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This research explores the impostor phenomenon (IP) within the context of gender and leadership, aiming to transform impostor feelings into catalysts for leadership empowerment and positive career outcomes.

Utilizing grounded theory, this study conducts in-depth interviews with 34 female Spanish senior executives to analyze their experiences with IP.

The research reveals that top executive women are not only affected by IP but can also harness it to foster personal and professional growth. It identifies key strategies – such as self-reflection, effective communication and cultivating positive habits – that enable women to transform IP into a lever for enhancing their careers. This approach leads to a proposed virtuous cycle model that empowers women to overcome the negative impacts of IP and advance their leadership capabilities.

This study contributes to the literature on gender and leadership by offering insights into the gendered nuances of IP. By framing IP as a potential catalyst for growth rather than a barrier, the study provides practical tools for human resource (HR) departments to promote gender diversity at senior levels. It also advocates for HR practices to dismantle internal barriers to women’s career progression and address conscious and unconscious gender biases.

Assessment feedback is vital in identifying learning gaps, correcting misconceptions and adjusting teaching strategies. In many teacher training programs, instructors and pre-service teachers rarely reflect on assessment feedback; hence, it does not inform teaching and learning with constructive remedies. Studies have indicated the role of e-portfolios in elevating pedagogical skills; however, this does not apply well in contexts where teachers hardly access the internet. The study explored printed-based portfolio use for AaL and AfL in developing pedagogical skills among pre-service teachers.

Using an exploratory case study design in a class of 120 students, the study interviewed 14 respondents, twelve of whom were pre-service teachers and two instructors. Further, the study thoroughly reviewed 120 students’ portfolios to obtain adequate information. Researchers employed the content analysis method for data analysis.

Findings indicate that instructors and pre-service teachers underwent the learning process, un-learning and re-learning appropriate pedagogical skills by reflecting on the assessment feedback on their portfolios. Also, peer review enhanced the broadening of their perspectives regarding students and pedagogical approaches. Like instructors, the process enhanced the adjustment of teaching strategies to suit learners’ diverse needs.

Portfolio-based assessment feedback and development of pedagogical skills is an original work based on actual teaching practices. Instructors integrated the portfolio to enhance reflective practices, i.e. self-reflection, inquiry and self-regulated learning for pre-service teachers to adjust their pedagogical skills.

Due to the current shortage of skilled employees, there is a growing need to cope with given team settings and to offer appropriate team training. For team training, it is important to know how different competences influence team performance. Therefore, this study aims to examine the influence of social and cognitive competences on team performance and the relationship of the different competence dimensions to each other.

Data of 53 student and work teams was collected through a digital simulation laboratory, designed as an escape game. Competences of 228 team members were assessed through questionnaires prior to the simulation. Team performance was measured through short-term performance indicators. Additionally, a postsimulation survey regarding a long-term performance indicator was carried out. Three multiple regression analyses and mediation analyses were conducted.

A tradeoff between cognitive and social competences regarding their impact on short- and long-term team performance is observed. Facets of cognitive competences enhanced short-term performance, whereas facets of social competences reduced short-term performance while enhancing long-term performance. Although cognitive competences show a positive direct effect on short term performance, a negative indirect effect, mediated by social competences, became apparent.

This paper contributes to harmonizing contradictory findings on the impact of high achievers in teams. Although they can have an impact on rapid problem solving, long-term performance depends more on facets of social competences than cognitive competences. Furthermore, social and cognitive competences are positively correlated, showing that teams with higher cognitive competences tend to become stronger in terms of their social competences over time.

The maturity of artificial intelligence technology and the emergence of AI-generated content (AIGC) tools have endowed college students with a human-AIGC tools collaboration learning mode. However, there is still a great controversy about its impact on learning effect. This paper is aimed at investigating the impact of the human-AIGC tools collaboration on the learning effect of college students.

In this paper, a hypothesized model was constructed to investigate the effects of dependence, usage purpose, trust level, frequency, and proficiency of using AIGC tools on the learning effect, respectively. This paper distributed questionnaires through random sampling. Then, the improved Analytic Hierarchy Process (AHP) was used to assign weights and normalize data. Lastly, one-way ANOVA and multiple linear regression analyses were used to measure and analyze variables, revealing the mechanism of influence.

