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The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

Activist mothering by marginalized women is well specified, but the paths by which women seize agency to move from the margins of motherhood to the center of social movements have been under-theorized. This chapter advances the literature by examining how a Texas-based organization, Mothers Against Police Brutality (MAPB), frames that shift. MAPB was founded by Collette Flanagan, a Black woman, after the police shot and killed her son. The MAPB website data indicate that the organization draws on activist mothering to explain the devaluation of Black and brown children and their mothers via racialized state violence, to frame MAPB as lifting up the value of those children and their mothers, and to present MAPB as striving to ameliorate the effects of race and gender inequalities on family and community life. As illustrated here, following a child’s death in police violence, women are mothering from the margins in a new way. In that context, a mother’s shift from those margins to a central role in an activist movement is a powerful transition toward a redefined self. The process neither erases the loss of a child nor elides grappling directly with their death; rather, it redefines the mother’s engagement with mothering once the traditional referent for that identity and practice, her child, is no longer living. In this way, a unique path by which marginalized mothers “summon the courage” to enter activist mothering is elaborated.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Wicked problems, cross-sectoral and transregional collaborations, emerging technologies and calls for innovation generate exciting but unpredictable transformations in governance. Emerging research suggests humility, rather than certitude, represents a promising ethos for public leaders working to solve problems in tumultuous times. This study examines the nature, value and practice of humility in public administration (PA) leadership.

This study reviews cross-disciplinary research on the nature and value of humility and emerging findings and debates on humility assessment measures. It analyzes discourse among graduate students in US PA classes and uses ethnographic analysis from workshops with local government leaders to identify institutional dynamics that may influence leaders' willingness to act with humility.

Findings suggest that although PA students and leaders may value humility, they encounter institutional constraints related to public sector legitimacy and narratives about expertise and risk. The author proposes a framework to guide future research and practice in humility and public leadership.

Potential constraints emerged from a modest study of courses and workshops; further research is required to test the prevalence of themes across public leadership environments.

Public leaders, teachers and coaches may apply these practices and assessment measures to cultivate humility in PA classes and organizations.

This study is among the first to explore leadership humility with attention to how PA context may influence practice.

The entrepreneur is the main decision-maker in small and medium-sized enterprises and is the principal force in the implementation of a firm's international strategy. Research has paid limited attention to the intangible aspects of human capital, namely behavioural competencies that may have an impact on the entrepreneur's ability to take advantage of international opportunities. This study addresses this gap, identifying the behavioural competencies that distinguish entrepreneurs who pursue a stronger internationalisation expansion beyond the European market.

A competency modelling process is implemented for a sample of Italian entrepreneurs. Data on behavioural competencies are obtained through the coding of behavioural event interviews administrated to the entrepreneurs. Export intensity is adopted as a performance criterion to classify the entrepreneurs.

Three behavioural competencies (change catalyst, teamwork and organisational learning orientation) emerged as more significantly activated by entrepreneurs who show a higher export intensity in the global market.

The exploratory nature of the study, conducted in a small sample and in a specific geographical area, may reduce the generalisability of the findings.

Entrepreneurs can become aware of the behavioural competencies needed for the implementation of internationalisation processes. Additionally, training programmes can be designed to promote the development of these behaviours.

Bridging the literature on international entrepreneurship, cross-cultural studies and competency-based research, this study highlights the role of behavioural competencies in the internationalisation process from a micro level of analysis. This article proposes a competency framework that can be adopted to assess a broader portfolio of entrepreneurs' behaviours.

The costs associated with staffing acute mental health wards is the largest expenditure in the inpatient budget. Exploring skill mix and its impact on outcomes, particularly service user outcomes should be of interest to all stakeholders involved in the commissioning, delivery and receipt of acute mental health care. This paper describes the findings of a literature and practice review of initiatives undertaken to improve staffing and skill mix, and their impact on service user outcomes. The practice review was necessary due to the paucity of published research in this area. Both research and practice initiatives do not appear to be driven by service user need. This results in a restricted and service driven range of outcome measures being used. The paper concludes by proposing recommendations for future workforce development in acute mental health settings.

