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Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.

The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.

This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

Today’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.

Data were collected by surveying a sample of 226 subject coordinators from different elementary schools randomly chosen in Israel. Subject coordinators completed questionnaires on their PST competencies, their principals’ IL, job satisfaction and organizational commitment. Structural equation modeling was used to test the research hypotheses.

The results confirmed the main hypotheses: PST did facilitate subject coordinators’ organizational commitment and job satisfaction. Findings also showed that PST mediated the relationship between IL and subject coordinators’ organizational commitment and job satisfaction.

By integrating research from both educational and non-educational literature, this study contributes to deepen our understanding regarding the antecedents and consequences of the PST as perceived by their subject coordinators, providing a broader leadership framework on their functions in today’s complex school systems.

Universities’ unique position within society means they have an important role to contribute to sustainability and to help achieve the sustainable development goals (SDGs), which are one of the most widely recognised articulations of sustainability. This study aims to look at the integration of the SDGs in education, specifically, in the Bachelor of Design (B-DES) “pathways” at the University of Melbourne, Australia.

Interviews with pathway coordinators and a survey of all 45 core subjects were used to understand the current degree of integration and the benefits, constraints and opportunities of deeper integration.

Sustainability is deeply incorporated into B-DES curricula, but the SDGs are not. Most teachers, but particularly pathway coordinators, see value in deeper incorporation. Issues that constrain this include some students’ fatigue with the idea of “sustainability”, a crowded curriculum and some teachers’ scepticism, even disdain for the SDGs, which they see as contradictory, too broad or overly political.

This study sheds light on the extent of integration and reveals several possible pedagogical approaches: analysing what industries need to do to make a proportionate contribution to achieving the SDGs, critical review of industries’ use of and alignment with the SDGs, comparing and contrasting the SDGs with disciplines’ theoretical frameworks and critiquing the SDGs’ ambition with reference to the capabilities and technologies of a discipline. Provided they are done with due consideration of the SDGs’ limitations, these methods of integration have the potential to better prepare students as global citizens and for international employment.

Post-pandemic education will be impacted by spatial and technological shockwaves, alongside other areas of society. Significant expansion of online learning will build on skills developed by educators and students in this tumultuous time, and in response to emerging challenges and structural transformations. This paper explores an oft-overlooked skill that underpins contemporary teaching, and posits that “coordination” will find its way to the centre of this new online world. The paper presents research investigating the translation of tactics for good subject coordination to an online context.

The authors reviewed academic literature that explored coordination in higher education settings, and recent grey literature identifying expected changes to post-pandemic university learning. The authors developed a survey instrument to investigate the translation of previously identified characteristics of good coordination, and tactics to achieve them, into the pandemic-driven online learning environment. Survey analysis explored the level of difficulty reported by subject coordinators for this translation online, as well as their suggestions of additional tactics or concerns.

While the low number of respondents limits these conclusions, initial analysis suggests that the identified Tactics for Coordination can be applied with relative ease to online learning environments. At the same time, the expected burgeoning of online education identified an expected increase in demand for these skills.

The authors identified a lack of literature addressing subject coordination as a key skill, or evaluating coordination tactics, as well as a lack of resources for focused skill development. This paper addresses this gap, and prompts further and urgent response.

The purpose of this paper is to determine the impact of organizational forgetting on knowledge‐intensive firms and the circumstances in which the loss of distinctive knowledge takes place.

The empirical research in this paper consists of a qualitative proposal based on two case studies in higher education involving situations of organizational forgetting.

A framework for conceptualizing organizational forgetting. Moreover, the results of the case study analysis include a categorization of organizational forgetting and a set of propositions about their causes.

Scientific research on knowledge management has focused on the processes of knowledge creation, use and transfer, but has devoted little attention to the processes of knowledge degradation and destruction.

The aim of this paper is to bring together for the first time three studies of middle‐level leaders in secondary schools in Victoria, Australia. The studies span more than a decade and allow consideration of the progress in developing middle‐level leadership roles.

All studies followed a consistent approach using multiple perspective interviews of middle‐level curriculum and subject leadership in government and Catholic secondary schools in Melbourne, Victoria, Australia. Principals, senior leaders, middle‐level leaders and teachers were interviewed to gain their perceptions on middle‐level leadership. Interviews were supplemented with school document analysis.

The work of middle‐level leaders is heavily dependent on how their roles are constructed and the capacities, abilities and attitudes of the leaders. Some are expected to be leaders that influence teaching and learning, and they may be developed and supported to do so. Too often, however, teachers in these key roles have few expectations or opportunities to exercise leadership. Whilst many have the capacity to be leaders of teaching and learning, others are not sure about their ability to influence teaching and learning. Suggestions are made for how leadership might be structured in schools to emphasise the importance of middle‐level leaders, and how these leaders can be better prepared and supported.

Observational studies, studies of primary school contexts and cross‐country comparisons would extend this research.

Middle‐level school leaders need to be seen as key personnel in improving teaching and learning, school structures need to reflect this, and developing leadership capacity needs to be prioritised.

This paper highlights continuing issues with how the work of middle‐level school leaders is conceptualised and supported, and makes suggestions for leadership structure and the preparation and development of school leaders.

The major objective of this paper is to develop holistic e‐content for postgraduate students for library and information science with an aim to benefit the learners about and beyond a syllabus. The objectives of the initiative are: develop e‐content in library and information science subject at postgraduate level drawing expertise from subject experts in colleges, universities and R and D libraries; impart training to subject experts in the process of e‐content creation; make e‐content available to students and peers using different delivery modes to impart formal and informal education and for supplementing and complementing the process of teaching and learning; and promote usage of e‐content amongst students and peers and teachers in library and information science.

