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This paper aims to develop and psychometrically assess an individual’s perception of their work unit’s psychological sense of community (PSOCw) scale. This new scale is designed to capture the unique characteristics of a contemporary work unit that might include current practices such as hot-desking and workers located in physically separate locations.

This paper develops and then psychometrically accesses a new scale designed to better capture the psychological sense of community in a contemporary work unit.

The managerial implications for the PSOCw scale that is a psychometrically sound measure of work engagement, civility and collegiality in a work unit allow managers to audit a work unit based on these three dimensions and then take corrective actions to enhance the work unit’s sense of community.

The present study adapts previous work on PSOCw to a contemporary work environment where members of a work unit are often in physically separate locations and largely connect virtually.

This chapter discusses whether or not there is congruence between the assessment and pedagogical approaches used when teaching natural science and technology education in South Africa. According to the South African Department of Basic Education’s Curriculum and Assessment Policy Statement, student assessment is integral to the teaching and learning process. This chapter draws from a research project undertaken in a large province in South Africa. The main participants were grade 4 teachers who taught natural science and technology education, which is science education. Data collection was through semi-structured interviews conducted as well as classroom observations. Guiding the chapter were the following questions: (1) What are teachers’ common understanding and rationale for assessment? (2) What were the common assessment approaches in the observed classrooms and their alignment with pedagogical approaches used by the teachers? (3) How did teachers determine the assessment method that resonated with the used pedagogical approaches for their lessons? The analysis of data followed the iterative approach as suggested by Miles and Huberman (1994). This chapter reveals the lack of congruency between pedagogical and assessment approaches used in teaching, showing a clear lack of wholistic thinking about both teaching and learning process. What further emerged was that assessment was mainly utilised for compliance purposes and not to quality assure the teaching and learning of the students. Thus, the author argues that there is a need for congruence between pedagogical approaches and assessment methods in order to benefit teaching and learning processes. The author cautions that the danger of tick-box compliance without considering the lifelong implications on the students as programme beneficiaries. The author views the tendency to please authorities as nullifying the whole purpose of teaching and learning, which should benefit students by developing them to critical thinkers, problem solvers and productive future citizens of the country.

This paper asserts that sustainable tourism education is an issue of extreme importance, especially for young adolescents, ages 10 to 12. Despite little intersection between middle-school education and tourism education, these two fields can become natural allies. Today's preteens not only influence their parent's tourism choices but will shape tomorrow's tourism, both as tourists and as hosts. This study is addressing the following research questions: if transformational school trips with tourism sustainability education proposes improve or enhance students' confidence and initiative, and how middle school individuals can become familiar with responsible and sustainable tourism and act upon it. Thus, the conceptual framework offered in this article is intended to contribute to a more systematic, programmatic, theory-based approach to the study of education for sustainable tourism in middle schools, and that by empowering students through travel. Results suggest that empowering middle-school individuals is halfway to achieve tourism sustainability goals.

The purpose of this paper is to understand how leaders within a school district system understand their own and others' leadership positions from the perspectives of systems thinking and systems thinking skills.

The findings are based on interviews with superintendents, area managers (deputy superintendents), principals and first teachers in Sweden. Sets of systems thinking skills guide the analysis, specifically how various leadership positions are related (their structure and relationships), how leaders understand themselves in relation to the whole and the parts (mindset), what they think about how the organization is organized (content) and how they relate to the organization's history and future (behavior).

Leaders at all levels in the school organization have regular communications, but a wider systems thinking perspective is underdeveloped. The systems are hierarchical, with each level taking responsibility for its subsystem to such a high extent that it does not use or learn from other levels. We also found that change in the investigated schools is subtle, and in the schools, it did not seem important to understand change over time or the nature of important leverage points; the organizations' histories and futures were emphasized less than current issues and relations.

Increased knowledge on systems thinking skills can provide insights as to whether mindsets, content, structure and behavior are supporting each other or not. These perspectives can help actors on all levels to learn together.

In addition to the study outcomes, this paper offers a unique approach for studying the leadership positions of the governance chain and their impact on an organization's work and results. It obtains a broader picture of school districts' systems when various members of the governing chain express how they understand their organizations, in relation to systems thinking.

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration.

Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.

Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students’ systems thinking and leadership competencies.

We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need.

