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Like most in education, I rarely take the opportunity to question and slow down enough to reflect on ideas and intentionally notice the subtle shifts in my thoughts. Life is hurried, and finding quiet reflective moments is difficult but not impossible. Encouraged to confront experiences of excessive entitlement in relation to the social, cultural, and political world, I learned that as with much in life there is a give and take, a negotiation of sorts, which if allowed leads to understanding. The interconnectedness of practitioners' varying experiences with administrators and educational policies raises the question of who affects whom and causes me to reflect on my research questions: 1. What is my relationship with excessive teacher entitlement? 2. Am I implicit in its production? If so, how and why?

In this chapter, I reflect on my cognitive and emotional relationship with excessive entitlement as an embodied experience through autoethnography methodology and phenomenology. By troubling or worrying the notion of excessive entitlement, I confront my beliefs through conversations with student teachers and veteran teachers, examining the interconnectedness of how people are implicit in its production. As a researcher and participant, the theoretical underpinnings of phenomenology allow me to orient myself to my lived experiences as an art teacher, teacher leader, and faculty member and leader at a private university. Pulling from journal entries, emails, written “ponderings,” noted conversations, and memory, data support the notion that excessive entitlement occurs at all levels in education, and awareness is the first step toward understanding.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Guided by the conservation of resources theory, this study aims to present a comprehensive framework examining leadership, Guanxi, work-family conflict and work engagement. It specifically explores how group-level transformational leadership influences individual-level Guanxi and work-family conflict and how these factors, in turn, impact work engagement.

The study surveyed 473 teachers in the Klang Valley, Malaysia, and used hierarchical linear modelling.

The results reveal that transformational leadership directly enhances non-work relationships, reduces work-family conflict and indirectly predicts increased work engagement. This indirect influence occurs through the mediation of Guanxi and the work-family conflict. Notably, while stronger Guanxi is associated with greater work engagement in the professional sphere, it does not necessarily mitigate the work-family conflict in the personal domain.

These findings provide valuable insights into maintaining and enhancing work engagement by implementing transformational leadership through more effective channels, such as Guanxi and work-family conflict management.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

Only a small number of studies have analysed the sustainability of the socio-cultural impacts of volunteer tourism (VT). Existing research tends to focus on volunteers, the host communities and organisations, while the interconnectedness between theories (of capitals) and concepts (i.e. empowerment and sustainability) have received minimal attention. Sustainability is considered both an effect of empowerment and a means for achieving it. Drawing on the perspectives and theoretical concepts related to multiple forms of capital, this paper aims to take an interpretive stance to examine socio-cultural impacts.

This research draws on 37 semi-structured interviews conducted with stakeholders on the perceived socio-cultural impacts of VT on two farm communities in Vietnam. A qualitative thematic coding analysis was used to identify themes that explain the perceptions of the stakeholders within the host communities.

The findings of this study were divided into the nine themes of educational effects, job opportunities, cultural exchanges, relationships, health, awareness of environmental conservation, physical changes, promoting local products and tourism and community resource development. The research provides additional insights into the interconnectedness between different types of capital, empowerment and sustainability of socio-cultural impacts.

VT organisations should provide more opportunities for local residents to become involved in decision-making regarding volunteer activities and to share their voices and concerns about how the VT programmes are set up. The government could provide support services or training and skills to locals after the volunteers leave, which would be significant in developing and maintaining the sustainability of impacts on host communities.

This research creates a model for connecting capital to sustainability and empowerment to study the socio-cultural impacts of VT.

只有少数研究分析了志愿旅游（VT）社会文化影响的可持续性。现有的研究往往集中在志工、所在社区和组织上, 而理论（资本）和概念（即赋权、永续性）之间的相互联系很少受到关注。永续发展既被认为是赋权的效益, 也是实现赋权的一种手段。研究借鉴与多种资本形式相关的观点和理论概念, 并采取说明式立场来检视社会文化影响。

本研究借鉴了与利害关系人进行的 37份半结构化访谈, 了解 VT 对越南两个农场社区的社会文化影响。使用定性主题编码分析来确定能够解释主办社区内利害关系人看法的主题.

