ORCID Profile
0000-0002-2191-6216
Current Organisation
University of Tasmania
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 09-07-2020
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7297-9.CH079
Abstract: The digital era has catalyzed the contemporary workforce and workplace. Employees are now required to develop skills that may be outdated in a matter of years, and be consciously aware that their society is evolving rapidly. This Chapter conceptualizes the characteristics of a digitally empowered worker to encompass awareness, creativity, agility, and a positive learning orientation. In doing so, the authors consider the way in which an authentic leader and authentic follower may influence the development of the digitally empowered. Authors present a model and its impact on digital innovation and digital productivity.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 27-05-2020
Publisher: SAGE Publications
Date: 10-04-2019
Abstract: Increasingly poor and unethical decision-making on the part of leaders across the globe, such as the recent Australian Cricket Ball T ering Scandal, pose a significant challenge for society and for organisations. Authentic leadership development is one strategy that has been positioned as an antidote to unethical leadership behaviours. However, despite growing interest in authentic leadership, the construct still embodies several criticisms including conceptual clarity leader-centricity bias towards the person, not the leader philosophical ambiguity and demographic challenges. Each of these criticisms will be explored in depth to inform a reconceptualisation of the authentic leader construct, comprising indicators of awareness, sincerity, balanced processing, positive moral perspective and informal influence. Importantly, this revised conceptualisation considers how researchers can conceptually distinguish between authentic leaders, followers and in iduals. To conclude, we propose a research agenda for authentic leaders, encouraging the pursuit of further construct clarity, including the development of rigorous authentic leader behaviour measures, expanding the psychometric profile of the authentic leader construct, increasing the focus on authentic followers and enhancing leader development programmes. JEL Classification: M12
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 29-05-2023
DOI: 10.53761/1.20.5.01
Abstract: Artificial intelligence and large-language model chatbots have generated significant attention in higher education, and in research practice. Whether ChatGPT, Bard, Jasper Chat, Socratic, Bing AI, DialoGPT, or something else, these are all shaping how education and research occur. In this Editorial, we offer five editorial principles to guide decision-making for editors, which will also become policy for the Journal of University Teaching and Learning Practice. First, we articulate that non-human authorship does not constitute authorship. Second, artificial intelligence should be leveraged to support authors. Third, artificial intelligence can offer useful feedback and pre-review. Fourth, transparency of artificial intelligence usage is an expectation. And fifth, the use of AI in research design, conduct, and dissemination must comply with established ethical principles. In these five principles, we articulate a position of optimism for the new forms of knowledge and research we might garner. We see AI as a mechanism that may augment our current practices but will not likely replace all of them. However, we do issue caution to the limitations of large language models including possible proliferation of poor-quality research, Stochastic Parroting, and data hallucinations. As with all research, authors should be comfortably familiar with the underlying methods being used to generate data and should ensure a clear understanding of the AI tools being used prior to deployment for research.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 11-05-2020
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 12-12-2021
DOI: 10.53761/1.18.8.1
Abstract: In this Editorial, we stay committed to the objective of the Journal of University Teaching and Learning Practice regarding sharing, evaluating, and developing stronger evidence-based practice papers by focusing on the topic of national and institutional student evaluations. We create an important theoretical and practical foundation for authors considering publishing with our Journal on studies that utilise student surveys as their primary method of data collection. The editorial begins by providing a comprehensive overview of the history and emergence of student evaluations dating back to medieval times, we trace the evolution of student evaluations to present day looking at the rationale behind the induction of such tools. Following this, we discuss the validity of student evaluations through an exploration of factors such as student satisfaction, the timing of when student surveys are administered, and the idiosyncrasies regarding paper-based and online evaluations. We then further discuss the reliability of student evaluations by contextualising what student evaluations do not say and uncover how various forms of bias can influence the ways student evaluations are both completed and interpreted. Through this we assert that due to confounding factors of bias that influence the results of student evaluations, they cannot always be thought of as wholly objective data collection tools. This then leads into our discussion of the contemporary social contexts within which student evaluations are situated and how both micro and macro dynamics influence student experiences of teaching and learning, where we contest that broader external factors experienced by students can skew the ways teaching is both perceived and evaluated. We conclude our Editorial by critically envisioning a new direction for future manuscript submissions to our Journal. We assert that although the use of student evaluations as evidence of teaching practice may be inherently flawed, there nonetheless remains merit in their use following critical and reflexive engagement throughout the research process. As such, we are hopeful that our critical review of student evaluation-based scholarship may be utilised to leverage higher quality research output.