The purpose of this paper is to critically review the relevant literature on transparency, provide a comprehensive definition of transparency, and present a new framework for facilitating the adoption of transparency as an ethical cornerstone and pragmatic strategy for organizational responsible business management.

A systematic literature review – a methodology adopted from medical sciences to eliminate research bias – was conducted. In doing so, the definitions, antecedents, and consequences of transparency are accessed and synthesized.

Based upon this process transparency is defined as the extent to which a stakeholder perceives an organization provides learning opportunities about itself. A conceptual framework emerged from the data. It describes when transparency is especially important, what organizations can do to be more transparent, and the potential benefits of transparency.

The transparency framework can be used as a guide for organizations attempting to change their behavior, image, and performance by adopting transparency as a value in their organization. In addition, the framework can be used to create and adopt a universal (i.e. industry-wide or even societal-wide) code of conduct. Furthermore, this review, definition, and framework provide a template for academics to advance transparency theory, and empirically test the construct’s application.

As a new research field, transparency has lacked a concise definition as well as a conceptual framework. This is the first comprehensive summary of transparency. In addition, this study contributes to the methodology of evaluating construct definitions to advance empirical research.

The purpose of this work is (1) to supply a framework of actors in sport sponsorship and articulate the service relationships that support these partnerships and (2) to propose research questions in this space that are unaddressed and forward-looking.

Sponsorship is part of a complex network of actors and service relationships found in sport. The sports team, activity, or event is a sport property, often with long-term and dynamic service relationships. The authors consider how a sponsor's relationship with the sport property intersects with organizing bodies, venues, communities and society. The authors identify clusters of actors that interact with and influence other clusters (e.g. governing bodies, media, host community and venue/teams/fans) within an ecosystem, paying special attention to aspects of co-creation and co-destruction and the feedback loops that cause them.

Through this analysis, the authors identify areas of needed research at the intersection of sport sponsorship and service. The model synthesizes the literature from service-dominant logic, sports, sponsorship, systems thinking and co-creation/co-destruction research areas. Using the model and relevant cases, the authors can better understand the complexities of sport service relationships and advance research at the intersection of sport sponsorship and service.

This is the first sport sponsorship service ecosystem model. It is also the first integration of systems thinking with constructs in sport sponsorship and services.

This study aims to yield significant insight into decentralized Disaster Governance (DG), explaining the passage from selecting actors and defining actions to determining outcomes in a decentralized process.

We adopt the systems thinking approach to investigate the reconstruction program after the 2003 Bam earthquake in Iran. In-depth interviews are our main source of data that are carefully triangulated with findings from the review of documents and our direct observations.

We detected many shortcomings in this program, among which incomplete decentralization is highly prominent. In the Bam recovery program, tasks were delegated to varied actors based on their capacities without considering potential conflicts of interests and their unbalanced authority to serve their benefits. Meanwhile, the impact of the country's unstable political climate on restricting or liberating actors' influence on the recovery program was overlooked. These split relationships between DG components finally obstructed decentralization by intensifying conflicts of interest, which eventually compromised recovery objectives.

The results reveal the importance of adopting mechanisms to ensure monitoring systems' and governments' neutrality and limit any political influence over the outcomes.

DG concept is relatively new in disaster literature and despite its advancement in the last two decades, many studies still contribute to the epistemology of DG and its assessment methodology. However, the relationship between DG's components remains still obscure. This study tries to bridge this gap and make the concept more practical.

The purpose of this paper is to provide a framework for guiding social innovation in service (SIS), defined as the creation of novel, scalable and sustainable market based service offerings that solve systemic societal problems.

This research provides a review and synthesis of transdisciplinary literatures to establish a basis for the conceptual framework proposed for SIS.

It is argued that the primary unit of an SIS is the service firm and that there are micro-, meso-, and macro-level actors and enablers in the ecosystem that can help bring about SIS. Examples from the hospitality and tourism industry are used to demonstrate key points.

Benefits of an SIS to companies include growth through new markets and innovative value offerings, sustainable supply chains in production, building consumer value and trust in the company/brand, attracting and retaining talent and being proactive in including social and environmental measures of success in customer metrics and company financial reporting.

This paper contributes to the social innovation and service literature by: offering a new, scientifically supported view of an SIS; providing managers with a framework to guide social innovation within their service firm and for the benefit of their company and its stakeholders; and directing service scholars to research issues necessary to advance SIS.