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The long-entrenched belief that “white” equates to inherent racial superiority is intrinsically linked to “racism and pseudo-science used to justify slavery, imperialism, colonialism, and genocide” (Smithsonian National Museum of African American History and Culture, n.d.). This widely propagated belief plagues American society maintaining disparities in wealth, health, education, housing, and employment, and disproportionately marginalizing African and Hispanic Americans. The resultant inequities and systemic racial disparities in school practices, policies, and institutional structures sabotage efforts to mediate the inaccuracies of America’s history. School libraries and librarians can provide the materials, resources, and expertise to counter erroneous notions of White superiority while affirming all students’ positive racial identities.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Michael Dell's story is the very essence of the American dream. A college dropout, computer nerd with the ability to put together PCs cheaply and sell them by phone who built a company valued at $100 billion. All of this with start‐up capital of only $1000 and in an industry renowned for its ever‐decreasing prices and high research and development (R&D) costs.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

A mid-semester request for help from a local neighborhood association turned into a graduate auditing class service-learning project. Service-learning projects have the potential to provide accounting students with valuable opportunities to integrate and apply auditing, accounting, and business knowledge, to acquire new knowledge, and to practice exercising professional judgment, due professional care, and communications skills in rich settings and to provide clients with useful information. However, the use of service-learning cases in the classroom poses significant risks. Common concerns are that such cases use too much class time relative to learning achieved using more traditional methods, students might not be able to provide a satisfactory work product for the client, instructors must plan and prepare too extensively, and instructors will assign grades based primarily on subjective grading criteria. I offer a standards-based framework for incorporating service-learning projects into existing graduate auditing courses that allows educators to manage potential risks while exploiting pedagogical benefits.

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

Purpose – This chapter focuses on the challenges of introducing a nationally consistent and credible system for recognizing and rewarding accomplished teachers − a standard-based professional learning and certification system. Such systems aim to provide attractive incentives for professional learning for all teachers, in contrast with competitive merit pay or one-off bonus pay schemes.Methodology – The chapter provides a case study of one country’s progress in reforming teacher career structures and pay systems, and it also draws on the experience of other countries that have been pursuing similar policies, such as Chile, England, Scotland, and the United States. Using document analysis and interviews with key stakeholders, the chapter describes progress in Australia’s latest attempt to introduce a system for the certification of teachers, this time at two levels – the Highly Accomplished Teacher and Lead Teacher levels.Findings – Despite strong support in principle by the main stakeholders, implementation is proving difficult in changing political and economic contexts. Reasons for these difficulties are compared with problems in other countries as they seek to implement advanced certification schemes.Practical implications – The Australian case indicates the importance of ensuring that agencies established to provide professional certification have the independence, stability, and professional ownership they need to carry out their function effectively.Social implications – Recent Organization for Economic Co-operation and Development (OECD) reports highlight the relationship between the degree to which the work of teaching has been professionalized and student performance. An independent professional certification system is a concrete and relevant way for countries to “professionalize” teaching and treat their teachers as trusted professional partners; however, the Australian case indicates some of the challenges involved in making this a reality.Value – The chapter is the first to compare professional certification schemes in different countries and analyze factors affecting their success.

The teaching of reading in English is fraught with challenges that influence teachers' practices in Papua New Guinea (PNG). There are a plethora of linguistic issues regarding teaching in both the vernacular languages and English. Postcolonial education in PNG has continued to promote English as the medium of instruction while also promoting the use of vernacular and mother tongue. The outcomes-based education reform in the Language and Literacy Policy (1993–2014) supported the use of vernacular languages in the elementary years with the gradual bridging to English in Grade 3. In 2015, the Language and Literacy policy changed to standards-based education. One major shift was from the use of vernacular languages to English as a medium of instruction at all levels of formal education.

In this chapter, we use Tierney's concept of decolonizing spaces to investigate teachers' perspectives on implementing the English standards-based curriculum and the role the vernacular, mother tongue, and translanguaging plays in the classroom as Year 4 teachers grapple with the teaching of reading. It will problematize the colonization of English, the place of translanguaging, and the benefits and challenges for teachers when the classroom teacher most likely is not a native speaker of the children's dialect or English.

The purpose of this paper is to test how an individual’s attractiveness to three types of appraisal systems relates to self-rated psychological entitlement and ethics; and constructs rated by others of: conscientiousness, extraversion and agreeableness.

A sample of 148 students in graduate-level business courses and matching close friends/significant others were surveyed. Data were analyzed using hierarchical regression and path analysis.

Path analysis indicated acceptable fit for the overall model of attractiveness to three appraisal types.

Advocates of forced distribution ranking systems (FDRS) suggest that such systems stimulate a high-talent culture and that achievers and strong performers are attracted to FDRS. In contrast, the findings suggest that FDRS are attractive to individuals with high levels of psychological entitlement and low levels of conscientiousness.

Advocates of FDRS and prior research have indicated that such systems reduce leniency bias and stimulate a high-performance and high-talent culture in which honesty is expected and poor performance is not tolerated. Others have found that high achievers and high performers are likely to find such systems attractive. The present study suggests that one downside of FDRS is its attractiveness to workers with low levels of conscientiousness and higher levels of psychological entitlement, which are two personality traits associated with lower levels of performance and a variety of negative outcomes.

The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs.

This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities.

The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating.

The paper includes implications for postgraduate level curricula design, implementation and programme evaluation.

The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

Apprenticeship education in England has undergone dramatic change following the “Richard Review” (Richard, 2012), trailblazer apprenticeship standards development and the introduction of the apprenticeship levy. University College of Estate Management’s (UCEM) new Level 3 Surveying Technician Apprenticeship programme was developed using a novel approach of flipped-blended learning, with assessment by e-portfolio and computer-marked assessments. The purpose of this paper is to investigate the challenges faced by UCEM as it moved into Level 3 provision with a new delivery approach and explains the lessons learned.

A wide range of programme stakeholders – including UCEM’s senior leadership team, apprentice-management team, academic delivery team, surveying apprenticeship trailblazer group and learning designers – were interviewed to gather data for the study.

A considerable volume of work was needed to implement the envisioned flipped-blended approach in the first phase of delivery. This was due to time constraints, unforeseen challenges of the new approach and compliance requirements. In addition, difficulties around communicating learning expectations with the apprentices regarding the flipped-blended model added an extra level of pressure in the delivery phase.

UCEM has undergone several internal reorganisations to adapt to the uncertain political and educational landscape surrounding apprenticeship education. UCEM was the first provider of the new standard-based surveying apprenticeship and has the largest number of apprenticeship students on its programmes. The journey UCEM has taken and the problems it has overcome will be valuable to individuals and institutions looking to enter this market segment.