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The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments.

Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program’s positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp et al., 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students’ testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis.

The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students’ projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome.

The study relies on self-reported subjective methods in the short term since it summarizes students’ perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants’ performance in the business world.

This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable insights through field studies and allowing them to experience both cultures and different realities. They recognized technological advancements and delays applicable to both countries, benefiting future managers and planners in workforce development. The firsthand experience taught students practical skills and perspectives for effective industry management. To the best of the author’s knowledge, this is the first research in Peru focused on a short-term study abroad program based on the food and beverage supply chain industry to identify its value and contribution to a more holistic human capital development.

The purpose of this paper is to develop a conceptual framework that examines the impacts of changing seasons on tourism.

The paper presents a conceptual process model of the impact of seasons on all aspects of in-destination tourist behaviour. The model is developed from the literature and is then tested using Cairns, Australia as a case study.

Seasons influence the actual and perceived range of products/experiences available, which dictate the pull features of a destination, that in turn, influence who comes and why they come. Combined the activity sets and visitor profile define in-destination behaviour and, ultimately, satisfaction.

The study fills a needed research gap in two ways. Firstly, it explains conceptually and then tests empirically how changes in seasons affect the delivery of tourism products and experiences. Secondly, it adds significantly to our understanding of the factors that influence in-destination behaviour.

Managerial implications for destination management organisations are identified.

This paper presents a new conceptual process model for a previously unexamined issue.

本文提出了一个季节影响目的地游客行为的过程的理论模型。该模型基于文献开发而成, 然后以澳大利亚凯恩斯作为案例进行测试。

本文的目的是开发一个研究季节变化影响旅游的理论框架。

研究发现季节会影响实际和感知的产品或体验的范围, 从而决定一个目的地的吸引力特征。他们反过来可以影响谁来旅游以及他们来旅游的原因。 结合活动和旅游者画像来定义其目的地行为。

这项研究从两个方面填补了理论空白。 首先, 它从概念上解释, 然后实证检验了季节的变化如何影响旅游产品和体验的供应。 其次, 它极大地增强了我们对影响目的地行为的因素的理解。

本文指出了对目的地管理的实践意义。

本文针对先前未经考察的问题提出了一种新的理论过程模型。

El artículo presenta un modelo de proceso conceptual del impacto de las estaciones en todos los aspectos del comportamiento en en destino turístico. El modelo se desarrolla a partir de la literatura y luego se pone a prueba usando Cairns, Australia como estudio de caso.

El propósito de este artículo es desarrollar un marco conceptual que examine los impactos de los cambios de estación en el turismo.

Las estaciones influyen en la gama, real y percibida, de productos/experiencias disponibles que condicionan las características de atracción de un destino. Las estaciones, a su vez, influyen en quién viene y por qué viene. Los conjuntos de actividades combinadas y el perfil del visitante definen el comportamiento en el destino.

El estudio llena un vacío de investigación necesario de dos maneras. Primero, explica conceptualmente y luego demuestra empíricamente cómo los cambios en las estaciones afectan la oferta de productos y experiencias turísticas. En segundo lugar, contribuye significativamente a la comprensión de los factores que influyen en el comportamiento en el destino.

Se identifican las implicaciones de gestión para las organizaciones de gestión de destinos.

Este artículo presenta un nuevo modelo de proceso conceptual para un tema no examinado previamente.

This paper primarily aims to identify the multilevel learning processes emerging from abrupt telework implementation in a public knowledge-intensive organization (KIO) amid the COVID-19 crisis.

This single-case process research was guided by interpretivist epistemology. Empirical data from documentary research and 41 interviewed managers were processed by inductive qualitative analysis using the multilevel learning theoretical model.

Eight types and three modes of learning processes during the COVID-19 pandemic were identified in a public KIO, iteratively emerging in multilevel learning dynamics during the compulsory adoption of telework and replacing the face-to-face work mode conducted since its foundation.