Publisher: Informa UK Limited
Date: 30-10-2023
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 11-05-2020
Publisher: IGI Global
Date: 27-12-2022
DOI: 10.4018/978-1-6684-7593-5.CH064
Abstract: Contemporary society is characterized by the prevalence of wicked problems to which the efforts and actions of some entrepreneurs have negatively contributed to social problems. Corporate social responsibility emerged as an early response to multi-factor problems that are difficult to conceptualize or structure, but it has had limited success in engendering significant structural societal change. Social entrepreneurship is a contested construct that typically includes the social entrepreneur. A definition of social entrepreneurs is provided drawing on the literature. Social entrepreneurs offer leadership for social innovation outcomes as an antidote to prevailing social issues. This contributes to the literature on social entrepreneurs by examining how social entrepreneurs lead in the digital era. Importantly, this chapter considers the role that authentic leader behaviors (awareness, sincerity, balanced processing, positive moral perspectives, and informal influence) has in enabling social entrepreneurs to create and innovate.
Publisher: Informa UK Limited
Date: 20-01-2020
Publisher: Elsevier BV
Date: 10-2022
Publisher: IGI Global
Date: 10-01-2020
DOI: 10.4018/978-1-7998-2212-7.CH020
Abstract: The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.
Publisher: Springer International Publishing
Date: 2021
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2603-3.CH005
Abstract: Ecotourism is one of the fastest growing sectors within the tourism industry in Australia. The southern island state of Tasmania is one of the pioneers in creating sustainable ecotourist ventures. We explore, with a leadership behavioral lens, the role that the embodiment of authentic leader behaviors in social entrepreneurs has on ecotourism emergence. Authentic leader behaviors offer a response to some arguments that numerous ecotourist ventures are only sustainable and environmentally responsive in name only. Entrepreneurial leadership is critical in creating a culture conducive to social entrepreneurial growth and sustainability. This chapter concludes with recognition of the importance of future research into developing authentic leader behaviors in social entrepreneurs.
Publisher: IGI Global
Date: 22-05-2020
DOI: 10.4018/978-1-7998-3250-8.CH005
Abstract: Immersive learning environments require effective facilitators to enable student learning. In current literature on immersive learning, there is limited insight on the role that teacher behaviors have on fostering learning. Despite this, there is considerable literature on the role of the teacher as a leader in contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers and how this may affect student success. While student learning can be viewed from many perspectives, this chapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables the establishment of the belief that teachers who embody authentic leader behaviors are likely to be more successful in facilitating student learning within an immersive learning environment. Implications and future research opportunities are also highlighted as a result of the theory generation in this chapter.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 28-08-2020
Publisher: Informa UK Limited
Date: 22-03-2022
Publisher: IntechOpen
Date: 11-05-2022
DOI: 10.5772/INTECHOPEN.102055
Abstract: The COVID-19 pandemic has brought forth substantial unrest in the ways in which people work and organize. This had led to disconnection, rapid adaptation, work from home, emergence of a new digital industry, and an opportunity to create anew. This chapter provides a position for the future state of work and organizing, drawing on the belongingness hypothesis, to characterize a revised method of human connection that acknowledges unique differences in online connections. It also explores the role that flexibility and working from home have on organizational outcomes, through changing presenteeism, changes in how people develop trust, and how social resources are deployed. Advancing an understanding of this position creates a possible post-pandemic model of work that acknowledges the current climate and the learnings from before that pandemic. Through genuine acknowledgment of the current and past ways of working, it is possible to build a pathway to heighten employee’s sense of belonging and trust. This will support the return to, and evolution of, a form of normality post-pandemic.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2799-3.CH006
Abstract: The digital era has catalyzed the contemporary workforce and workplace. Employees are now required to develop skills that may be outdated in a matter of years, and be consciously aware that their society is evolving rapidly. This Chapter conceptualizes the characteristics of a digitally empowered worker to encompass awareness, creativity, agility, and a positive learning orientation. In doing so, the authors consider the way in which an authentic leader and authentic follower may influence the development of the digitally empowered. Authors present a model and its impact on digital innovation and digital productivity.