The usage purpose, frequency, and proficiency of using AIGC tools have a significant positive effect on learning. Being clear about the usage purpose of AIGC tools and matching the specific study tasks will enhance the learning effect. College students should organically integrate AIGC tools into each learning process, which is conducive to building a learning flow applicable to oneself, improving efficiency, and then enhancing learning effects. The trust level in AIGC tools is significant, but positively and weakly correlated, indicating that college students need to screen the generated content based on their knowledge system framework and view it dialectically. The dependence on AIGC tools has a negative and significant effect on learning effect. College students are supposed to systematically combine self-reflection and the use of AIGC tools to avoid overdependence on them.

Based on the findings, the learning suggestions for college students in human-machine collaboration in the AIGC era are proposed to provide ideas for the future information-based education system. For further research, scholars can expand on different groups, professions, and fields of study.

Previous studies have focused more on the impact of AIGC on the education system. This paper analyzed the impact of the various factors of using AIGC tools in the learning process on the learning effect from the perspective of college students.

The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method.

Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following:

• Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

• Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

• In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

• Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

• Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

• Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following:

• Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

• Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

• Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.

The purpose of the article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” is to explore the profound impact of Artificial Intelligence (AI) on education and to emphasize the need for a fundamental shift in current education systems. The article aims to provide practitioners with actionable insights on how to navigate the rapidly evolving landscape of AI in education while preparing young people for their crucial role as the workforce of tomorrow. It seeks to highlight the potential of AI to revolutionize education while also acknowledging the importance of preserving the unique human touch in the learning process.

This article explores the disruptive impact of Artificial Intelligence (AI) on education and emphasizes the need for a fundamental shift in current education systems to prepare young people for an AI-driven future. It highlights the potential of AI to revolutionize education through personalized learning experiences, enhanced teacher professional development and automation of administrative tasks while acknowledging the importance of approaching AI implementation with caution and preserving the unique human touch in education. The article argues for a shift in focus from rote learning to fostering critical thinking, creativity and problem-solving skills, emphasizing the development of Learning Mastery and Knowledge Mastery. It underscores the vital role of educators in leveraging AI technologies and preparing young people for the future, along with the need for responsive educational policies and curriculum frameworks that integrate AI literacy and ethical considerations. The article concludes by calling for reimagining the schooling system, prioritizing high-level thinking and nurturing the unique capabilities of human intelligence. The future of education lies in harnessing the power of AI while celebrating and cultivating distinctively human qualities. Educational practitioners play a crucial role in shaping this future by bridging the gap between research and practice, ensuring a positive and prosperous future for society in an AI-driven world.

(1) AI can revolutionize education through personalized learning, enhanced teacher development and task automation. (2) Balance is needed between AI and human touch in education. Current education systems fail to cultivate critical thinking and creativity. (3) Learning Mastery and Knowledge Mastery should be emphasized to foster independent thinking and problem-solving. (4) Educators play a vital role in integrating AI into the learning process. (5). AI can redefine success in education and cultivate future-proof skills. (6). Responsive and adaptable educational policies are necessary. (7) The future of education lies in harnessing AI while nurturing human intelligence.

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(1) Educators should actively engage with AI technologies and explore ways to integrate them into the learning process to enhance personalized learning experiences. (2) Professional development programs should be designed to equip teachers with the necessary skills to effectively utilize AI tools and leverage them to improve instructional practices. (3) Curriculum frameworks need to be revised to integrate AI literacy, digital citizenship and ethical considerations into the educational journey of young learners. (4) Educational institutions should invest in AI-powered assessment tools that provide a holistic understanding of a student’s abilities, capturing their strengths and areas for improvement beyond test scores. (5) Educators should focus on teaching metacognitive strategies, encouraging self-reflection and self-assessment and providing opportunities for students to develop problem-solving and critical-thinking skills. (6) Active learning strategies, such as project-based learning, problem-based learning and inquiry-based learning, should be employed to foster deep learning and knowledge mastery. (7) Educational policies should encourage innovation and collaboration between educational institutions, government bodies and industry stakeholders to ensure responsiveness to the rapidly evolving landscape of AI in education. (8) Educators should strive to create a learning environment that nurtures and celebrates the unique capabilities of human intelligence while harnessing the power of AI to enhance the learning experience.

