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This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. This chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so.

Rishton, a small town in Uzbekistan, has been producing pottery for centuries. This chapter investigates how the pottery and ceramists’ society in Rishton changed during the 20th century, the 70 year-long Soviet era in particular. It seeks to answer the question of how the traditions of Muslim artisans in a feudal society were rearranged and relocated in the Soviet production system. Importantly, the apprentice system especially helped to preserve many older methods and customs, such as the veneration of Islamic patron saints, among ceramists. This chapter also sheds light on the ways in which these traditions have changed in the shifting economy since Uzbekistan became independent in 1991.

The purpose of this paper is to address the lack of knowledge of the accounting occupational group in England prior to the formation of professional accounting bodies. It aims to do so by focusing on attempts made by writing masters and accountants to establish a recognisable persona in the public domain, in England, during the seventeenth and eighteenth centuries, and to enhance that identity by behaving in a manner designed to persuade the public of the professionalism associated with themselves and their work.

The study is based principally on the contents of early accounting treatises and secondary sources drawn from beyond the accounting literature. Notions of identity, credentialism and jurisdiction are employed to help understand and evaluate the occupational history of the writing master and accountant occupational group.

Writing masters and accountants emerged as specialist pedagogues providing the expert business knowledge required in the counting houses of entities that flourished as the result of rapid commercial expansion during the early modern period. Their demise as an occupational group may be attributed to a range of factors, amongst which an emphasis on personal identity, the neglect of group identity and derogation of the writing craft were most important.

The paper highlights Early English Books Online (available at: http://eebo.chadwyck.com/home), Eighteenth Century Collections Online (available at: www.gale.cengage.com/DigitalCollections/products/ecco/index.htm) and the seventeenth and eighteenth century Burney Collection Newspapers as first class electronic resources now available for studying accounting history from the sixteenth century through to the eighteenth century.

The paper advances knowledge of accounting history by: profiling commercial educators active in England in the early modern period; studying the devices they employed to achieve upward social and economic trajectory; explaining the failure of an embryonic professionalisation initiative; and demonstrating the contingent nature of the professionalisation process.

The colonial masters entered Botswana in 1885 to make it a protectorate governed indirectly through the existing structures set up by the chiefs. They left Botswana 90 years later. The chapter traced the genesis of the failed leadership in the colonial era in Botswana and the factors that led to this. Factors identified as responsible for the failed leadership were: lack of commonly shared values and culture that occurred because of the pivotal role of the chiefs in crafting a common identity for the people in the precolonial era, lack of collaboration, and peoples' drive that could have encouraged the private acquisition of wealth and economic development of the communities, and the misalignment between the colonial leadership styles and environmental, values and culture of the people. Thus, the leadership styles of the colonial masters marginalized and alienated the people from their work, the outcome of their work, and their interest in the common good. Hence, the failed leadership of the colonial era made Botswana worse off during the colonial era compared to the prosperity of the previous period.

Knowledge sharing in a master-apprentice pattern is the process of transferring tacit knowledge from masters to apprentices. In addition, 90 per cent of knowledge required for organizational innovation is tacit knowledge in the master-apprentice pattern. The purpose of this paper is to analyze the evolution of knowledge sharing in master-apprentice pattern and explore the consequences of how to improve the knowledge sharing in the master-apprentice pattern.

This paper uses asymmetric evolutionary game theory to study the evolutionary track of knowledge sharing in master-apprentice pattern of innovative organizations by analyzing the utility of masters and apprentices during the process of knowledge sharing in master-apprentice pattern of the innovative organization.

The results reveal that when the masters obtained utility from sharing knowledge is greater than that from hoarding knowledge, and the apprentices obtained utility from studying hard is greater than the costs, the innovative organization can get the largest utility from the knowledge sharing in the mater-apprentice pattern.

The limitation of the research is that this paper mainly studies knowledge sharing among individuals and does not research knowledge sharing between individuals and organizations.

This research has extended the understanding of knowledge sharing in master-apprentice and its evolution path. Also, the obtained findings are conducive to promoting knowledge sharing in master-apprentice and improving human resource management in innovative organizations.

This paper attempts to construct the evolution path of knowledge sharing in master-apprentice pattern, which is a useful exploration of the dynamics of knowledge sharing in master-apprentice pattern and makes up for the shortcomings of the existing research.

Scrum is a development methodology that has been rapidly gaining popularity over the last decade particularly for software development teams. The Scrum master is sometimes viewed as a servant leader of the Scrum team. The purpose of this paper is to investigate to what extent Scrum masters actually make use of servant leadership and how this impacts on the team’s effectiveness via mediating processes.

The research followed a quantitative approach. An online questionnaire was prepared and completed by 71 Scrum team members (excluding Scrum masters) and 22 Scrum masters in more than ten organizations based in Western Cape, South Africa.

Scrum masters in this sample extensively used the servant leadership approach, but those who are also appointed as formal team leaders are seen to be considerably better servant leaders by team members. There is a moderately strong correlation between servant leadership of the Scrum master and team effectiveness. It was found that high levels of psychological safety do not necessarily translate into team performance.