Publisher: MDPI AG
Date: 21-09-2022
DOI: 10.3390/SU141911874
Abstract: The practice of telework, remote work, and working from home has grown significantly across the pandemic era (2020+). These practices offer new ways of working but come with a lack of clarity as to the role it plays in supporting the wellbeing of staff. (1) Background: The purpose of this study is to examine the current literature on wellbeing outcomes and effects of telework (2) Methods: This study adopts a systematic literature review from 2000–2022 using the PRISMA approach and thematic analysis guided by the United Nations Sustainable Development Goals (Wellbeing, Decent Work, Gender Equality, and Inclusive Production) (3) Results: It was evident that there is a lack of clarity on the actual effects of telework on employee wellbeing, but it appeared that it had a generally positive effect on the short-term wellbeing of staff, and created more flexible and proactive work design opportunities (4) Conclusions: There is a need for more targeted research into work designs that support wellbeing and productivity of staff, and consider the environmental sustainability changes from reduced office and onsite work and increased working from home.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 09-04-2022
DOI: 10.53761/1.19.2.1
Abstract: This editorial is in support of an issue of the Journal that has a focus on educational technology (EdTech). With this in mind, this editorial will provide advice on how the editorial team for this section feels that educational technology will evolve into the latter part of the 2020’s, especially given the disruption caused by the COVID-19 pandemic. Ex les are given of how writing in this space has changed over the years of the pandemic, with a history of EdTech given, followed by an argument for the need for technology to be used in context. This is followed by descriptions of good practice around theoretical framing, methodology rigour, inclusion of the people element, and the need for the technology to serve a purpose. The piece concludes with a summary of where the editorial teams feels the field will go from here into the future. Throughout, practical ex les of submissions made over the last few years are given to help illustrate a coherent direction. It is anticipated that this editorial will serve as a guide for future authors to use in service of better educational technology outputs in the future.
Publisher: IGI Global
Date: 27-12-2022
DOI: 10.4018/978-1-6684-7593-5.CH035
Abstract: Ecotourism is one of the fastest growing sectors within the tourism industry in Australia. The southern island state of Tasmania is one of the pioneers in creating sustainable ecotourist ventures. We explore, with a leadership behavioral lens, the role that the embodiment of authentic leader behaviors in social entrepreneurs has on ecotourism emergence. Authentic leader behaviors offer a response to some arguments that numerous ecotourist ventures are only sustainable and environmentally responsive in name only. Entrepreneurial leadership is critical in creating a culture conducive to social entrepreneurial growth and sustainability. This chapter concludes with recognition of the importance of future research into developing authentic leader behaviors in social entrepreneurs.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 15-10-2023
DOI: 10.14742/AJET.7615
Publisher: Informa UK Limited
Date: 21-10-2021
Publisher: Emerald Publishing Limited
Date: 18-11-2020
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 09-03-2023
DOI: 10.53761/1.20.3.02
Abstract: The OpenAI’s ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial intelligence (AI)-powered chatbot has caused alarm for practitioners seeking to detect authenticity of student work. Whereas some educational doomsayers predict the end of education in its current form, we propose an alternate early view. We identify in this commentary a position where educators can leverage AI like ChatGPT to build supportive learning environments for students who have cultivated good character. Such students know how to use ChatGPT for good, and can engage effectively with the ChatGPT application. In building our ChatGPT argument, we acknowledge the existing literature on plagiarism and academic integrity, and consider leadership as a root support mechanism, character development as an antidote, and authentic assessment as an enabler. In doing so, we highlight that while ChatGPT – like papermills, and degree factories before it – can be used to cheat on university exams, it can also be used to support deeper learning and better learning outcomes for students. In doing so, we offer a commentary that offers opportunities for practitioners, and research potential for scholars.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-1108-4.CH011
Abstract: Contemporary society is characterized by the prevalence of wicked problems to which the efforts and actions of some entrepreneurs have negatively contributed to social problems. Corporate social responsibility emerged as an early response to multi-factor problems that are difficult to conceptualize or structure, but it has had limited success in engendering significant structural societal change. Social entrepreneurship is a contested construct that typically includes the social entrepreneur. A definition of social entrepreneurs is provided drawing on the literature. Social entrepreneurs offer leadership for social innovation outcomes as an antidote to prevailing social issues. This contributes to the literature on social entrepreneurs by examining how social entrepreneurs lead in the digital era. Importantly, this chapter considers the role that authentic leader behaviors (awareness, sincerity, balanced processing, positive moral perspectives, and informal influence) has in enabling social entrepreneurs to create and innovate.
