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Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.

Globally, contemporary school learning environments are being transformed to incorporate innovative designs and pedagogies, digital technology and new ergonomic furniture – often ‘un-classroom-like’ in their form but can more readily accommodate the needs of 21st century learners. In this concluding chapter, key strategies, themes and ideas presented by contributing authors are presented. Linking the discussion of the book to the changing context of education and design, this chapter provides insights and reflections for supporting educators and learners to more effectively use the learning environments as a pedagogical and learning tool.

Although emotional dynamics (EDs) during the entrepreneurial learning (EL) process are acknowledged to promote the growth of an entrepreneurial mindset (EM), while having social causes, empirical research on learning mainly looks at emotions as socially isolated concepts. This study aims to investigate how socially induced and regulated emotions during the EL process affect EM development.

We applied a qualitative, inductive approach related to interpretative phenomenological analysis to get deeply involved into individuals’ experienced emotions. We conducted semi-structured interviews with participants of two EL programs. Open-ended questions stimulated free narratives and detailed descriptions of experiences that were analyzed following a five-stage process.

There is a correlation between socially induced and regulated emotions and the development of EM elements. We suggest a framework for the EL process based on EDs, which triggers four main mechanisms that help individuals develop an EM: “re-assessment of individual emotions through EDs”, “EDs affected by facilitator intervention,” “sharing and co-creation of emotions,” and “sensemaking of experiences and emotions.”

This study adds to the knowledge on EDs during the EL process and contributes to the literature on EL and emotions in learning. Therewith, it helps to sensitize practitioners toward the complexity of emotions in the entrepreneurial process, allows to moderate individual emotional reactions and social Eds, and improves existing EE programs. Future research could investigate the interplay of specific personality traits, learning environments, and socioemotional team dynamics in EL.

This paper aims to explore the increasing importance of the intraorganizational dimension of the sales role (IDSR) based on service-ecosystem theory. Specifically, it examines how firms can improve interactions both internally and with external actors and stakeholders to both create and sustain advantageous “thin crossing points” (Hartmann et al. 2018). Academic research on sales ecosystems has yet to fully harness the rich insights and potential afforded by the crossing-point perspective.

After developing and unpacking the paper’s guiding conceptual framework (Figure 1), the authors focus on crossing points and the diversity of interactions between the contemporary sales force and its many stakeholders. They examine the sales literature, identify opportunities for thinning sales crossing points and propose dozens of research questions and needs.

The paper examines the importance of improving interactions both within and outside the vendor firm to thin crossing points, further develops the concept of the “sales ecosystem” and contributes a series of important research questions for future examination.

The paper focuses on applying “thick” and “thin” crossing points, a key element of Hartman et al. (2018). The primary limitation of the paper is that it focuses solely on the crossing-points perspective and does not consider other applications of Hartman et al. (2018).

This work informs managers of the need to improve interactions both within and outside the firm by thinning crossing points. Improving relationships with stakeholders will improve many vendor firm and customer outcomes, including performance.

Integrating findings from the literature, the authors propose a conceptual framework to encompass the entire diversity of idiosyncratic interactions as well as long-term relationships the sales force experiences. They discuss the strategic importance of thinning crossing points as well as the competitive disadvantages, even peril, “thick” crossing points create. They propose an ambitious research agenda based on dozens of questions to drive further examination of the IDSR from a sales-ecosystem perspective.

Most UK ambulance services undertake remote assessments of 999 calls with nurses and paramedics to manage demand and reduce inappropriate hospital admissions. However, little is known about the differences in the types of cases managed by the two professions comparatively, their clinical outcomes, and the quality and safety they offer.

The retrospective descriptive study analysed data collected at Welsh Ambulance Services University NHS Trust (WAST) from prioritisation, triage, and audit tools between the 17th May 2022 to 8th November 2022. A total of 21,076 cases and 728 audits were included for review.

There was little difference in the type and frequency of the presenting complaints assessed, and clinical outcomes reached in percentage terms. Whilst paramedics had more highly compliant call audits and fewer non-compliant call audits, there was, again, little difference in percentage terms between the two, indicating positive levels of safety across the two professional groups.

There continues to be a substantial difference between UK paramedics to those in the Middle East, the United States, and some African nations, which may limit the applicability of findings. This study also looked at a six-month window from only one UK service using one type of prioritisation and triage tool. Future research could explore longer periods from multiple services using various tools. It is important to note that this study did not link outcome data with primary, secondary or tertiary care settings. Thus, it is impossible to determine if the level of care aligned closely with the final diagnosis.

The practical implications of this work include better workforce planning for agencies who have perhaps only employed one type of clinician or a reaffirmation to those who have employed both. The authors suggest that the training and education of both sets of clinicians could remain general in nature, with no overt requirement for specificity based on professional registration alone. Commissioners and stakeholders in the wider health economy should consider ensuring equitable access to alternative pathways for patients assessed by both nurses and paramedics.

