Explore the vast range of titles available.

Nine women faculty, who are members of a global mentoring network, collaboratively designed a professional development project to explore their mentoring relationships and practices. Using a Learning Management System (LMS), they designed six modules with supplementary learning activities. Project findings highlight the need for a mentoring curriculum that: (a) helps members meet research and publication expectations; (b) addresses network tensions; (c) creates stronger network ties; (d) values each other's cultural histories and identities; and (e) recognizes their humanity as women academics who must balance life challenges and work expectations.

Climate-amplified extreme heat events are particularly dangerous for city dwellers. Nature-based solutions such as urban greening may serve as an effective preventative strategy against extreme heat. Driven by historical injustices such as redlining, disadvantaged communities often face limited green space and a heightened risk of vulnerability to extreme heat in urban environments. This paper investigates community engagement strategies for heat-vulnerable community participation in urban greening research as a part of a broader transdisciplinary environmental research praxis focused on multistakeholder co-creation. We conducted semi-structured interviews with community leaders in heat-vulnerable neighborhoods in New York City to explore community co-creation in the design and implementation of tree planting, and compared these themes with interviews with urban tree professionals and other community groups. Overall, the participants agreed on broad themes of environmental justice, intergenerational engagement, community building, and socioecological relationships, although community leaders differed in both a greater emphasis of experiential knowledge and reduced focus on volunteer community stewardship. The findings inform our research process and associated community engagement, including building online resources and addressing community-specific concerns during the research process. We conclude by recommending future steps for facilitating multistakeholder conversations to build inclusive and equitable urban greening heat-adaptive strategies.

Adopting this approach will increase research speed and timeliness and have a noticeable influence on technologies and work processes themselves. [...]research speeds up and becomes more valuable because (a) researchers are not burdened with theory-building requirements and (b) researchers avoid proposing inductive studies that may have minimal perceived value to reviewers and editors. Greater interactivity from blockchain-enabled decentralized governance increases procedural justice perceptions, thus increasing engagement and reducing turnover among contributing DAO team members. Increased social bandwidth (more information) and transparency (less information lost in translation due to hidden transactions) and distributive justice perceptions positively relate to job engagement.

Building on economic and social exchange theories, this study develops an integrated model in which curtailing opportunism in international joint ventures (IJVs) requires four interrelated sets of suppressing forces: (1) contractual ordering (contractual inclusiveness and contractual obligatoriness); (2) structural ordering (managerial governance and equity captiveness); (3) relational ordering (interparty attachment and boundary-spanner ties); and (4) justice ordering (procedural justice and distributive justice). Using a sample of 192 IJVs in an emerging market, this study finds general support for our theoretical model. Our research validates that countering opportunism involves a system-wide effort that integrates economic and social mandates, unifies ex ante and ex post mechanisms, controls both egoistic and non-egoistic motivations, and combines organizational-level and individual-level forces. For partners from individualist cultures, economic ordering forces (contractual and structural) are stronger than social ordering forces (relational and justice) in relation to opportunism resistance, whereas for partners from a collectivistic culture, social ordering forces are relatively stronger than economic ordering forces for this end.

Distributive leadership has been proposed as an effective means towards achieving integrated health services. This study draws from the case of , a network of integrated youth health centres in British Columbia, Canada, and explores the function and impact of distributive leadership in the context of a large-scale effort towards integrated service delivery for youth experiencing mental health and substance use challenges. Qualitative data was obtained from a developmental evaluation of Foundry using a longitudinal, ethnographic approach. Over 150 participants involved in the development of six Foundry centres were interviewed individually or in focus groups. Purposive and theoretical sampling strategies were used to maximize the diversity of perspectives represented in the data set. Distributive leadership was observed to be a facilitator for achieving service and system-level integration. Distributive leadership was effective in promoting streamlined service provision, and coordinating efforts towards optimized access to care. A new culture of leadership emerged through collaboration and relationship-building based on a common value system to prioritize youth needs. As Foundry, and other integrated youth services, continues to expand, distributive leadership shows promise in assuring diverse and coordinated input for integrating services.

