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This article argues that the potential of the vast amount of research, published each year in the history of education, remains untapped. Given the rapidly growing number of academic publications in the field, there is a need for research that is based on articles, chapters and monographs already published. While analyses of existing research publications are widely used in other academic disciplines, such approaches remain under-utilized in the history of education.

The argument of this article is supported in three steps. Firstly, we distinguish between different forms of research using existing data and research publications, in particular secondary analyses, systematic literature reviews and meta-analyses. Due to the heterogeneous nature of research publications in educational history, this article argues for the method of qualitative meta-analysis. Secondly, we discuss the risks and methodological pitfalls of research using existing research publications, outlining possible areas of application and discuss examples of meta-analyses in educational history. Finally, the article explores the implications of an increased use of meta-analyses, especially for the editors of scientific journals.

This article provides an introduction to the main features of meta-analysis as applied in history of education. By promoting qualitative meta-analyses as original research, we argue that journals could help ensure that the potential for vibrant and highly productive research in the history of education is fully realized.

Despite that the use of published research is widely discussed in the behavioural and social sciences, there is a lack of reflection on how to use the knowledge produced in the history of education. By presenting qualitative meta-analysis, this article provides a starting point for such a discussion.

What is the purpose of hazing? Why does it continue to happen? How can we enact change? Despite a wealth of research on hazing – documenting the detrimental effects, analysing prevalence, trends and causes, as well as suggesting steps to prevent hazing – there remains a disconnect between anti-hazing research, messages and online resources and the delivery and implementation of anti-hazing information and work in communities. Ignited by waves of sport activism and social justice movements globally, not only is greater attention being paid to long-established cultures of violence and abuse in sport and society, but victims are finding their voice and collective strength to expose perpetrators of violence and hold them accountable. Indeed, we are witnessing positive cultural shifts that challenge many of the ideological norms and values traditionally used to rationalise hazing behaviours. Deep change of this magnitude requires serious investment in thoughtfully developing strategies to: optimise educational efforts, expose infractions, enforce rules, hold policymakers, team leaders and athletics personnel accountable, open lines of communication for reporting and addressing instances of hazing as well as listening to athletes' voices in promoting positive team building experiences. Successfully making these investments is key for making progress towards protecting athletes from cultures of violence and harm.

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

This study aims to summarize studies that compared the performance of health-care institutions led by leaders with medical background versus those with no medical background.

A systematic search was conducted on three databases: PubMed, Ovid Medline and Google Scholar to identify relevant peer-reviewed studies using the keywords “performance,” “impact,” “physician,” “medical,” “doctor,” “leader,” “healthcare institutions” and “hospital.” Only quantitative studies that compared the performance of health-care institutions led by leaders with medical background versus non-medical background were included. Articles were screened and assessed for eligibility before the relevant data were extracted to summarize, appraise and make a narrative account of the findings.

A total of eight studies were included, four were based in the USA, two in the UK and one from Germany and one from the Arab World. Half of the studies (n = 4) reported overall better health-care institutional performance in terms of hospital quality ranking such as clinical effectiveness and patient safety under leaders with medical background, whereas one study showed poorer performance. The remaining studies reported mixed results among the different performance indicators, especially financial performance.

While medical background leaders may have an edge in clinical competence to manage health-care institutions, it will be beneficial to equip them with essential management skills to optimize leadership competence and enhance organizational performance.

The exclusive inclusion of quantitative empirical studies that compared health-care institutional performance medical and non-medical leaders provides a clearer link between the relationship between health-care institutional performance and the leaders’ background.

As after-hours technology-mediated work (ATW) becomes common in organizations, the increased workload and interference to life caused by ATW has induced employee turnover. This research develops a mediated moderation model to explain how employees' intrinsic and extrinsic motivations for ATW affect their turnover intention through work–life conflict.

A survey was conducted to collect data of 484 employees from Chinese companies. Partial Least Square was used to perform data analysis.

The results show that intrinsic motivation for ATW has an indirect negative impact on turnover intention via work–life conflict, whereas extrinsic motivation for ATW has both a positive direct impact and a positive indirect impact (via work–life conflict) on turnover intention. This study also helps find that time spent on ATW can strengthen the positive impact of extrinsic motivation for ATW on turnover intention but has no moderation effect on the impact of intrinsic motivation for ATW. Furthermore, this study reveals that the interaction effect of time spent on ATW and extrinsic motivation on turnover intention is mediated by employees' perceived work–life conflict.

By discovering the distinct impact of employees' intrinsic and extrinsic motivations for ATW on turnover intention, this research provides a contingent view regarding the impact of ATW and offers guidance to managers regarding how to mitigate ATW-induced turnover intention through fostering different motivations.