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This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates, student teachers, novice teachers and teachers new to the school. We explored growth in the mentors and aspects of the academy that impacted that growth.

This instrumental case study included eight mentors and one administrator participating in six sessions of the mentor academy during one academic year. Data included surveys, an interview, artifacts and notes. Additional survey data were gathered from teacher candidates and novice teachers who were mentees and other administrators. The academy focused on identifying the needs of mentees at different levels of experience, approaches to communication, feedback and observation and building a sustainable and life-giving mentoring program. The constant comparative method was applied within and across sources to reveal themes. Numerical data from Likert scale survey questions were cross-referenced with qualitative data.

Mentors improved their ability to build trusting relationships with mentees, provide individualized support based on mentees’ developmental levels, confer and offer specific feedback. They learned to mentor for independence, and mentors grew in confidence, suggesting and enacting leadership roles.

This study is limited to data from only one cohort. Furthermore, studying the content of mentoring sessions could provide a more nuanced understanding of mentors’ growth. Therefore, future research will include analysis of mentoring sessions and mentees’ goals and progress.

The mentor academy spanned the school–university boundary by cultivating cohesive mentoring practices, which supported the clinical preparation of teacher candidates, the development of teachers and the professional learning of mentors. The tools, procedures and network created by the mentors contributed to a self-sustaining and life-giving mentoring culture in the SUP.

This systematic literature review examines the domain of sports sponsorship involving controversial industries. We delve into the shared patterns, differences and overarching themes prevalent across various dark consumption industries (i.e. alcohol, food and beverages high in fat, salt and sugar, gambling and tobacco).

This study systematically reviews research on controversial sports sponsorships (CSS). Literature searches in Web of Science and Scopus, and additional searches in reference lists resulted in a total of 90 publications meeting the inclusion criteria, which can be grouped into three research clusters: prevalence, impact and (in)appropriateness of CSS.

This review revealed a high prevalence of so-called controversial sponsors in sports, particularly in – but certainly not limited to – soccer. Especially gambling sponsorships have become more prominent in recent years. Ethical concerns surfaced since CSS are positively related to attitudes, preferences, purchase intention and consumption, potentially causing health-harming consequences for children and adults.

This study provides scholars and practitioners with insights to advocate for policy measures curbing CSS.

In light of the identified research gaps, we propose a research agenda to particularly investigate causal relationships between exposure to CSS and its impact by conducting longitudinal and experimental research. Additionally, we propose to establish a consumer-centered framework for processing CSS.

Despite significant progress in Iran's immunization programs, vaccine policymaking in the country still faces various challenges and shortcomings. To address these issues and ensure sustained progress toward achieving comprehensive vaccination policies, it is essential to identify the critical factors influencing vaccine policies in Iran. Our study aims to provide evidence-based insights that can inform the development of effective and equitable vaccine strategies, leading to a more sustainable and efficient approach to vaccination in the country.

This mixed-method study aimed to analyze the factors influencing the future of human vaccine policy using Cross Impact Analysis. Firstly, a scoping review was conducted to identify the factors affecting the future of human vaccine development. Secondly, a semi-structured interview was conducted with experts in this field to add more factors and confirm the identified factors within the Iranian context. Finally, a Cross-Impact Analysis (CIA) approach was applied to comprehend the complex relationships between the identified factors. Thematic analysis was used for the qualitative data, and MICMAC analysis was applied to characterize the relationships between the factors.

Seventeen key driving force factors were identified through comprehensive review and interviews. These factors were assigned weighted values ranging from zero to three and subsequently analyzed using MICMAC software. Employing the Cross-Impact Analysis (CIA) technique, the study characterized the impact of each factor on vaccine policy and elucidated the intricate interactions between them. The findings underscored that robust leadership and governance, an innovative ecosystem, and well-established immunization information systems emerged as pivotal driving forces shaping vaccine policy in Iran.

While this study contributes valuable insights into the driving factors influencing vaccine policy in Iran, it is important to acknowledge several limitations. The results rely on the subjective perceptions of a diverse group of specialists, and future research could delve into additional factors in other countries to identify common themes and differences.

This study provides evidence to assist policymakers in making informed decisions regarding vaccines in Iran. The findings suggest that enhancing access to vaccines, fostering trust in the healthcare system, and prioritizing equity in distribution can contribute to increased vaccination rates and a reduction in vaccine-preventable diseases.

This study provides a unique contribution to the field of vaccine policy by utilizing the cross-impact analysis to examine the complex interactions among various factors. The results of this analysis demonstrate that these interactions can significantly impact the overall system, highlighting the need for policymakers to consider multiple factors when formulating effective strategies. By revealing the significance of these interactions, this research offers valuable insights into the development of successful policies that can shape a desirable future for vaccine policy in Iran. Future studies could ratify the findings from this research by applying other methodological approaches.

Witness-led techniques, informed by theory, have been recognized as best practice for eliciting information from cooperative eyewitnesses. This study aims to test a self-generated cue (SGC) mnemonic grounded in memory theory and explore the impact of three SGC mnemonics on subsequent recall performance.

Participants (N = 170) witnessed a live staged event and reported their recall using an SGC mnemonic (keywords only, event line or concept map) or control technique (other-generated cues or free recall only). These mock witness accounts were compared in terms of correct and incorrect details reported.

Fewer correct details were reported in the other-generated cue condition compared to the SGC event line (p = 0.018) and SGC concept map (p = 0.010). There were no significant differences between free recall alone and any other condition. The number of inaccurate details reported did not differ between conditions (p = 0.153). The findings suggest that high-quality free recall instructions can benefit recall performance above generic cues (e.g. other-generated cues) but using SGCs to support a structured recall (e.g. concept map or event line) may offer an additional recall benefit.