The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability.

Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study.

Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession.

To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel.

The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

Analytics technologies are profoundly changing the way in which organizations generate economic and social value from data. Consequently, the professional roles of data scientists and data analysts are in high demand in the labor market. Although the technical competencies expected for these roles are well known, their behavioral competencies have not been thoroughly investigated. Drawing on the competency-based theoretical framework, this study aims to address this gap, providing evidence of the emotional, social and cognitive competencies that data scientists and data analysts most frequently demonstrate when they effectively perform their jobs, and identifying those competencies that distinguish them.

This study is exploratory in nature and adopts the competency-based methodology through the analysis of in-depth behavioral event interviews collected from a sample of 24 Italian data scientists and data analysts.

The findings empirically enrich the extant literature on the intangible dimensions of human capital that are relevant in analytics roles. Specifically, the results show that, in comparison to data analysts, data scientists more frequently use certain competencies related to self-awareness, teamwork, networking, flexibility, system thinking and lateral thinking.

The study was conducted in a small sample and in a specific geographical area, and this may reduce the analytic generalizability of the findings.

The skills shortages that characterize these roles need to be addressed in a way that also considers the intangible dimensions of human capital. Educational institutions can design better curricula for entry-level data scientists and analysts who encompass the development of behavioral competencies. Organizations can effectively orient the recruitment and the training processes toward the most relevant competencies for those analytics roles.

This exploratory study advances our understanding of the competencies required by professionals who mostly contribute to the performance of data science teams. This article proposes a competency framework that can be adopted to assess a broader portfolio of the behaviors of big data professionals.

The purpose of this paper is to investigate the behavioural competencies of directors and managers working for cultural organizations and their relationship with organizational performance.

The study adopts an ESC competency modelling process and the technique of the Behavioural Event Interview as the primary source of data collection. In particular, the authors interviewed 14 directors and managers of six performing arts organizations operating in Emilia-Romagna, a region located in Northern Italy.

Findings show that directors and managers of cultural organizations are characterized by a specific set of social and emotional (e.g. persuasion and empathy), whereas cognitive competencies, such as quantitative analysis, are less frequent. Findings highlight also that a balanced portfolio of behavioural competencies emerges as importantly correlated with high organizational performance.

Findings offer relevant managerial implications for the design and implementation of a coherent set of human resource management practices, which allow cultural organizations to reach above-average performance.

This study contributes to a better understanding of the relationship between managerial competencies and the performance of cultural organizations, taking into account specific kinds of competencies – namely, behavioural competencies – which have been neglected by the previous literature.

Este estudio pretende investigar las competencias comportamentales de los directores y managers que trabajan en las organizaciones culturales, y la relación entre estas competencias y la el desempeño organizacional.

Este estudio usa el proceso ESC competency modelling y la técnica de la Behavioral Event Interview. Sobre todo, entrevistamos 14 directores y managers de seis organizaciones de espectáculos en vivo que operan en Emilia-Romagna, una región del Norte de Italia.

Encontramos que los directores y managers de las organizaciones culturales muestran un conjunto especifico de competencias sociales y emocionales (persuasión, empatía, etc.), mientras que las competencias cognitivas son menos frecuentes. Hallazgos muestran también que un portfolio balanceado de competencias comportamentales está correlacionado con alto desempeño organizacional.

Los Hallazgos ofrecen relevantes implicaciones administrativas por el diseño y la implementación de un sistema coherente de prácticas de recursos humanos, que permite a las organizaciones culturales conseguir un alto rendimiento organizacional.

Este articulo contribuye a una mejor comprensión de la relación entre las competencias de los managers y el desempeño de las organizaciones culturales, sobre todo considerando competencias específicas (las competencias comportamentales) que los estudios pasados han descuidado.