Research was only performed at the unit level of analysis and not the team or organizational level. This was a cross-sectional study and variations over time were not considered.

The results confirm the importance of servant leadership skills when identifying and developing Scrum masters, appointing the formal team leader role in Scrum teams and implementing Scrum practices effectively.

As could be established, this is the first time that the role of servant leadership in Scrum teams was formally investigated.

The purpose of this paper is to ascertain the factors affecting tacit knowledge transfer from a master to an apprentice in the informal sector among hairdressers in Ghana.

A case study was used as the research design. Convenient sampling technique was used to select 47 master hairdressers. Semi-structured interview guide was used for data collection. Data were analysed using the thematic technique.

The study found that apprenticeship fee, fear of competition, delegation reasons, joy and pride of mentorship, apprentices’ attitude and time, to be significant factors influencing tacit knowledge transfer from a master to an apprentice. It was also evident that time spent with master as he/she performs or works is crucial to learning as most of the learning is through socializing with the master.

The main limitation of the study is the use of the convenient sampling technique in choosing the participants. The results of this study, if it has to be generalised to all hairdressers in Ghana, it may have to be done with caution since the participants were not drawn from a pool of all master hairdressers in Ghana.

The paper provides what apprentices must do to acquire the tacit knowledge of master hairdressers.

This paper focuses on the holder of tacit knowledge (master hairdressers) and reveals their motivations to transfer or hoard their tacit knowledge.

A Bluetooth scatternet is a network topology that is formed by inter‐connecting piconets. A piconet is a starshaped ad‐hoc networking unit that can accommodate eight Bluetooth devices, a master and up to seven slaves. By designating certain piconet nodes as bridges, or gateways, we can interconnect piconets by forcing the bridge nodes to interleave their participation in multiple piconets. Bridge nodes form an auxiliary relay connection between adjacent piconet masters and are fundamental for establishing scatternets. In this paper we present a new fault‐tolerant approach to scatternet formation that is selfhealing and operates in a multi‐hop environment. Our Bluetooth Distributed Scatternet Formation Protocol (BTDSP) establishes a flat scatternet topology, allows incremental node arrival, and automatically heals scatternet partitions by re‐incorporating disconnected nodes. By maintaining neighbor associations in soft state, existing links can also be re‐established quickly upon disconnection due to intermittent wireless connectivity. By only using slave/slave bridges, the algorithm is resilient to both node failure and wireless interference. It also prevents time‐slot waste due to master/slave bridges being away from their piconets.

Scrum, an agile software development method, has gained major interest among software development organizations. The scrum master should be well equipped with specific leadership traits and exhibit leadership behavior to effectively manage his/her team. However, in a distributed team, which is spread across geographies, having scrum master to lead the project team at each location is not viable. Therefore, every member in the team is expected to have the capability to become one. This paper aims to explore the leadership mechanisms desired for effective functioning of distributed self-organized scrum team members, leading to project success and overall customer satisfaction.

A qualitative research methodology with an open-ended questionnaire is followed by semi-structured in-depth interviews. The unit of analysis is a scrum master.

The qualitative findings unearth the kind of leadership mechanisms required for scrum masters and the team members in a self-organizing scrum team, leading to their project success and customer satisfaction. It includes a set of leadership approaches and behaviors explicitly related to the role of scrum masters. Both inductive and deductive approaches are used to develop a leadership framework applicable for distributed self-organized scrum teams.

The proposed framework can be empirically tested with a large number of teams and more software organizations.

Organizations can use these identified specific leadership approaches and behaviors as parameters for identifying and selecting the potential scrum masters. They can be further trained on them to be an effective scrum master.

There is scant literature on the leadership mechanisms necessary for distributed scrum teams and their impact on project performance. This paper addresses this gap.

Amidst continued calls for the democratization of access to higher education for historically underrepresented populations alongside the first global health crisis in a century lies the opportunity to address persistent societal needs: increasing access for underrepresented minority students to educational pathways that lead to careers in lucrative fields of science, technology, engineering and math (STEM).

Student participants enrolled in the biotechnology pathway Associates, Bachelors and Masters programs share programmatic experience in an accelerated biotechnology program through a bi-annual survey grounded in the central tenets of social-cognitive career theory aimed at understanding requisite academic, social and financial support for student success.

The pathway program described in this paper emerged to address the need to support underrepresented students in degree attainment and taking on roles in the growing field of biotechnology through a novel, multi-degree, multi-institutional pathway to STEM degree attainment and career success.

This work has advanced understanding about how to effectively align higher education institutions with each other and with evolving STEM labor market demands while documenting the impact of essential academic, career and social supports recognized in the literature as high impact practices in broadening participation and increasing retention of underrepresented minority students in lucrative STEM careers.

Pathway programs which best support student success include robust mentoring, experiential learning and robust student scholarship support, part of the design of this unique pathway program. The authors share how this program utilizes high impact practices to provide low-income, underrepresented minority students with supportive, accelerated biotechnology degrees in preparation for success in the job market. What's more, of all our BS-level graduates thus far, 100% are employed and 93% within the biotechnology field. For many, the opportunity to raise their family out of poverty via a stable, high paying job is directly tied to their successes within this program.