Distributed leadership has been the subject of considerable educational research and discourse in recent years. In effective schools, principals lead in a manner that is conducive to effective teaching and learning and, in the process, sets the conditions to support and nurture collaborative teaching and learning. This can cause a huge challenge to some principals, specifically in Ethiopian secondary schools were female principals are still in large minority and often feel not empowered and competent enough to lead effectively. The main purpose of this study was to identify the major challenges faced by female principals in Ethiopian secondary schools when using a distributed approach in practising instructional leadership and to suggest possible solutions for these challenges. The study employed a qualitative research approach by using face-toface semi-structured interviews as research instrument. The sample of the study consists of a number of five (n=5) secondary school female principals in the Haramaya district of Ethiopia that were randomly chosen for the study. Some of the major findings of the study are that female principals in this district experience challenges such as a lack of knowledge and skills, a lack of support from educational authorities at different levels, low awareness and participation of stakeholders in instructional leadership, a lack of instructional resources and an inability to empower stakeholders to take on their respective instructional leadership roles. In conclusion, recommendations are suggested based on the major findings of the study.

Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes effectively. One key element that has had much less focus is how students are assessed when working in an Innovative Learning Environment (ILE) and how this assessment information might be communicated to all stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional Learning to enable us to assess and track students who might not be in our assigned class and reflect upon whether traditional written reports to parents fitted the new pedagogies. Key findings from collaboration with teachers, students and parents demonstrated the desire for a system of assessment that was online and allowed: - Higher levels of student voice and agency - On-going review so that the most current information about achievement and goals was available - Parents to share in the richness of their child’s learning journey - A holistic profile of the students, rather than one which purely focussed on academic achievements. We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and learning in our ILEs.

Purpose - This article aims to discusses the nature and benefits of lateral approaches to educational change, especially in the form of distributed leadership, that treat schools, localities, states, or nations, as \"living systems\" interconnected by mutual influence.Design methodology approach - The paper presents a conceptual discussion of the interrelated ideas of living systems, communities of practice and networks. Research examples from England, North America, and Finland are used to underscore the article's argument.Findings - The article underlines how, within this conception, distributed leadership operates as a network of strong cells organized through cohesive diversity and emergent development rather than mechanical alignment and predictable delivery. However, more deeply and more critically, the chapter also investigates whether, in practice, these lateral strategies are being used to extend democratic public and professional involvement in developing the goals and purposes of education or whether they are being primarily used as motivational devices to re-energize a dispirited profession into producing more effective and enthusiastic delivery of imposed government performance targets?Originality value - The paper provides useful information on developments in distributed leadership.

This paper reflects on challenges universities face as they respond to change. It reviews current theories and models of change management, discusses why universities are particularly difficult environments in which to achieve large scale, lasting change and reports on a recent attempt by the UK JISC to enable a range of UK universities to employ technology to deliver such changes. Key lessons that emerged from these experiences are reviewed covering themes of pervasiveness, unofficial systems, project creep, opposition, pressure to deliver, personnel changes and technology issues. The paper argues that collaborative approaches to project management offer greater prospects of effective large-scale change in universities than either management-driven top-down or more champion-led bottom-up methods. It also argues that while some diminution of control over project outcomes is inherent in this approach, this is outweighed by potential benefits of lasting and widespread adoption of agreed changes.Keywords: change management; top-down; bottom-up; distributive; leadership; innovation; collaboration; participation; participatory design; curriculum design; institutional practice; large scale; evolving culture; JISC; stakeholder(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22316 - http://dx.doi.org/10.3402/rlt.v21i0.22316

The Movement for Black Lives Policy Table is incredibly excited to work with the Harvard Journal for African American Public Policy to publish an edition dedicated to exploring the possibilities of radical policy reform and its implications for the present moment. The Movement for Black Lives Leadership Table, a collection of eight representatives from national and local organizations, which stewarded the development of the Platform, wanted to take a moment to share some reflections on the process that led to the creation of the A Vision for Black Lives: Policy Demands for Black Power, Freedom, & Justice. The Leadership Team believes that for us to realize liberation, we must commit to processes that reflect our politics. These are rarely fast and never easy. As a result, the Vision for Black Lives Platform's development took over a year. It included over six in-person meetings (three for the core organizations and three for the leadership team), the creation of four working groups (Economic Justice, Mass Criminalization, Education, and Health) that meet bi-weekly for over four months, two national calls, two national surveys, and endless hours of editing, consulting, and struggle. The core group of over twenty Black-led organizations agreed early to ground the Vision in a set of principles. The principles served both as a litmus test for specific policies as well as an articulation of our politics, which we asked the more than eighty contributing organizations and hundreds of endorsing organizations to support.