Publisher: IGI Global
Date: 27-12-2022
DOI: 10.4018/978-1-6684-7593-5.CH005
Abstract: Despite their inherent complexity, social entrepreneurs seek to create social innovation to stem society's wicked problems. To do so requires a balanced consideration of varying social expectations, all while trying to lead a sustainable enterprise. Educators look to equip the social entrepreneur with the right skills and mindset with program failure, sadly, more common than not. This chapter seeks to explore the commonalities of such failures, highlighting the importance of behavioral development and facilitating an effective learning environment. Following an investigation into the notion of social entrepreneurship, authentic leadership is identified as a response some of the shortcomings of contemporary entrepreneurship education. The incorporation of authentic leader behaviors in entrepreneurial education can offer an injection as the social entrepreneur seeks to address the various challenges of social enterprise.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 18-02-2022
Publisher: Frontiers Media SA
Date: 20-09-2022
DOI: 10.3389/FPUBH.2022.1003007
Abstract: Social media utilization at the student-level has become more prevalent contemporary higher education. Hence, this study is aimed at developing a specific model, along with the behavioral intention to use, to explore educational quality, actual social media use, and task-technology fit that affects student satisfaction and performance impact through examining the synergies of constructivism, user acceptance and usage of information technology, and technology acceptance. To test, a survey was administered to 430 students across five Malaysian universities. Through structural equation modeling, findings indicate that to improve student satisfaction and student performance through embedded social media, students need to have opportunities to collaborate on learning, have easy access to social media, perceive such use to be easy, and have aligned expectation on performance and effort. Interestingly, the actual social media use, was the only variable in the model that did not predict student satisfaction, despite its role in predicting student performance. The study highlights that constructivist learning, as well as task-technology fit over social media, enhances the students' learning experience and enables knowledge sharing and dissemination. The effect of using social media on student satisfaction and academic performance highlights that all students think that it is adequate for their instructors to improve their usage of social media tools. Therefore, we advocate learners and students employing social media for academic purposes with the help of lecturers at higher teaching organizations and institutions.
Publisher: MDPI AG
Date: 07-02-2022
DOI: 10.3390/SU14031879
Abstract: The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations’ Sustainable Development Goals (SDGs). The novel coronavirus pandemic may have changed that. This systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020–2021. Interestingly, the low volume of manuscripts identified highlights potential learning and teaching risks, as priorities may have shifted during rapid digitalization and emergency remote teaching practices. These manuscripts focused on Goal 4, inclusive and equitable quality education (50%) Goal 8, decent work and economic growth Goal 9, industry, innovation, and infrastructure (37.5%) and goal enabling through integrating and embedding sustainability into the curriculum (12.5%). The implications of this systematic review highlight a need to rebuild efforts to focus on the Sustainable Development Goals, particularly considering the evolving higher education landscape during COVID-19. While there were still considerable volumes of manuscripts on higher education and sustainability during 2020–2021, the lack of contextualization to current higher education conditions should be of concern for sustainability scholars. This systematic review creates a critical foundation for accelerating our understanding of achieving SDGs in higher education during and beyond the pandemic.
Publisher: Elsevier BV
Date: 12-2020
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-3142-6.CH004
Abstract: With increasing global accessibility, business travel has become a key mechanism to share knowledge across modernist nation borders. Such business travel typically includes conferences, training events, meetings, pitches, and working retreats. Yet, at the end of each of these activities, the rate of continued knowledge sharing, and network establishment likely diminishes. This chapter explores the role of authentic leaders and authentic relationships as a catalyst to create meaningful exchanges of knowledge and a genuine desire to maintain relationships after the business tourism activity ends. The implications, if founded, include a need to train and develop authentic leader behaviors for employees who are likely to engage in business tourism activities. The effect? Higher creativity and innovation, more knowledge sharing, and better cross-cultural connectivity.