Moodle software (www.moodle.org) and GSDL (www.greenstone.org) were downloaded and installed. Moodle was used as front end layer and GSDL was in back end layer as a backend repository system. The front end layer consists of Moodle as an application system and Mysql as a storage RDBMS system, and the business layer deals with managing access restriction, online socialization, knowledge construction/organization, and development. Various committees were formed for paper coordinators, content writers, content reviewers and language editors.

It has been observed that the converged framework would facilitate converged and improved global standards in the field of academics with LIS education being no exception. Thus, on the basis of the critical evaluation of the currently available online LIS courses offered by different universities and institutes, a framework has been proposed for possible use to develop an online LIS course in Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur.

This is a conceptual model to develop the e‐learning environment in a Department of Library and Information Science. This study will be helpful to all who want to develop and implement e‐learning courses in LIS.

Practically it is possible to develop the e‐learning model for DLISc, RTM Nagpur University, Nagpur by integrating the two open source softwares (i.e. Moodle and GSDL).

If the model were developed and used with a proper planning and execution stage, it would definitely be helpful for the learning purposes of the students as well as for the faculty members.

This is a conceptual model that could be applied to any university LIS department.

This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the leader‐plus aspect of a distributed perspective, which it aims to investigate.

The paper examines the entailments of the distributed perspective for collecting and analyzing data on school leadership and management. It considers four different operationalizations of the leader‐plus aspect of the distributed perspective and examines the results obtained from these different operationalizations. The research reported in this paper is part of a larger study, an efficacy trial of a professional development program intended to prepare principals to improve their practice. The study involved a mixed method design. For the purpose of this paper a combination of qualitative and quantitative data, including an experience sampling method (ESM) principal log, a principal questionnaire (PQ), and a school staff questionnaire (SSQ) was used.

While acknowledging broad similarities among the various approaches, the different approaches also surfaced some divergence that has implications for thinking about the epistemological and methodological challenges in measuring leadership from a distributed perspective. Approaches that focus on the lived organization as distinct from the designed organization, for example, unearth the role of individuals with no formal leadership designations in leading and managing the school.

Limited by the data set, the paper focuses on only four operationalizations of the leader plus aspect of the distributed perspective rather than taking a more comprehensive look at how the leader plus aspect might be operationalized.

The primary value of this paper is that it will prompt scholars to think about the entailments of different ways of operationalizing the leader plus aspect when using a distributed perspective.

In Australia, the public sector represents a significant component of the Australian economy and is a major employer across all states and territories. A constant stream of public sector management reforms has occurred over the last decade. These reforms include accrual accounting and budgeting, whole of government reporting, privatisation and contracting out to name a few. This would suggest that accounting graduates applying for positions at government agencies would benefit from some knowledge of these significant reforms. This paper aims to examine the perceptions of accounting academics as to barriers to public sector accounting (PSA) education in Australia and identify strategies for making the accounting curriculum more public sector inclusive.

Two data collection methods were employed in order to attain a comprehensive picture of the state of PSA education in Australia. Telephone interviews were undertaken with accounting academics across a carefully selected range of universities. This selection ensured representation across the core accounting units to gain an indication of the extent of public sector coverage in the core accounting subjects. In‐depth face‐to‐face interviews were then conducted at five universities across five states of Australia to probe further issues that emanated from the telephone interviews.

The findings suggest that in general, there is very limited teaching of PSA in Australian universities' accounting degree programs. Of the universities studied where issues regarding the public sector are emphasised, this is mainly due to a few academics who have a research interest in the public sector and so extend this interest into their teaching and the curriculum.

There are a number of strategies identified to achieve greater coverage of PSA in the curriculum. However, the findings suggest that unless the professional accounting bodies require PSA to be included in courses as part of the accreditation process, then it will be difficult to achieve significant improvement in the nature and extent of public sector exposure. Most interviewees argued that a key factor in increasing public sector coverage would be ensuring that the textbook writers for the core accounting units included more PSA examples.

The public sector in general, and PSA education is a neglected area of research. This study is significant as it highlights that although major public sector reforms have occurred in Australia and worldwide, this has had little impact on the accounting curriculum taught to students.

The study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they practice leadership scenarios through active participation in a professional learning process of role-play simulation, using a social-ecological approach.

Thirty middle-level leaders from different Israeli high schools and districts participated in the study during an M.A. course in an educational leadership program. The authors used qualitative analysis to examine role-play simulations of leadership scenarios based on group debriefings. This content analysis was conducted within a two-dimensional theoretical framework composed of leadership style theory and a social-ecological model.

The study findings address four main leadership styles: authentic, transformational, participative and transactional. Regarding their appearance within different social-ecological layers, the interpersonal layer was the most salient one with a prominent appearance of transformational and authentic leadership styles. On the organizational and communal layers, authentic leadership was more prominent. The study findings demonstrate multidimensionality in both the leadership styles and social-ecological layers, as different styles appeared in different layers concurrently.

The findings may help articulate the nature and characteristics of middle-level school leadership. They may also provide relevant theoretical content and instructional strategy to develop simulation-based preparation programs for middle-level leaders.

The study findings highlight unique leadership characteristics of middle-level school leaders and suggest a contextual perception of their leadership styles within a social-ecological framework.