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The purpose of this paper is to explore the way leadership influences an organization to become humane through its features and behaviors; as well as the organizational circumstances in which humane leadership can be nurtured. The first empirical case study, in the fields of Human Resource Development (HRD) and hospitality management, to explore the way employees from different national cultures (as measured by their individualistic/collectivistic values), in a US-based hotel, perceive their workplace to be a humane organization (HO), as defined by Chalofsky (2008), was the one made by Dimitrov (2009, 2010). More specifically, the example set by leadership in the studied hospitality organization is the focus of the present descriptive manuscript. The importance of HRD concepts such as the HO for the academic study and practical development of leadership in organizations is significant, through the effects leadership has on employee satisfaction and engagement at the workplace.

The exploratory research mentioned above used a single embedded case study with 17 participants, selected via purposeful convenience sampling, who represented management, supervisory and professional line-level employees from a culturally diverse full-service hotel in a major metropolitan area. The instrument of Singelis et al. (1995) for horizontal and vertical individualism (I) and collectivism (C), as well as the instrument of Triandis and Singelis (1998) for I and C, was applied to every respondent to determine their cultural belonging. One-on-one interviews, written reflections and documentary analysis, as well as observations of the social and physical aspects of the participants’ workplace, were conducted.

Five leadership sub-themes were observed to the general theme “Setting the Example” of the study’s findings: company values for leadership styles and employee treatment; the legacy of one charismatic leader (the previous general manager); leader–follower communication; how the workplace feels intrinsically; and how the work environment becomes negative. The study led to the formation of two new characteristics of the HO (Dimitrov, 2009), of which one could be recommended as the main focus of leadership in an HO: being cognizant and understanding of individuals as human beings, not just as employees. The traits and behaviors of some modern leadership theories such as authentic leadership, transformational leadership and charismatic leadership were combined under the concept – humane leadership.

The research of more culturally diverse organizations in different counties, brand cultures and economic sectors, under various research methodologies, and in the context of classical and recent leadership theories, was recommended to establish further weather I and C employees’ expectations of their leadership would make a difference for the sustenance of an HO.

Furthermore, organizations and HRD practitioners are encouraged to invest more time, efforts and resources into leadership development programs that create such humane leadership skills and prepare quality leaders who are well-perceived and trusted by their culturally diverse workforce.

The importance of HRD concepts such as the HO for the academic study and practical development of leadership in organizations is significant, through the effects leadership has on employee satisfaction and engagement at the workplace. Humane leaders can be nurtured in a humane organizational culture.

The purpose of this paper is to examine the suitability of current care pathway modelling techniques for supporting business improvement and the development of information systems. This is in the light of current UK government policies advocating the use of care pathways as part of the £12.4 billion programme for Information Technology and as a key strategy to reducing waiting times.

A qualitative analysis of the variety in purpose, syntax and semantics in a selection of existing care pathways is conducted.

Care pathways are typically modelled in an ad hoc manner with little reference to formal syntax or semantics.

The research reviews a small selection of existing pathways. The feature set used for evaluation could be further refined. Future research should examine the suitability of applying existing process modelling techniques to care pathways and explore the motivations for modelling care pathways in an ad hoc manner.

The development of care pathways can aid process improvement and the integration of information systems. However, while syntax and semantics are not standardised the impact of care pathways in the work of Department of Health agencies, in particular Connecting for Health, is likely to be limited.

The results provide insight into the limitations of the state of the art in care pathway models. This highlights a significant omission in the Department of Health's approach and identifies an important direction for further development that will aid Connecting for Health, healthcare organisations and healthcare professionals to deliver more effective services.

The purpose of this research study was to examine the role perceptions of superintendents and their supervisors in Palestine regarding the roles and training needs of superintendents. It was part of a larger study conducted by the Department of Administration and Educational Leadership at Teachers College, Columbia University.

A grounded theory approach was used in this study. Data were collected by interviewing 16 superintendents and four general directors using guided qualitative interviews, in addition to examining Ministry of Education documents and archival data.

