Search results

In the early 1900s, Alfred Whitehead argued that the goals of educational reform would be met if knowledge were made functional rather than simply rearranging or privileging different forms of “inert” conceptual knowledge. And for knowledge to become functional it must be “conditionalized.” Decision-based learning (DBL) is different because it explicitly conditionalizes learning and makes knowledge functional. Moreover, DBL fits within an overall developmental progression of expertise and fills a gap often overlooked by formal education. Considerations for designing and implementing DBL are outlined.

This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.

This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.

This analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.

This study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.

As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.

This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.

The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

This study aims to use institutional and upper echelons theories to comprehensively investigate the intricate interplay between TMT legal expertise and firms' adaptive strategies in legal contexts, notably within emerging economies. It explores how upper echelons experiences shape opportunistic compliance strategies, impacting value and risk perceptions. Drawing on upper echelons theory, the research probes how TMT legal expertise molds firms’ involvement in significant lawsuits, accounting for influential roles. It scrutinizes TMT’s impact on legal strategies, positing that managerial discretion emerges from environmental factors, organizational attributes and executive traits. The study underscores TMT’s internal incentives and external factors’ interplay, molding strategic legal engagement.

To validate this framework, statistical analysis is performed on data from 2,584 Chinese-listed firms. The data set spans 2010–2015, with 5,713 material lawsuits. Chosen due to reliable institutional-level incentives data from the China Market Index Database, years 2016–2019 are excluded for methodological disparities. Moreover, 2007–2009 is omitted to mitigate the potential financial crisis impact. This study’s 11,272 observations ensure robust empirical exploration, offering insights into the interplay of TMT legal expertise, institutional factors and firms’ legal strategies.

The study reveals that firms led by executives with legal expertise are more prone to engage in significant lawsuits, indicating strategic use of legal skills. TMT age moderates this, with older teams less likely to engage. TMT tenure’s effect remains unclear due to tenure-risk preference complexity. Institutional factors matter; less legally mature regions reduce managers’ legal risk intention. Results confirm hypotheses and highlight executive human capital’s impact on firms’ legal strategies.

This study acknowledges contributions while highlighting limitations, including the need for detailed distinctions in lawsuit roles and exploration of heterogeneous TMT power dynamics. Further research is proposed for nuanced power dynamics and comprehensive TMT legal background data. The study advances upper echelons theory by introducing TMT legal expertise as a factor influencing strategic lawsuit behavior. It challenges institutional theory by showing the adaptable legal context, beyond fixed constraints. Moderating factors – group risk attitude and external knowledge – deepen understanding of upper echelons’ impact. Enhanced data collection is encouraged to address limitations and refine findings.

This study’s implications extend to managerial practices. Firms should acknowledge the dynamic legal system, using TMT legal expertise for strategic legal challenges. Executives should pragmatically approach regulations. While legal professionals enhance compliance, caution is needed in selecting TMT members with legal expertise due to the risk of misusing it for unnecessary litigation, potentially misaligned with financial performance goals.

This study combines institutional and upper echelons theories to explore TMT legal expertise’s impact on firms’ adaptive strategies in emerging economies. It challenges the idea of a universally constraining legal environment and highlights how TMT legal expertise enhances firms’ management of complex legal risks. The research introduces TMT legal expertise as an influencing factor in strategic lawsuits, revealing nuanced relationships between legal contexts and strategic decisions. The findings enrich upper echelons theory, challenge conventional institutional views and identify moderating factors that deepen the understanding of upper echelons’ influence in legal landscapes.

Design, implementation, and evaluation are all important for integrated care. However, they miss one critical factor: education. The authors define “integrated care education” as meaningful learning that purposefully supports collaboration and the development of adaptive expertise in integrated care. The ECHO (Extensions for Community Health Outcomes) model is a novel digital health solution that uses technology-enabled learning (TEL) to facilitate, support, and model integrated care education. Using ECHO Concussion as a case study, the authors describe the effects of technology-enabled integrated care education on the micro-, meso-, and macro-dimensions of integrated care.

This case study was constructed using data extracted from ECHO Concussion from video-archived sessions, participant observation, and internal program evaluation memos. The research team met regularly to discuss the development of relevant themes to the dimensions of integrated care.

