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This paper investigates the dynamics between state affect and trusting cognitive beliefs on post-adoptive information technology (IT) use behaviors in the form of intention to explore and deep structure usage. That state affect can influence behaviors is recognized in practice. In fact, some studies examine the impact of affective constructs, but the way state affect impacts how individuals use IT remains largely unexplored. The authors theorize that state affect, in the form of positive and negative affect, will influence trusting cognitive beliefs regarding an IT artifact (in terms of perceived helpfulness, capability and reliability) and, more importantly, directly influence intention to explore and deep structure usage.

The authors test the model using a sample of 357 IT users. Survey items were derived from established measures, and the data were analyzed using structural equation modeling.

Results of this study suggest that positive affect and negative affect impact trusting cognitive beliefs. Trusting cognitive beliefs positively impact intention to explore with an IT and deep structure usage of an IT. Even in the presence of trusting beliefs, though, positive affect directly impacts intention to explore. Positive affect and negative affect both also have various indirect, mediated effects on intention to explore and deep structure usage.

In order to maximize value from workplace IT, the results suggest managers foster an authentic, positive work environment in order to harness or redirect employees' emotional energies.

Research shows data-informed leadership matters for school improvement and student achievement, but less is known about what motivates leaders’ data use toward such outcomes, particularly in the Catholic school context.

This qualitative interview study uses interview (n = 23) data from a sample of Catholic school leaders to unpack how they conceptualize data, the motivations encouraging their data use and the challenges inhibiting data routines.

Catholic school leaders largely shared a narrow definition of data as quantitative, standardized achievement data, were motivated by a moral imperative to meet students’ needs and faced several common challenges, including time constraints, uncertainty in measurement, limited capacity and resources and issues of turnover at the classroom and school levels.

School leaders can assuage tension around data by broadening the scope of measures and appealing to teachers’ sense of personal responsibility and commitment to students.

These findings extend the research in three ways. They bring to light an important tension between data-informed practice and a whole child approach to education, highlight the possibility of motivating data use through conscience rather than compliance and provide insight into data perceptions in private schools, an understudied context in the literature.

This paper aims to provide scholars with a deep understanding of the field through the identification of strengths and weaknesses in the literature and support decision-makers in the development of new practices in local risk management based on scientific data. The specific question in this review asks: what are the drivers and barriers to local risk management?

This paper provides an overview of the scientific literature produce over the past 20 years of the divers and barriers to local risk management. This paper presents a scoping review of peer-reviewed articles published between 2000 and 2019 inclusively in the fields of public policy and public administration.

This paper makes three main observations regarding the state of the literature. First, this paper finds that scholars mainly focus on single risk and certain regions of the world. Second, there is multiple approached used by the literature to study risk management at the local level. Third, little attention is given to the political context in which local risk management takes place.

This paper is a complete literature review of more than 500 peer-reviewed articles published in academic journals regarding risk prevention policies over the past two decades. This paper analyzed the main findings of the current literature to provide a general view of the scholarship and improve the collective understanding of risk management at the local level by providing future research avenues.

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

Though scholarship has documented Black opera leaders' contributions to the art form in the United States (André, 2018; Caplan, 2017; Cuyler, 2021; Southern, 1997; Turner, 2015), they have received scant attention in rubrics that theorize a definition of Black opera (André, 2018; Cheatham, 1997; Schmidt & Schroeder, 1999). However, as their recent advocacy for racial justice (Cuyler, 2022) through their Letter to the Opera Field in 2020 revealed (Cuyler, 2023), Black opera leaders play a powerful and unique role in shaping audiences' appreciation, engagement with, and understanding of Black opera (André, 2018; Cuyler, 2023; Floyd & Cuyler, 2023). In addition to their positionality as observers of and participants in opera companies' decision-making processes, their advocacy for racial justice can compel an opera company to program Black opera, or not (Cuyler, 2021, 2022, 2023). Therefore, in this chapter, I explore the research question, what is the role of Black opera leaders in Black opera? Lastly, I propose a theory of the dynamic process that includes artistic programming and casting, hiring, community engagement, and audience development which enables the development of an audience for Black opera when Black opera leaders view their leadership of these areas of work through the lens of racial justice.

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce.

The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings.

The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting.

This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace.

This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.

The study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.

Results depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.

The study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.

The purpose of this study was to develop a model of skilful surfing to aid understanding of how best to seek health information, online and offline, during pregnancy.

This study used an observational, descriptive design, using a purpose written questionnaire, factor analysis and structural equation modelling.

Analysis resulted in the factor loading of five components: online health information seeking behaviour, normalisation, offline support, trust and data saturation. These components were included as latent variables in an SEM to evaluate the credibility, and subsequently confirm the viability of the theory of skilful surfing.

To the authors' knowledge, this study is the first of its kind to successfully model and define what it is to skilfully surf health information online whilst pregnant, with empirical and theoretical underpinnings.