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The purpose of ths paper is to report that timely interventions to facilitate medical patient flow and reduce medical outliers may be associated with a reduction in hospital mortality.

Interventions to improve the flow of medical patients were used to unblock and facilitate the discharge process allowing a reduction in medical outliers. SPC run charts of mortality were used to quality control the changes.

Timeliness in daily senior medical review and discharge planning, a level 1 medical ward, and outreach including ALERT training and early warning scoring allowed a rationalisation in medical beds and a reduction in mortality for emergency medical admissions, reflected in a lower hospital standarised mortality rate (HSMR).

Interventions to improve flow can also lead to a reduction in mortality.

This paper emphasises how quantitative flow improvements can also generate qualitative improvements.

The purposes of this paper are to present a clear model for understanding trust by integrating the diverse viewpoints in the trust literature and to explain how that model enables individuals and organizations to optimize their ability to create value and sustain competitive advantage.

This is a conceptual paper that integrates the perspectives of many widely regarded scholars and links trust with value creation in organizations.

The paper builds on previously established conditions essential to creating trust but suggests that trustworthiness requires an integrative quality which we call “capacity” that enables those who seek to lead to translate trust into action. That integrative quality is the key to effective execution for individuals and organizations.

Trust is widely acknowledged to be both a critical condition for successful organizations but a missing commodity in many leader-follower relationships. The paper offers insights for scholars and practitioners about the importance of leaders earning trust by being worthy of their followers’ commitment and cooperation.

The widespread usage of artificial intelligence (AI) is prompting a number of ethical issues, including those involving concerns for fairness, surveillance, transparency, neutrality and human rights. The purpose of this manuscript is to explore possibility of developing cognitive morality in AI systems.

This is explorative research. The manuscript investigates the likelihood of cognitive moral development in AI systems as well as potential pathways for such development. Concurrently, it proposes a novel idea for the characterization and development of ethically conscious and artificially intelligent robotic machines.

This manuscript explores the possibility of categorizing AI machines according to the level of cognitive morality they embody, and while doing so, it makes use of Lawrence Kohlberg's study related to cognitive moral development in humans. The manuscript further suggests that by providing appropriate inputs to AI machines in accordance with the proposed concept, humans may assist in the development of an ideal AI creature that would be morally more responsible and act as moral agents, capable of meeting the demands of morality.

This manuscript has some restrictions because it focuses exclusively on Kohlberg's perspective. This theory is not flawless. Carol Gilligan, one of Kohlberg's former doctoral students, said that Kohlberg's proposal was unfair and sexist because it didn't take into account the views and experiences of women. Even if one follows the law, they may still be engaging in immoral behaviour, as Kohlberg argues, because laws and social norms are not perfect. This study makes it easier for future research in the field to look at how the ideas of people like Joao Freire and Carl Rogers can be used in AI systems.

It is an original research that derives inspiration from the cognitive moral development theory of American Professor named Lawrence Kohlberg. The authors present a fresh way of thinking about how to classify AI systems, which should make it easier to give robots cognitive morality.

The purpose of this study is to test two possible explanations for persistent income disparity between male and female self‐employed professionals. First, men are more likely than women to be motivated by the potential for high income to establish a professional practice. Second, men are more likely than women to adopt a thinking‐over‐feeling cognitive decision‐making style.

This study uses a gender role/career motivation model to develop a set of hypotheses that explain observed gender‐based income disparity among self‐employed professionals. Hypotheses were tested using multivariate regression analysis with data drawn from a large‐scale national survey of male and female veterinarians in private practice.

Male veterinarians showed less empathy toward their clients and were more likely to use a thinking‐over‐feeling decision‐making style than were female veterinarians. Also, practice income was greater for male veterinarians with high client empathy (CE) and feeling‐over‐thinking decision‐making style than for male veterinarians with low CE and thinking‐over‐feeling decision‐making style. However, there was no significant difference in practice income between female veterinarians with high CE and feeling‐over‐thinking decision‐making style and female veterinarians with low CE and thinking‐over‐feeling decision‐making style.

While this study was limited to American veterinarians, future research on income disparity should be expanded to include other self‐employed professionals and/or other national settings.

This study contributes to research on gender‐based income disparity among self‐employed professionals by examining underlying factors that potentially contribute to these differences such as motives for establishing the practice and the practice owner's decision‐making style.

The Lesley University PhD program in Educational Studies offers a new specialization in adult learning and development. This hybrid, interdisciplinary degree is geared toward mid-career professionals in higher education, community services, non-formal adult learning, and a number of other fields. Since 2008, the program has graduated 36 students whose dissertations have a strong focus on practitioner research. This case study covers the planning process of an interdisciplinary faculty team responding to the need for educators to teach and research adult learners. The guiding philosophy of adult learning and the delivery method of this competency-based curriculum are explained. Students present a research interest upon application and begin to develop a dissertation question in their first year. They attend a weeklong campus residency every semester where they work on competencies through workshops and lectures. This is followed by online course completion in dialogue with faculty mentors and peers. Students finish 45 credits before beginning the dissertation. The importance of a cohort learning community, advising as pedagogy, online support, library resources, qualifying examination, pilot study, and dissertation preparation are discussed. Data gathered from a current self-study highlight both the strengths and the challenges posed by this unique program.

Given the ways in which the research pressures on university staff are becoming seemingly ever greater, an issue of the European Journal of Marketing that is given over to a survey of the kinds of research initiatives which are currently being carried out is timely. The study which provides the basis for this was conducted between December 1994 and February 1995, with questionnaires being sent to staff in universities throughout Europe. At the time the final selection was made, a total of 150 responses had been received from 18 countries.

Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue.

This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship.

The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice.

Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.