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The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.

The development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.

The instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.

TANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.

Several existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.

Students will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.

This research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.

Using Schein’s Descriptive Index (SDI), this paper aims to first examine gender role stereotypes and requisite managerial characteristics among Irish business students over a 10-year period. Then, the paper investigates whether there have been changes in gender role stereotypes during this period and subsequently unpack the reasons behind any changes recorded.

In total, 1,124 students from the same business student population rated men, women and managers in general, using SDI. Data was collected first during the academic year 2008–2009 and again in 2018–2019 to determine stability or change in gender role stereotypes and requisite managerial characteristics. Intraclass correlation coefficients scores were computed to determine the relationship between gender and requisite managerial characteristics and identify differences and similarities between the two samples. To explore the content of gender stereotypes, an examination of the specific descriptive items was conducted by performing a factorial analysis using Duncan’s Multiple Range Test. Finally, the authors adapted the scales developed by Duehr and Bono (2006) to determine whether broad gender stereotypic characteristics with respect to communal and agentic, attributed to men, women and managers, differ by sample.

The overall findings indicate changes in the extent of gender role stereotyping of the managerial role among the male cohorts studied. The subsequent analysis of the descriptive items identified that the change among the male cohort is due to the levels of agency they perceive women to now possess.

The authors contribute to the literature on both gendered and managerial stereotypes by showing changes in the pro-male stereotype of the managerial role and contribute to the existing debate on a shift towards a more androgynous view of leadership.

These findings help understand the content of gender role stereotypes that recent graduates bring with them to their first job post-graduation. The observed changes in the level of agency ascribed to women by their male counterparts could prove to be an important step forward for women’s advancement to managerial positions.

The findings indicate that both male and female cohorts in Sample 2 perceived men and women in general to possess the same levels of communal and agentic traits as their managerial counterparts.

School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.

This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.

The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.

To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.

This study investigated the attitudes and concerns of Saudi higher educational institution (HEI) academics about privacy and security in online teaching during the COVID-19 pandemic.

Online Questionnaire questionnaire was designed to explore Saudi HEI academic’s attitudes and concerns about privacy and security issues in online teaching. The questionnaire asked about attitudes and concerns held before the pandemic and since the pandemic. The questionnaire included four sections. At the beginning of the questionnaire, participants were asked what the phrase “online privacy and security” meant to them, to gain an initial understanding of what it meant to academics. A definition for what we intended for the survey was then provided: “that a person’s data, including their identity, is not accessible to anyone other than themselves and others whom they have authorised and that their computing devices work properly and are free from unauthorised interference” (based on my reading of a range of sources, e.g. Schatz et al., 2017; Steinberg, 2019; NCS; Windley, 2005). This was to ensure that participants did understand what I was asking about in subsequent sections.

This study investigated the attitudes and concerns of Saudi HEI academics about privacy and security in online teaching during the COVID-19 pandemic. The findings provide several key insights: Key aspects of online privacy and security for Saudi HEI academics: Saudi HEI academic’s notion of online privacy and security is about the protection of personal data, preventing unauthorized access to data and ensuring the confidentiality and integrity of data. This underscores the significance of robust measures to safeguard sensitive information in online teaching, but also the need to make academics aware of the other aspects of online privacy and security. Potential to improve policies and training about online privacy and security in Saudi HEIs: Although many participants were aware of the online privacy and security policies of their HEI, only a small percentage had received training in this area. Thus, there is a need to improve the development and dissemination of policies and to provide academics with appropriate training in this area and encourage them to take available training. Use of videoconferencing and chat technologies and cultural sensitivities: The study highlighted moderate levels of concern among Saudi HEI academics regarding the use of videoconferencing and online chat technologies, and their concerns about cultural factors around the use of these technologies. This emphasizes the need for online teaching and the growing use of technologies in such teaching to respect cultural norms and preferences, highlighting the importance of fostering a culturally sensitive approach to technology deployment and use. Surprising low webcam use: An unexpected finding is the low use of webcams by both academics and students during online teaching sessions, prompting a need for a deeper understanding of the dynamics surrounding webcam engagement in such sessions. This calls for a reevaluation of the effectiveness of webcam use in the teaching process and underscores the importance of exploring methods for enhancing engagement and interaction in online teaching. In summary, this paper investigated the attitudes and concerns about privacy and security in the online teaching of Saudi HEI academics during the coronavirus pandemic. The study reveals areas where further research and policy development can enhance the online teaching experience. As the education landscape continues to evolve, institutions must remain proactive in addressing the concerns of their academics while fostering a culturally sensitive approach to technology deployment.

