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Because preservice teachers (PSTs) need effective strategies to address the risks of teaching hard history, teacher educators must select approaches and strategies for teaching PSTs how to avoid, contain, or embrace the risks of teaching hard history. The purpose of this study was to explore one teacher educator’s strategies for teaching PSTs how to contain the risks of teaching hard history.

This study reports partial findings from Phase I of a multiple case research study of PSTs during their secondary social studies methods class and student teaching experiences during the 2021–2022 academic year. Data included surveys, semi-structured interviews, non-participant observations, and documents.

Findings indicate that the teacher educator taught five strategies for containing risk while simultaneously enacting risk containment herself. Four of the risk containment strategies shared characteristics with prior research; one strategy, grounding teaching in the state social studies standards, is a novel strategy that adds to the existing body of research.

This study contributes to and extends the research on containing the risk of teaching hard history in secondary social studies. One strategy taught by the teacher educator, grounding teaching in the state social studies standards, adds to the body of scholarship on teacher educators’ strategies for containing the risks of teaching hard history.

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

This paper examines an identified but unexplored career gap evidenced at a mid-level classification in the academic career path for women in Australia. This career-stalling effect or holding pattern, is examined to determine underlying causes of career trajectory interruption.

Guided by the epistemological stance of standpoint theory, this exploratory abductive study employs a novel arts-based method, draw, write, reflect, to access experiences that may be difficult to convey verbally. The obtained drawings and reflections were thematically analysed.

Drawing on Bourdieu’s concept of illusio this article finds support for female academics’ bifurcated consciousness. Results demonstrate how opposing social role prescriptions result in the deliberate avoidance of work-life conflict, a nuanced lack of confidence in work tasks in combination with other, often competing responsibilities, and the uneven distribution of administrative duties known as “academic housework”, which combine to stall careers. Female academics feel pressure to prioritise their domestic role and eschew career progression.

Despite the small sample size, the findings provide rich career narratives and experiences of female academics in Australia providing additional impetus for increased gender equity efforts.

This study is the first to explore the previously unidentified holding pattern for female academics in Australia. Findings suggest there is a range of previously unexplored impediments resulting in a gendered stalling at a mid-level classification interrupting female academic career progression.

This chapter explores how business owners can make a contribution towards solving societal and environmental challenges. Understanding personal values is introduced as a way to help business owners make better decisions, contribute more and live a life of purpose. This chapter also highlights the value of taking a long-term perspective when growing a business and explores the concept of Ubuntu, the African concept of interconnectedness and understanding that our actions, however small, can impact on others and the environment.

This project set out to explore information scholars’ perceptions of the influence of their keyword selections and the implications of their linguistic choices on possibilities for and perceptions of the field of Information Science. We trialed a narrative methodological approach to investigate the multiple stories told with specific keywords, how they relate to larger discourses within the field and the impact they have on the lives of information researchers.

This paper draws on Arthur Frank’s narrative analysis to consider keywords as stories, which shape one’s sense of professional identity and belonging. The analysis, which is informed by insights from multi-disciplinary scholars of keywords, employs data from a keywords-oriented workshop with Information School faculty and students, as well as an online questionnaire sent to heads of Information Schools.

We did not find a singular definitive story of information science scholars’ experiences with keywords. Rather we identify tensions surrounding common and contested understandings of discipline, canon and information, engaging the complexity of interdisciplinary, international, intellectual and moral claims of the field. This research offers insight into the experiential factors that shape scholars’ engagement with keywords and the tensions they can create.

A wealth of bibliometric analyses of keywords focuses on finding the “right” words to describe the scholarship you seek or the work you want others to discover. However, this study offers information researchers a novel approach, creating space to acknowledge the generative tensions of keywords, beyond the extractive logic of search and retrieval.

Data used to develop the case included primary data from employees and leaders of AJE, a Peruvian-based beverage products manufacturer. The case company is not disguised; actual employee names and titles are used. The company provided financial and product data and photos.

The AJE Group’s initial launch of its Amayu Peruvian superfruit drinks into the American market, in partnership with Amazon, fell short of company expectations. Company leadership sought to reevaluate their strategy and determine how to modify their approach to achieve a higher level of success. They were considering whether a “blue ocean” strategic approach, which they successfully implemented in the past in the Peruvian market, might work in the US market.

This case is designed for an undergraduate international business or strategic management class. With the financial data, the case is also comprehensive enough to serve as an early case on international business in the strategic management capstone course. Before completing the case, business students should complete principles courses in the business core including marketing, accounting, finance and management.

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

This paper presents a moderated mediation model of job crafting and turnover intention grounded in the affective events theory. It examines the mediating role of affective organisational commitment (AOC) and the moderating effect of entrepreneurial leadership (EL) on the link between millennials’ job crafting, AOC and, subsequently, turnover intention.

A sample of 352 millennials was analysed using structural equation modelling (SEM) and SPSS.

AOC mediated the relationship between two job crafting dimensions – increasing structural job resources and challenging job demands – and turnover intention among millennial workers. Moreover, EL enhances the relationship between these dimensions and AOC.

This paper offers insights into millennials’ work behaviour, highlighting the role of AOC in retention and the significance of EL in strengthening millennials’ emotional commitment, especially from those working in an SME context.

The stereotypical assumptions of what it means to be hegemonically masculine and to be a leader are aligned in current society, potentially creating role incongruity for anyone who does not fit into this definition. The purpose of this study is to investigate whether masculine and feminine leadership traits of men and women hospitality managers affect employees’ intention to trust leaders and organizational attractiveness.

Explanatory mixed methods were used. First, two experiments (Study 1 = woman manager, n = 137; Study 2 = man manager, n = 117) were conducted with current hospitality employees to test the interaction of masculine versus feminine enactment and the leadership gender composition (3%, 23% or 53% women) on organizational attractiveness and intent to trust the leader. Results did not align with the theories; therefore, three focus groups were held with 13 current hospitality employees.

Results indicate a shift toward the preference for communal (feminine) characteristics in hospitality leadership with a balance of masculine traits.

The influence of managers’ gender-related behaviors on trust and organizational attractiveness goes beyond their physical gender traits, indicating that gender plays a more crucial role than previously understood.

By using role congruity theory and hegemonic masculinity, this study offers a nuanced understanding of masculine and feminine gender enactment and broadens leadership theory by including the perspectives of nonhegemonic men and assertive women.