结果分为教育效果、就业机会、文化交流、人际关系、健康、环境保护意识、身体变化、推广当地产品和旅游业以及社区资源开发九个主题。该研究为不同类型的资本、赋权和社会文化影响的可持续性之间的相互联系提供了更多见解。

旅游志工组织应为当地居民提供更多机会参与志工活动的决策, 并分享他们对VT计画如何设立的意见与担忧。政府可以在志工离开后向当地人提供支持服务或培训和技能, 这对于发展和维持对东道社区影响的可持续性具有重要意义。

这项研究创建了一个将首都与永续发展和赋权联系起来的模型, 以研究 VT 的社会文化影响。

Sólo un pequeño número de estudios han analizado la sostenibilidad de los impactos socioculturales del turismo de voluntariado (VT). Las investigaciones existentes tienden a centrarse en los voluntarios, las comunidades de acogida y las organizaciones, mientras que la interconexión entre las teorías (de los capitales) y los conceptos (es decir, empoderamiento, sostenibilidad) han recibido una atención mínima. La sostenibilidad se considera tanto un efecto del empoderamiento como un medio para lograrlo. Basándose en las perspectivas y conceptos teóricos relacionados con múltiples formas de capital, la investigación adopta una postura interpretativa para examinar los impactos socioculturales.

Esta investigación se basa en 37 entrevistas semiestructuradas realizadas con partes interesadas sobre los impactos socioculturales percibidos de VT en dos comunidades agrícolas en Vietnam. Se utilizó un análisis de codificación temática cualitativa para identificar temas que explican las percepciones de las partes interesadas dentro de las comunidades anfitrionas.

Los hallazgos de este estudio se dividieron en nueve temas de efectos educativos, oportunidades laborales, intercambios culturales, relaciones, salud, conciencia de la conservación ambiental, cambios físicos, promoción de productos locales y turismo, y desarrollo de recursos comunitarios. La investigación proporciona información adicional sobre la interconexión entre diferentes tipos de capital, el empoderamiento y la sostenibilidad de los impactos socioculturales.

Las organizaciones de turismo de voluntariado deberían brindar más oportunidades para que los residentes locales se involucren en la toma de decisiones relativas a las actividades de voluntariado y compartan sus voces e inquietudes sobre cómo se establecen los programas de VT. El gobierno podría brindar servicios de apoyo o capacitación y habilidades a los locales después de que los voluntarios se vayan, lo que sería importante para desarrollar y mantener la sostenibilidad de los impactos en las comunidades anfitrionas.

Esta investigación crea un modelo para conectar las capitales con la sostenibilidad y el empoderamiento con el fin de estudiar los impactos socioculturales de VT.

Practitioner architects who teach design move between their professional practice and teaching, and these different work contexts and cultures shape their identity. When teaching, they need to self-regulate in order to perform independently and develop their teaching. This paper discusses what practitioner architects who teach design say they do in design studios, their conceptions about roles in design studios, how they develop their ability for evaluative judgement and shape their identity.

This study employs case study methodology. It relies on data collected via semi-structured interviews and focus group discussions. The audio recordings were transcribed and analysed by identifying persistent words, phrases and ideas that were grouped into themes. Each “idea” is drawn from terms used by participants (e.g. characterising aspects of their practices) and researchers’ interpretations and/or based on existing ideas (e.g. found in the literature). The “theory of practice architectures” is employed as a framework of analysis to investigate what professional architects who teach design say they do in studios and their conceptions of their roles, design teaching and development of teaching expertise.

Findings show that practitioner architects who teach design employ evaluative judgement to provide constructive feedback to students and monitor the quality of their own projects. They also use evaluative judgement to assess the quality of their own teaching and hence self-regulate their professional development as design educators. Participants do not identify as teachers; rather their identity is firmly rooted in professional practice.

The study focuses on practitioner architects who teach design and explores how they develop their ability for evaluative judgement and shape their identity through the lens of “theory of practice architectures” which offered a comprehensive view of practices as encompassing conceptions, intentions, actions and outcomes.

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

High-stakes decision-makers, including human resource (HR) professionals, often exhibit accent biases against second language speakers in professional evaluations. We extend this work by investigating how HR students evaluate simulated job interview performances in English by first and second language speakers of English.