As insider researchers, while daily and privileged access to the field was obtained, it also demanded their continuous effort to maintain transparency and scientific distancing; conceptual results are restricted to process theorisation studies, specifically the 4Is theoretical model in the scope of crisis learning process studies concerning KIOs.

This study provides evidence for managers to adopt interactive dynamics among eight multilevel types and three learning modes of emergent learning, developed during the COVID-19 pandemic, and support learning practices’ implementation and routinisation across three organizational levels in crisis situations. In addition, evidencing emergent types of learning enables organizational learning (OL) researchers to examine how organizational structures and work practices either promote or inhibit different learning types and impact multilevel learning when adopting teleworking during a crisis.

This research has theoretical value in two ways: (i) Providing empirically supported knowledge: This involves understanding multilevel learning processes resulting from emergent learning in a public KIO that abruptly adopted teleworking during a crisis context; (ii) deepening process theorization studies on OL: To achieve this, we enhance the 4I model by incorporating eight types and two modes of learning processes. These processes iteratively emerge from the individual and group levels towards the institutional level in a public KIO.

People with intellectual disabilities are high users of acute hospital care. Given their varied and often complex health-care needs, they often experience health inequalities and inequities, contributing to poorer health outcomes. As nurses are the largest health-care workforce with a patient-facing role, they have an important responsibility in meeting this populations health needs. The purpose of this paper is to explore key issues relating to the role nurses play in providing equitable health care for people with intellectual disabilities.

This service feature draws upon relevant literature to examine key contextual issues highlighting the importance of nurses in providing equitable health care for people with intellectual disabilities.

The findings from this service feature highlight the importance of nurses taking a leadership role in advocating for, and actively supporting the health needs of people with intellectual disabilities. Nurses’ leadership role, along with implementing reasonable adjustments, should be underpinned by education and training relating to the bespoke health needs of people with intellectual disabilities. This should help nurses promote the health and well-being of this population.

Addressing this populations health needs is a collective responsibility of all nurses. There are many examples of how nurses can be supported through policy, education, training and advocacy and this needs to be considered by key stakeholders and addressed as a matter of priority.

While the fashion industry is beginning to comprehend the commercial imperative for sustainability, it is struggling to address the issues of overconsumption and accompanying packaging. Research indicates that framing of marketing messages makes an impact on consumers’ choices, particularly when it comes to supporting sustainable initiatives from brands. This study aims to investigate the impact of message framing, reference to perceived benefits and green consumer values on their choice of packaging reduction initiatives in the context of online retailing and the subsequent impact on brand attitude.

A 2 (frame: gain/loss) × 2 (reference to perceived benefits: personal/societal) × 2 (green consumer value: high/low) mixed method online experiment was conducted.

Results indicated that how the message is referenced in terms of benefits (personal gain/loss or societal gain/loss) and green consumer values act as moderators between message frame and attitude toward the packaging initiatives, which in turn impact brand attitude.

Overall, the findings contribute to message architecture, insight on consumer behavior, and add to the business case for sustainable packaging for fashion/apparel companies.

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.

This chapter investigates the experiences of doctoral students and supervisors in the doctoral process, focusing on the potential impact of imbalances in the distribution of power. In this respect, there are troublesome manifestations of excessive faculty entitlement that appear to be a source of inequality and injustice. These phenomena call into question the crucial relationship of support expected of doctoral students, as thesis supervisors have a fundamental role to play in guiding them towards the doctorate and ensuring their successful entry into the research community. Looking at the issue from the angle of the theory of social fields, I examine instances of dysfunction in supervisory experiences. Such problematic practices tend to conform to the relationships and traditions that sustain and (re)produce the practices of the academy, constraining the establishment of what Bakhtin describes as a dialogical relationship, between doctoral students and supervisors. I examine this problem from my own experience, both as a doctoral student and as a supervisor. I approach the question by combining self-study and narrative inquiry to make use of the data from my experience to analyse the issues raised during the supervision of doctoral programmes. I connect accounts drawn from literature, real-life testimonies and a corpus of discussions and notes to explore the manifestations of excessive faculty entitlement in the form of asymmetries and difficulties that can negatively impact the quality of supervision.