The findings support previous research that SGCs benefit recall beyond other-generated cues. However, by comparing different cue generation techniques grounded in the literature, we extend such findings to show that SGC generation techniques are not equally effective and that combining SGCs with structured recall is likely to carry the greatest benefit to recall.

Business schools are vital in promoting responsible management (RM) – a management grounded in ethics and values beneficial to a wide array of stakeholders and overall society. Nevertheless, due to deeply embedded institutional modernistic dynamics and paradigms, RM is, despite its importance, repeatedly marginalised in business school curricula. If students are to engage with RM thinking, then its occlusion represents a pressing issue. Drawing on the United Kingdom (UK) business school context, this paper aims to examine this issue through a framework of institutional theory and consider the role played by (modernistic) institutional accreditation and research assessment processes in marginalisation of RM.

This study used an exploratory qualitative research method. Data were collected from 17 RM expert participants from 15 UK business schools that were signatories to the United Nations Principles for Responsible Management Education through semi-structured in-depth interviews and analysed using the six phases of Braun and Clarke’s thematic analysis.

The study identifies a potent institutional isomorphic amalgam resulting in conservative impacts for RM. This dynamic is termed multiple institutional isomorphic marginalisation (MIIM) – whereby a given domain is occluded and displaced by hegemonic institutional pressures. In RM’s case, MIIM operates through accreditation-driven modernistic-style curricula. This leads business schools to a predilection towards “mainstream” representations of subject areas and a focus on mechanistic research exercises. Consequently, this privileges certain activities over RM development with a range of potential negative effects, including social impacts.

This study fills an important gap concerning the need for a critical, in-depth exploration of the role that international accreditation frameworks and national institutional academic research assessment processes such as the Research Excellence Framework in the UK play in affecting the possible growth and influence of RM. In addition, it uses heterotopia as a conceptual lens to reveal the institutional “mask” of responsibility predominantly at play in the UK business school context, and offers alternative pathways for RM careers.

This chapter highlights the close relationship between the wellbeing of faculty and students in higher education and the quality of teaching and learning. Improving teaching and learning is crucial for promoting the wellbeing of both faculty and students. As such, instructional leadership, an approach that focuses on enhancing teaching and learning, should be a priority for higher education leaders. However, the involvement of higher education leaders in instructional leadership is often limited. Therefore, a customized version of instructional leadership that considers the unique priorities, characteristics, and norms of this specific educational context should be implemented in higher education to prioritize the improvement of teaching and learning and, consequently, enhance the wellbeing of faculty and students.

Providing a comprehensive literature review to consolidate existing knowledge, advancements and future directions in the field. By synthesizing the state of research, this work enhances the understanding of Prescriptive Maintenance (PsM) methodologies, applications and potential benefits to assist researchers in identifying fruitful avenues for further investigation, and guide practitioners in implementing PsM strategies to improve maintenance outcomes in their industries.

Through a systematic, multistage, specialists audited analysis of peer-reviewed articles, conference papers, books sections, thesis, magazines and industry reports, this work provides a literature review analyzing PsM origins, definitions, enablers, outputs and emerging trends.

PsM concept evolved in recent years representing a shift from traditional maintenance, leveraging prescriptive analytics, data-driven modeling and optimization techniques to enable proactive decision-making and optimal resource allocation. By harnessing PsM, organizations can anticipate and mitigate failures, optimize maintenance actions and enhance asset reliability.

Existing literature points out the following challenges for PsM implementation: prescriptive analytics improvement, scalability of frameworks, development of prototypes, processes integration; PsM maturity assessment; asset health prognostics assertiveness, real-time data availability and adoption of cost functions to grasp business and environmental, social and governance (ESG) costs.

Optimal deployment of resources with little or no human intervention in the maintenance decision process and the creation of new services improving reliability and operational performance.

By optimizing maintenance, not only direct costs diminish but also environmental, social and governance (ESG) related costs decrease by reducing energy waste during equipment’s operating phase, assessing the ecological impact of providing maintenance to operators and line maintenance stakeholders and, consequently, minimizing or even eliminating harmful effects on the environment and the human.

Work consolidating existing PsM-related knowledge and indicating future work is a gap in the literature. This paper fills this gap.

Controversy has long swirled over the claim that Donald Trump's base has deeply rooted authoritarian tendencies, but Trump himself seems to have few doubts. Asked whether his stated wish to be dictator “on day one” of second term in office would repel voters, Trump said “I think a lot of people like it.” It is one of his invariable talking points that 74 million voters supported him in 2020, and he remains the unrivaled leader of the Republican Party, even as his rhetoric escalates to levels that cautious observers now routinely call fascistic.

Is Trump right that many people “like” his talk of dictatorship? If so, what does that mean empirically? Part of the answer to these questions was apparent early, in the results of the 2016 American National Election Study (ANES), which included survey questions that we had proposed which we drew from the aptly-named “Right-Wing Authoritarianism” scale. Posed to voters in 2012–2013 and again in 2016, those questions elicited striking responses.

In this chapter, we revisit those responses. We begin by exploring Trump's escalating anti-democratic rhetoric in the light of themes drawn from Max Weber and Theodor W. Adorno. We follow this with the text of the 2017 conference paper in which we first reported that 75% of Trump's voters supported him enthusiastically, mainly because they shared his prejudices, not because they were hurting economically. They hoped to “get rid” of troublemakers and “crush evil.” That wish, as we show in our conclusion, remains central to Trump's appeal.

The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

Autoethnography as a methodology has proved increasingly attractive to higher education researchers in recent years, particularly those in marginalized positions. This article examines the extant research literature, focusing on the origins and meaning of the approach, how it has been applied in practice and the issues and critiques that have been raised. It concludes that collaborative forms of autoethnography probably offer the best way forward.