(1) Workforce preparedness for an AI-driven future. (2) Potential exacerbation of societal inequalities. (3) Fostering human–AI collaboration skills. (4) Addressing ethical concerns regarding data privacy and security. (5) Emphasizing lifelong learning to adapt to changing demands. (6) Redefining success through a holistic view of student abilities. (7) Shaping societal values that balance human intelligence and AI capabilities. The education system must address these implications to ensure equitable access to AI-enhanced learning, maintain public trust and prepare individuals for a society where human–AI collaboration is essential, while promoting a balanced and harmonious coexistence between human intelligence and AI.

The article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” offers a fresh perspective on the impact of AI on education. While the topic of AI in education is not novel, the article’s emphasis on nurturing human intelligence alongside AI integration sets it apart. The author’s call for a fundamental shift in education systems to prioritise critical thinking, creativity and problem-solving skills is a unique approach. The article’s exploration of Learning Mastery and Knowledge Mastery as key concepts in preparing students for an AI-driven future adds originality to the discussion. Overall, the article presents a thought-provoking and original viewpoint on the future of education in the age of AI.

This study aims to explore the impact mechanism of the degree of innovation failure on breakthrough innovation in Chinese listed companies, and examines the moderating effect of the company’s own knowledge-based capabilities.

Based on organizational learning theory and using the innovation failure data of invention patents from Chinese A-share listed companies on the main board from 2003 to 2017 as research samples, this study constructs and examines a comprehensive framework and its impact on breakthrough innovation regarding “what kind of innovation failure will promote breakthrough innovation”, focusing on innovation failure, enterprise knowledge base, and breakthrough innovation.

Empirical research has found a U-shaped relationship between innovation failure and breakthrough innovation. In other words, both a low level of failure and an extremely high level of failure can significantly promote breakthrough innovation in enterprises. Furthermore, when the depth of enterprise knowledge is high, it further strengthens the non-linear relationship between innovation failure and breakthrough innovation.

The research results enrich the study of the failure predicament and breakthrough innovation of Chinese technology innovation enterprises, revealing effective paths for Chinese technology innovation enterprises to get rid of the passive situation of innovation failure, and providing theoretical support and practical reference for “breaking new ground and achieving breakthrough innovation”.

Library quality assurance systems are collaborative governances that facilitate the presentation of data on international accreditation of departments, which contains data on services, human resources, library facilities and infrastructure. This research analyzes the supporting and inhibiting factors and the advantages of the library quality assurance system in supporting international accreditation of departments at Sebelas Maret University (UNS) Surakarta, Indonesia using Talcott Persons' theory of structural functionalism.

Primary data in exploratory research and action research obtained from the Quality Assurance Team at the university level under the Educational Quality Assurance and Development Institute (LPPMP), the Quality Assurance Unit (UPM) at the faculty level and the Quality Control Group (GKM) at the department, librarian and academic community levels. Supporting informants are international assessor practitioners. Data validation using source triangulation, namely information obtained through different sources, and method triangulation through different methods. Data obtained from library studies, observations, Focus Group Discussions (FGD), documentation and interviews with staff, library leaders, lecturers from departments that have and will carry out international accreditation and UNS students and analyzed interactive analysis models, namely data reduction, data presentation and concluding.

The research results show that the UNS Library quality assurance system facilitates higher education organizations, such as bachelor's, master's and doctoral departments at UNS; search and presentation of international accreditation data. Supporting factors include the availability of digital library systems, online catalogs (UNSLA), e-journal and e-book databases, library websites and library data links for accreditation; facilities and infrastructure consist of indoor-outdoor study rooms; library social media; Self Access Terminal room; facilities for international students; involvement of librarians in international internships/conferences, librarians who have had competency tests and certification; librarians pursuing doctoral degree and support for student interns in system development. Inhibiting factors include the unavailability of programmers and dependence on UNS Information and Communication of Technology Unit. The benefits of the department quality assurance system include accelerating and improving the organization's quality and presentation of international accreditation data for departments at UNS.