On the micro-level, clinical integration occurs through case-based learning and the development of adaptive expertise. On the meso-level, professional integration is achieved through the development of the “specialist generalist,” professional networks and empathy. Finally, on the macro-level, ECHO Concussion and the ECHO model achieve vertical and horizontal system integration in the delivery of integrated care. Vertical integration is achieved through ECHO by educating and connecting providers across sectors from primary to quaternary levels of care. Horizontal integration is achieved through the establishment of lateral peer-based networks across sectors as a result of participation in ECHO sessions with a focus on population-level health.

This case study examines the role of education in the delivery of integrated care through one program, ECHO Concussion. Using the three dimensions of integrated care on the micro-, meso-, and macro-levels, this case study is the first explicit operationalization of ECHO as a means of delivering integrated care education and supporting integrated care delivery.

The purpose of this paper is to outline the core ideas of adaptive leadership and relates them to challenges confronting academic libraries.

The paper provides an overview of the adaptive leadership model and highlights the key concepts. Recent initiatives at the Hong Kong University of Science and Technology Library are used as cases to illustrate how the model may guide the authors’ focus to finding leverage points.

Using the model, the key role of positional leaders shifts from the traditional sense of giving direction and protection to followers, to one that orchestrates the change process with the team through difficulties and uncertainties, and to build culture and structure that facilitate adaptive changes.

Academic librarians can use the concepts and framework of adaptive leadership to design change strategies and manage change processes.

This is the first paper introducing the adaptive leadership model to academic libraries.

This paper aims to introduce the concept of adaptive agency and illustrate its emergence in the field of English teaching in a number of countries using England over the past 30 years as a case study. It examines how the exceptional flexibility of English as school subject has brought many external impositions whilst its teachers have evolved remarkable adaptivity.

It proposes several models of agency and their different modes, focussing finally on adaptive agency as a model that has emerged over a 30-year period. It considers aspects of this development across a number of countries, mostly English speaking ones, but its chief case is that of England. It is principally a theoretical paper drawing on Phenomenology, Critical Realism and later modernist interpretations of Darwinian Theory, but it is grounded by drawing on two recent empirical projects to illustrate English teachers’ current agency. It offers a fresh overview of how agency and accountability have interacted within a matrix of official policy and constraint.

Adaptive agency has become a necessary aspect of teacher expertise. Such a mode of working creates great emotional strains and tensions, leading to many teachers leaving the profession. However, many English teachers whilst feeling controlled in the matrix of power and the panopticon of surveillance, remain resilient and positive about the future of the subject.

This is to some extent a personal and reflexive account of a lived history, supported by research and other evidence.

Adaptive agency enables teachers to conceptualise the frustrations of the role but to celebrate how they expertly use their agency where they can. It makes their work and struggle more comprehensible. In providing the concept of harmonious practice, it offers the hope of a return to more satisfying professional lives.

This paper offers an original concept, adaptive agency, and discusses other valuable conceptualisations of agency and accountability. It combines a unique individual perspective with a fresh overview of the past three decades as experienced by English teachers in England.

Co-authored by three South African academics working in higher education development, this chapter uses the transition from professional practice to academic contexts as an entry point into a discussion of transitions broadly. We reflect on the role of mentoring in supporting the multiple transitions which dual professionals navigate and what this means for the provision of inclusive, quality education (SDG 4) with a focus on higher education. In reflecting on this Sustainable Development Goal, we approach the topic of mentoring from a critical perspective which allows us to attend to the themes of power, access and equity that it invokes. The body of scholarship on the transition experiences of practitioners into academia has challenged the assumption that professional expertise translates into teaching expertise in the classroom. The opening vignette contextualizes this challenge. The vignette protagonist offers to support an academic colleague and approaches a mentoring expert to explore her guiding principles for mentoring within and beyond the classroom. The dialogue surfaces the need for mentoring that considers the various transitions that dual professionals navigate. We engage critically with international literature on the role and positionality of dual professionals in academia and reflect on selected concepts from this literature to highlight the importance of an adaptive mentoring approach for meeting academics in transition at their point of need. We offer a synthesis of literature on holistic approaches to mentoring, critically reflecting on how they enable inclusive quality education for the benefit of society.