currently available.

The article ends by calling for a reimagining of the relationship between corporate responsibility and strategy to find promising future research avenues and effective business practices suitable to meet the challenges of the twenty-first century.

The purpose of this article is to describe and analyze the occupational life cycle of Swedish real estate brokers.

Voluntary turnover among real estate brokers could lead to occupational turnover and/or employee turnover and has been described as problematic by both practitioners and researchers alike. Most previous studies focusing on this issue have explored connections between real estate brokers' personality, economic and market conditions and turnover. Employee turnover involves shifting jobs within the profession (real estate brokerage), whereas occupational turnover concerns movement to a job not related to the real estate brokerage profession. Both perspectives on turnover are however lacking data about the average time spent as a broker. This study fills this gap by exploring real estate brokers' life cycle through data analysis using a cohort study consisting of a sample of 5,304 real estate brokers registered and/or deregistered over a ten-year period from 2010 to 2019.

The analysis show that the decline is almost linear, resulting in 50% of the newly registered real estate brokers remain in the occupation eight years after registration. These findings are not in line with previous assumptions as the real estate brokers' life cycle is substantially longer. The results also reveal that there are differences in life cycles due to gender and year of registration.

The analysis of longitudinal, aggregated data on the life cycle of real estate brokers is highly relevant as it serves as a point of reference for future longitudinal studies analyzing the motives for leaving the occupation.

In this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.

Research pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.

Hypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.

Blended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.

Increasingly, universities are involved in providing leadership development opportunities that support students’ academic endeavours and their personal and professional development, including employability and citizenship skills. Leadership experiences are beneficial not only for students, but also for universities, the wider community, and future employers. To develop a greater understanding of students’ perceived benefits of their involvement in peer leadership activities, a group of Australasian universities participated in a pilot survey based on the United States National Survey of Peer Leadership. Overall, the results suggest students believe they benefit from peer leadership experiences across a range of key outcomes areas, most prominently creative problem solving, appreciation of diversity, and a sense of belonging and contributing to the university community.