This type of qualitative research with an exploratory approach takes library study data, observations and in-depth interviews with library staff and quality assurance of departments. The informants were selected using purposive sampling, which was adjusted to the needs and interests of the research. It also uses the action research method, a collaboration between the quality assurance unit, librarians and academics. Action research is a form of collective self-reflection that involves a series of daily activities, which include the processes of research, diagnosis, planning, implementation, monitoring and establishing the necessary relationships between evaluation and self-development. The research object is something that will be subject to conclusions resulting from something that will be discussed in the research. The object of this research is the quality assurance of the UNS Library. Primary data was obtained from the Quality Assurance Team at the university level under the LPPMP, the Quality Assurance Unit (UPM) at the faculty level and the Quality Control Group (GKM) at the department, librarian and academic community levels. Supporting informants are international assessor practitioners. Data will be collected using observation, in-depth interviews, Focus Group Discussion (FGD) and documentation. To ensure the validity of the data, source triangulation is used, namely, information obtained through different sources, as well as method triangulation through different methods, for example, interviews with observation or FGD. Data analysis using an interactive analysis model, namely data reduction, data presentation and concluding. This research was conducted at the UNS Library, with the research object being all departments at Sebelas Maret University, which have and will undergo international accreditation.

The language of participative theatre can be considered immersive in the treatment of its dialectics where participants engage fully with their dichotomies and value systems through physical and psychological exploratory processes as they commit themselves to transformation.

The use of drama as an intervention for challenging recurring mental models of oppressive narratives is used extensively in experiential psychotherapy and as a socio-psychological integrative tool. This experiential methodology allows for an organic development and expression of themes and motifs by encouraging a participant to develop a deeper awareness of how he/she interprets their identity and that of the community in which they function.

This paper aims to review the implications of applying drama-based interventions as positive psychotherapeutic devices to facilitate self-reflection and active-constructive responding in enabling a rendering of positive patterns of thought and purposeful movement towards emotional and physical well-being.

Research on the principles of positive psychology suggests that positive emotions lead to therapeutic change. Nurturing positive emotions which are immanent in spirituality, creativity and optimistic perseverance through autonomy and self-regulation enable individual potential to come to meaningful fruition.

The paper conceptualizes psychodrama as a framing technique in enabling reflexive action in identity transformation and well-being.

To address complex societal challenges, particularly in the context of climate change, there is a growing interest in employing interdisciplinary ethnographic research (IER). This paper examines the experiences associated with participating in IER, drawing insights from a collaboration project that integrates organization studies with energy management research.

Within the context of a three-year interdisciplinary collaboration, the paper focuses on the performance of an interview and the analysis thereof. It draws from this example to highlight the difficulties in translating discipline-specific language and understanding failures in IER. Including an exploration of the process of recovery, involving analyzing research results and the subsequent collaborative writing of a paper.

The primary findings revolve around the challenges inherent in ethnography as an interdisciplinary method. These challenges include language barriers between disciplines and the complexities of comprehending and learning from failures in interdisciplinary research.

The contribution lies in its exploration of abductive reasoning in IER, shedding light on the complexities and opportunities associated with interdisciplinary collaboration in the making. By emphasizing the importance of going into the field before negotiating common ground, the approach presented provides a unique perspective that not only addresses challenges but also facilitates the development of involved disciplines and scholars through self-reflection.

1. The paper shows the importance of both expertise and experience knowledge in interdisciplinary ethnographic research.

2. By using different writing styles, the importance of language and translations between disciplines is exemplified.

3. The paper provides an example of how to engage in abductive reasoning in interdisciplinary ethnographic research.

4. The paper calls for a broad understanding of failure and success in interdisciplinary ethnographic research.

The paper shows the importance of both expertise and experience knowledge in interdisciplinary ethnographic research.

By using different writing styles, the importance of language and translations between disciplines is exemplified.

The paper provides an example of how to engage in abductive reasoning in interdisciplinary ethnographic research.

The paper calls for a broad understanding of failure and success in interdisciplinary ethnographic research.