Publisher: Wiley
Date: 10-2017
DOI: 10.1002/JLS.21525
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 12-2020
DOI: 10.53761/1.17.5.1
Abstract: The year 2020 will unlikely be one that any member of the higher education community will forget. It has posed challenges and opportunities to rethink aspects of tertiary learning and teaching, and also confirmation of some of the better practices we have engaged in. For some, the novel coronavirus pandemic has forced bad practice – such as simple and rapid digitalisation of existing curriculum – often bundled into the pedagogically-ambiguous ‘emergency remote teaching’ or ERT (Toquero, 2020). The intense pressure for academics to deliver curriculum online, typically to the exception of time for comprehensive academic development and upskilling. The practice for an overnight transition to online learning, while deemed by many to have been essential at the time, has created a myriad of future decisions to be actioned across the sector. These range from deploying future academic development workshops to transform the workforce for continued online learning to employment of educational technologists, learning designers, or similar to enable purposeful decisions of pedagogy within online learning environments. Financial constraints have tempered the deployment of additional resources, with institutions suffering from financial modelling unexpected in late-2019 budget forecasting meetings. A reduction in student enrolments from international markets offers complexity for higher education exporter nations like Australia (Marshman & Larkins, 2020). Nonetheless, there has been a resilience from the sector to ensure continuity of education under all circumstances. The role of journals like the Journal of University Teaching and Learning Practice during the pandemic has been to support timely publication of evidence-based practices for responses to COVID-19. This has included a need to balance the acceptance of manuscripts with pre-COVID-19 data and implications, and those authors contributing to the exponentially expanding knowledge base for teaching and learning during COVID-19. For the former, we have encouraged authors during final acceptance to reflect on their work’s role in enabling a positive response to the pandemic. For those in the latter, we have ensured that writers have considered the broader implications of their work beyond the pandemic. These decisions support manuscripts publishing in JUTLP to contribute to the contemporary landscape, and also beyond the pandemic.
Publisher: No publisher found
Date: 2017
Publisher: Routledge
Date: 20-02-2023
Publisher: Springer International Publishing
Date: 14-12-2017
Publisher: MDPI AG
Date: 02-09-2022
DOI: 10.20944/PREPRINTS202209.0034.V1
Abstract: The practice of telework, remote work, and working from home has grown significantly across the pandemic era (2020+). These practices offer new ways of working but come with a lack of clarity as to the role it plays in supporting the wellbeing of staff. (1) Background: the purpose of this study is to examine the current literature on wellbeing outcomes and effects of telework (2) Methods: this study adopts a systematic literature review from 2000-2022 using the PRISMA approach and thematic analysis guided by the United Nations Sustainable Development Goals (Wellbeing, Decent Work, Gender Equality, and Inclusive Production) (3) Results: it was evident that there is a lack of clarity on the actual effects of telework on employee wellbeing, but it appeared that it had a generally positive effect on short-term wellbeing of staff, and created more flexible and proactive work design opportunities (4) Conclusions: there is a need for more targeted research into work designs that support wellbeing and productivity of staff, and consider the environmental sustainability changes from reduced office and onsite work and increased working from home.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 05-07-2022
DOI: 10.53761/1.19.3.01
Abstract: This Editorial calls for change in the practices of editing in response to a culture of mental ill health in higher education publishing. Through extended review of current practices, this Editorial offers practical opportunities to improve the quality of editors' decision-making processes. This includes a focus on publishing clear and formative editorial positions, a broader acceptance of university style guides and referencing, desk rejection that is timely and supportive, peer review with improved integrity, a more genuine revise and resubmit process, and fostering quality post-acceptance engagement. The significance of this Editorial is in the potential to lead reform in the journal publishing industry to be more supportive and kind while maintaining quality and rigorous production of knowledge.
Publisher: Frontiers Media SA
Date: 22-08-2022
DOI: 10.3389/FEDUC.2022.964456
Abstract: The adoption and use of social media as an educational technology in higher education has been exacerbated during the COVID-19 pandemic. As a result, this study applied the unified theory of usage and acceptance of technology theory and the technology acceptance model as predictors of behavioral intention to use social media and actual social media use. These, as posited by the model, affect the performance impact of social media usage. This study involved a quantitative survey with 312 undergraduate university students in Malaysia. Using structural equation modeling, this study identified that unified theory of usage and acceptance of technology theory and the technology acceptance model influence behavioral intentions to use and actual use of social media, resulting in an improved performance impact. That is, when students see the value in particular technologies, feel their performance (e.g., passing their studies) will be improved by using that technology, offers behavioral nudges toward adoption and use.