Eighty HR students from Calgary and Montreal evaluated the employability of first language (L1) Arabic, English, and Tagalog candidates applying for two positions (nurse, teacher) at four points in the interview (after reading the applicant’s resume, hearing their self-introduction, and listening to each of two responses to interview questions). Candidates’ responses additionally varied in the extent to which they meaningfully answered the interview questions.

Students from both cities provided similar evaluations, employability ratings were similar for both advertised positions, and high-quality responses elicited consistently high ratings while evaluations for low-quality responses declined over time. All speakers were evaluated similarly based on their resumes and self-introductions, regardless of their language background. However, evaluations diverged for interview responses, where L1 Arabic and Tagalog speakers were considered more employable than L1 English speakers. Importantly, students’ preference for L1 Arabic and Tagalog candidates over L1 English candidates was magnified when those candidates provided low-quality interview responses.

Results suggest that even in the absence of dedicated equity, diversity, and inclusion (EDI) training focusing on language and accent bias, HR students may be aware of second language speakers’ potential disadvantages in the workplace, rewarding them in the current evaluations. Findings also highlight the potential influence of contextual factors on HR students’ decision-making.

In today’s competitive environment, understanding employee well-being and work engagement (WE) is crucial. This study explores the relationship between values, well-being and WE within positive organizational behavior (POB). The research aims to provide insights for promoting employee well-being and enhancing WE.

Using a cross-sectional approach, three hundred and seventy-two teachers from higher education institutes in India participated by completing questionnaires. Covariance-based structural equation modeling (CB-SEM) was employed to examine the mediation effect.

Human values i.e. benevolence (BE) and universalism (UN) significantly impacted teachers' WE. These relationships were mediated by positive emotions (PE), negative emotions (NE) and satisfaction with life (SWL). Interestingly, UN exhibited a positive relationship with PE and SWL and a negative relationship with NE. These findings contradict existing theories and may be attributed to India’s cultural aspects, particularly the concept of karma orientation.

The quantitative results obtained through CB-SEM could be complemented by future qualitative studies. Employing longitudinal research might yield different results. Generalizing the findings to other populations requires caution.

Institutions should prioritize human values in teacher recruitment and development to improve engagement. Promoting PE, managing NE and enhancing SWL can boost WE. Future research should explore mediation with other variables and use longitudinal studies to understand cultural impact and intervention strategies.

The study contributes to knowledge on WE within positive organizational behavior by examining BE and UN. Additionally, exploring the mediating effect of PE, NE and SWL adds further value.

At the end of this case discussion, the students should be able to analyze the challenges of Strategic Talent Management in the expansion phase of a tech startup; analyze the strategic elements of “Recruiting ahead of the curve”; interpret the application of different employment nodes in creating a differentiated human resource architecture, particularly in the context of an ed-tech startup; recommend Talent Management interventions for Edtech startups.

The protagonist in the case Mr. Rohit Manglik started his EdTech startup EduGorilla in year 2020 in the state of Uttar Pradesh in India. His passion for transforming test preparation assistance for competitive examinations coupled with innovative AI and ML-driven testing portals has led to tremendous growth. He has received several rounds of funding, and the investor community is now expecting robust growth and returns. Manglik is now expanding in other states and has already started expanding in the Middle East to attain his ambitious growth targets. His current organization design, structure and talent management approach have worked so far, and he has managed to retain a productive workforce. To cater to its fast-growing client, base the company followed a novice hiring strategy where Manglik decided to overstaff his recruitment team to overcome the challenge of manpower deficit. He has been on a hiring spree primarily driven by anticipated projections. The operations team was hired primarily from the Tier II cities of Uttar Pradesh, which allowed him to balance cost and demand effectively. Manglik planned to expand into Tier-1 cities in India & Middle Eastern countries, but he wondered if his over-hiring approach to the recruitment team a tactic or a long-term strategy. The case will explore the talent management issues in the expansion phase of startups, particularly in the context of emerging markets. Will talent management and HR strategies have to be adapted in the context of different economies of emerging markets? The case explores the talent management strategies of an Edtech startup that is growing tremendously in an emerging market context. Hence, the case will augment the understanding of talent management approaches in a startup.

Postgraduate business management students enrolled in SHRM & Talent Management courses. Prior knowledge of the basic concepts of human resources is required for analyzing the case. The case can also be used in Management Development Programs for senior HR professionals and HR consultants.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.