One limitation of this study is the relatively small qualitative data sample, despite the adequate size of the sample including 36 academics from various Saudi Arabian HEIs for quantitative analysis. It was necessary to make the most of the open-ended questions optional – participants did not have to answer about concerns if they did not want to, as we did not want to make the questionnaire too long and onerous to complete. Consequently, the number of academics responding to the open-ended questions was limited, emphasizing the need for additional data and alternative research methods to further these issues. The study was focused on investigating the concerns of HEI Saudi academics, recognizing that the attitudes and concerns of academics in other countries may differ. Furthermore, the research also includes an exploration of the changes in academic attitudes and concerns before and since the COVID-19 pandemic, which will be the subject of further data analysis.

This research delves into Saudi HEI academics' perceptions and concerns regarding privacy and security in online education during the COVID-19 Pandemic. Notably, it highlights the moderate priority placed on online privacy and security, the unexpectedly low usage of webcams and the potential for enhancing policies and training. The study emphasizes the necessity for comprehensive measures to protect sensitive data and the importance of tailored policies for educators. It also underscores the need for a more nuanced understanding of webcam usage dynamics, offering valuable insights for institutions aiming to improve online education and address educators' concerns amidst evolving educational landscapes.

The study aimed at identifying the degree of professional competence of faculty members from the students’ perspective at Kuwait and Palestine Technical University Kadoorie, and identifying the effect of the variables of gender and academic year.

The researchers developed a 24-item questionnaire and administered it to 115 students each from Kuwait (male: 57, female: 58) and Palestine Technical University Kadoorie (male: 21, female: 94). The study used a descriptive approach to analyze the collected data.

According to the students' perspective, the average professional competence of faculty members at Kuwait University is 2.74 for the teaching competencies, 2.29 for the technology competencies, 2.65 for the evaluation competencies and 2.71 for the human competencies. Similarly, at Palestine Technical University Kadoorie, the mean of the professional competencies of faculty members from the students' perspective is 2.31 for the teaching competencies, 1.96 for the technology competencies, 2.24 for the evaluation competencies and 2.34 for the human competencies. There were significant differences in the degree of professional competence at Kuwait and Palestine Technical University Kadoorie due to the gender of all domains in favor of females. There were significant differences in the degree of professional competence in Kuwait due to the academic year of the technology domain between the first year and second year, in favor of the second year. There were significant differences due to the variable of the academic year of the human domain between the first year and the third year, in favor of the third year. There were significant differences in the degree of professional competence at Palestine Technical University Kadoorie due to the academic year of the technology domain (second, third, fourth year and more) and second year, in favor of (the second year). There were significant differences due to the academic year of the human domain between the first and second year, in favor of second year.

The authors hope that their findings will inspire further research in this area and help universities to better support their faculty members and improve student outcomes.

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.

A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.

The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.

This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

Although significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.

This study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.

Mixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.

This study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.

This study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

Business intelligence (BI) is a combination of computer systems and managerial processes to support decision-making. The balanced scorecard is a kind of business intelligence tool for performance measurement and management control aimed at balancing financial and non-financial as well as short- and long-term measures. The sustainable balanced scorecard is a modification of the original balanced scorecard developed to expressly consider governance, social, environmental and ethical issues, and therefore to allow sustainability concepts to be included within the strategy and the management of the organization. However, although the sustainable balanced scorecard is one of the most suitable tools for integrating sustainability within management, there are few examples of how to develop and implement it which can be used as reference models. To help solve this problem, this paper proposes a methodology for the development of a sustainable balanced scorecard, considering different phases such as planification, analysis, design or computer tool implementation, and describes the findings of three case studies.

The research was conducted using the qualitative multiple-case study method. This made it possible to establish the methodological issues regarding the performance and reporting of this study. Therefore, the research method for the conceptualization and execution of the case studies was divided into seven phases: definition of research goals and questions; proposed theoretical model; identification of units of analysis; case selection; definition of research methods and resources; fieldwork; data collection, classification of information and triangulation; formulation of the enhanced theory, model or methodology; and verification of the rigour and quality of the study.

Paper shows a methodology organized in phases, activities and tasks that allow a sustainable balanced scorecard to be planned, designed, built, computerized and controlled in order to integrate sustainability within the management systems of organizations.

This study contributes to the currently emerging sustainable balanced scorecard literature and practice and, more generally, to research on sustainability measurement and management. The methodology for sustainable balanced scorecard development and implementation showed in this paper contributes to the management and information systems theory because it makes it possible to overcome the shortcomings identified to date: it considers all the sustainability dimensions; it describes all the project life-cycle activities; it encourages stakeholders' participation; and it has been proved to work in real situations.

The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work).

Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque).

After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation.

This is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research.