It has been posited that UK nurses and paramedics are, by virtue of their consistency in education, skill set, licensure, and general experience, both able to achieve safe and effective remote outcomes in 999 settings. This study provides evidence to support that hypothesis. These results say more about the two professions' ability to work together rather than just the professions themselves. The multidisciplinary team approach is well-established in acute care settings, and is broadly considered to improve communication, coordination decision making, adherence to up-to-date treatment recommendations, and be positive for shared learning and development for younger colleagues.

Most UK services use a mix of nurses and paramedics; however, little is known about the differences in the types of cases managed by the two professions comparatively, their clinical outcomes, and the quality and safety they each offer. The most recent studies of this nature were published in 2003 and 2004 and looked only at low-acuity 999 calls when remote assessment was not even an established role for UK paramedics. This study updates the literature, identifies areas for future research, and applies to the international setting for the most part.

Reality breakdowns generate reflexivity and awareness of the constructed nature of social reality. These pivotal moments can motivate institutional inhabitants to either modify their social worlds or reaffirm the status quo. Thus, reality breakdowns are the initial points at which actors can conceive of new possibilities for institutional arrangements and initiate change processes to realize them. Studying reality breakdowns enables scholars to understand not just how institutional change occurs, but also why it does or does not do so. In this paper, we investigate how institutional inhabitants responded to a reality breakdown that occurred during our ethnography of collegial governance in a large North American university that was undergoing a strategic change initiative. Our findings suggest that there is a consequential process following reality breakdowns whereby institutional inhabitants construct the severity of these events. In our context, institutional inhabitants first attempted to restore order to their social world by reaffirming the status quo; when their efforts failed, they began to formulate alternative possibilities. Simultaneously, they engaged in a distributed sensemaking process whereby they diminished and reoriented necessary changes, ultimately inhibiting the formulation of these new possibilities. Our findings confirm reality breakdowns and institutional awareness as potential drivers of institutional change and complicate our understanding of antecedent microprocesses that may forestall the initiation of change efforts.

This purpose of the study was to investigate, analyze, and make meaning of student perceptions of social media influencers in the context of leadership and followership.

We investigated whether students perceive social media influencers as leaders, their perceptions of the difference between followers and fans, and the degree of responsibility influencers have over their followers’ behaviors. Existing qualitative data were obtained from n = 41 participants for the study. We used elements of phenomenology within a single case study design (introductory leadership course) to thematically review and analyze students’ discussion posts and agree on common themes.

Our findings show that most students do not believe influencers are leaders based on value differences between influencers and leaders broadly. Students perceived followers as more actively engaged than fans based on their ability to work alongside leaders, while fans are more passive by only consuming and admiring influencers’ content. Lastly, most students noted that influencers are responsible for the behaviors of their followers and should have more awareness of their power and influence online.

As social media continues to influence the perceptions of the younger generations of leaders, our findings seek to provide insights into the evolving and dynamic nature of leadership and followership in the digital age.

Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

The aim of this paper is to enhance understanding of the use of sourcing teams (STs) by organisations in their procurement and supply chain management. The paper achieves this by exploring, within the context of the supply chain directorate of a global aerospace manufacturing company (GAMC), both the relationship between sourcing teamwork effectiveness (TE) and sourcing task-work effectiveness (TA) and the relationship between individual team member knowledge, skills and abilities (KSAs) and TE.

The authors develop a theoretical model positing positive links between both KSAs and TE and TE and TA. The model is empirically validated using partial least squares structural equation modelling in a survey of 108 ST members from a GAMC.

The authors identify that, within GAMC, four of five KSAs drive TE and further discover the direct effects of TE on improved TA. Additionally, the authors observe within GAMC the indirect effects of KSAs on TA cascading through TE.

Limitations include the use of a single firm and self-report measures for data collection. In spite of this, the paper has numerous research implications. Previous research on STs has combined factors related to TE and TA. In this paper, TE and TA were disaggregated, and the relationships between them were explored. The relationships were found to be positive within GAMC, a finding that strengthens the evidence base supporting the use of STs by organisations in their procurement and supply chain management. In addition, the paper also strengthened the evidence base regarding the importance of KSAs to TE, which complements existing research highlighting the importance of team-level factors and individual technical attributes.

The findings from GAMC suggest that executives/managers should take an individual as well as a team-level perspective when developing STs and should consider KSAs as well as technical knowledge when judging individuals’ suitability for inclusion within an ST. There are established KSA tests in the literature that could be used by managers for this task. The findings also inform executives/managers that TE matters for TA and needs attention and investment, especially where sourcing tasks concern high-value areas and/or critical incidents within supply chains.

To the best of the authors’ knowledge, this is the first paper to explore the relationship between TE and TA. Establishing that this relationship is a positive one provides critically important evidence regarding the efficacy of STs, which are widely used within procurement and supply chain management. It is also a rare study looking at TE from the perspective of individual team member KSAs, with further positive relationships revealed. Both findings enhance what is a very limited literature on a widely used practice within procurement and supply chain management.