Publisher: IGI Global
Date: 2022
DOI: 10.4018/978-1-7998-2807-5.CH010
Abstract: Followers are underrepresented in the organizational change literature despite their considerable influence on change success. Politics, culture, motivation, communication, and readiness have a large impact on change success, and these influences are examined in the change context. Each of these are influenced by leaders and followers. The role of authentic followers in enabling positive change through their organizational engagement is explored in depth. This chapter demonstrates that while the influential role of leaders in change is established, the authentic follower represents a large body of potential change agents with the capacity to positively influence the success of change. Many behaviors of the authentic follower make them an ideal candidate for this role, including moral potency, high levels of engagement in organizational structure, and flexibility. Further research highlighting the value of the authentic follower is warranted.
Publisher: Informa UK Limited
Date: 21-07-2023
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 31-01-2022
DOI: 10.53761/1.20.01.01
Abstract: Consistently, and without pause, have ethical, social, and moral crises plagued the higher educational domain. With rapidly changing student bases, staff profiles, and funding structures, university leaders and managers have been required to do, and be, more. In times of crisis, heightened complexity, and competition, leaders have struggled with greater frequency to be, and do, good. In parallel, students and learners have juggled more, had more erse motivations for studying, and been less homogenous with the once-typical nineteen-year-old recent high school graduate. In recent years, there have been repeated stories of unethical practices of leadership. While catastrophising is not the aim, nor pursuit, of this editorial, these provide context for the Journal’s expansion into educational leadership, management, and educational psychology in higher education. With the rise of software to make cheating easier, opportunities to outsource dissertations, and a more turbulent sector, it will be the leaders who sustain teams, and build good educational outcomes.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 23-08-2021
DOI: 10.53761/1.18.5.01
Abstract: The novel coronavirus pandemic (COVID-19) that began in the late part of 2019 in Wuhan, China has created significant challenges for higher education. Since the inception of COVID-19 research and practice in the higher education discipline, there has continued to be a focus on exploring its effects in localised contexts. The place-based context, while useful in enhancing in idual practice, limits the potential to examine the pandemic from a broader lens. There are for many of us, shared ex les of good practice that can serve to collectively improve the higher education sector during and beyond the pandemic. This Special Issue came about as an effort to reinvigorate collaboration across jurisdictional boundaries in a discipline environment characterised by exponential growth in local case studies. This Editorial explores the role that we can play in supporting collaboration among researchers as both a process and end-product to support innovation in the university learning and teaching domain. We believe this Special Issue provides a curated cornerstone for the future of COVID-19 in higher education research. This work, contributed from each corner of the globe seeks to understand not just what is occurring now, but what might occur in the future. We find inspiration in the manuscripts within this Special Issue as they provide innovative responses to the pandemic and opportunities for us to collectively grow to better support academics, students, employers, and communities. We hope you find benefit in progressing through this knowledge dissemination project.
Publisher: Elsevier BV
Date: 02-2019
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 09-06-2021
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-3171-6.CH013
Abstract: Despite their inherent complexity, social entrepreneurs seek to create social innovation to stem society's wicked problems. To do so requires a balanced consideration of varying social expectations, all while trying to lead a sustainable enterprise. Educators look to equip the social entrepreneur with the right skills and mindset with program failure, sadly, more common than not. This chapter seeks to explore the commonalities of such failures, highlighting the importance of behavioral development and facilitating an effective learning environment. Following an investigation into the notion of social entrepreneurship, authentic leadership is identified as a response some of the shortcomings of contemporary entrepreneurship education. The incorporation of authentic leader behaviors in entrepreneurial education can offer an injection as the social entrepreneur seeks to address the various challenges of social enterprise.
Publisher: Informa UK Limited
Date: 20-09-2021
Publisher: Springer Science and Business Media LLC
Date: 17-11-2022
No related grants have been discovered for Joseph Crawford.