The grounded theory approach analysis revealed that superintendents and general directors held variant perceptions regarding the roles and training needs of superintendents. Most superintendents felt they were ill prepared for the job and had to rely on the Ministry of Education for support and direction. They perceived their role as a combination of educational managers and educational leaders. Their supervisors, however, perceived them as keepers of the status quo. The findings showed that superintendents in countries similar to Palestine (newly emerging) appear to experience problems similar to their counterparts in other transitional societies.

The findings of this research are important to new educational systems. It shows clearly the difficulties experienced by superintendents in a newly emerging system. Furthermore, superintendents in such systems may require training needs different than their counterparts in developed systems. The findings are discussed in terms of their relevancy and contributions to educational leadership theory.

This paper provides a brief overview of abuse and protection, with a particular focus on women with learning disabilities. Women with learning disabilities face double oppression at the intersection of gender and disability, which makes them particularly vulnerable to sexual violence and exploitation. The paper reviews some useful models of abuse, to guide practice and frame further research. It also reflects guidance issued by the Department of Health in 2000 (No Secrets), which has resulted in a coherent framework for use throughout local authorities and other statutory agencies to address abuse against all vulnerable adults.

This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.

The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy.

A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers.

Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development.

The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.

The purpose of this paper is to develop a comprehensive framework for assessing impeders of strategy implementation in a higher education context through an in‐depth analysis of a higher education institution in Iran.

A semi‐structured interview is employed with senior academic staff and managers in a particular university.

The main impeders of strategy implementation within the university as the case organisation and are found to be grouped into five main areas: planning consequences, organisational, individual, managerial and environmental. The nature and reasons for the impeders are explained and finally an analytical framework is developed.

The paper, through the use of how and why questions during interviews, highlighted a framework which provides an in‐depth understanding of impeders. The paper's results have implications for other universities in Iran and indeed the Middle East. However, a limitation of this paper is that the results are exploratory only, given that the paper is carried out in only one Iranian university.

This paper provides a valuable basis for discussion on the impeders of strategy implementation. Moreover, the results of the research can be used as guidance for managers and academic staff at the strategy implementation stage in the higher education sector.

The findings of the paper highlight the relevant impeders of strategy implementation within a higher education environment that will be of interest to those in this field, particularly those working in Iranian universities.

The management of workplace change takes place in many industry contexts and micro‐settings using a variety of approaches, all of which are widely reported in the academic and professional literature. There is less known about workplace change management in the context of an international company employing large numbers of Mainland Chinese employees. The company needed to improve its delivery of service quality; in this case to the maintenance of elevators and escalators, especially where breakdowns occur and customers get frustrated. It was imperative to change the work behaviour of the Chinese workforce. Integral to the change management strategy was the dual application of action research and workplace learning, natural companions in the process of modifying work attitudes and behaviour. This case study reports the design, implementation and evaluation of a process improvement program “custom built” for the Chinese employees of the international company.

The importance of social exclusion and the disadvantage experienced by many minority ethnic and religious populations are rooted in SDG 10. To address this exclusion effectively it is important to understand their key drivers. This paper aimed to establish the key drivers of exclusion and their outcomes in Nigeria.

The methods involved a scoping review of literature and stakeholder workshops that focused on drivers of social exclusion of religious and ethnic minorities in public institutions.

At the macro level, the drivers include ineffective centralized federal State, competition for resources and power among groups, geographic developmental divide and socio-cultural/religious issues. At the meso-level are institutional rules and competition for resources, stereotypes and misconceptions, barriers to access and service provision. At the micro-level are socio-economic status and health-seeking behaviour. The perceived impact of social exclusion included increasing illiteracy, lack of employment, deteriorating health care services, increased social vices, communal clashes and insurgencies and vulnerability to exploitation and humiliation. These drivers must be taken into consideration in the development of interventions for preventing or reducing social exclusion of ethnic and religious minorities from public services.

This is a case of co-production by all the stakeholders and a novel way for the identification of drivers of social exclusion in public services in Nigeria. It is the first step towards solving the problem of exclusion and has implications for the achievement of SDG 10 in Nigeria.