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The objective of this research was to identify Facione’s six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference,(e) Explanation, and (f) Self-Regulation (Facione, 1990). It was evident that providing students with guidelines for the purpose of blogging in the classroom was more thought evoking over the duration of the course compared to students following an open reflection. Self-Regulation and explanation were the skills used most consistently among participants. With this knowledge, how do educators encourage students to use the other four skills just as often?

Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working together across disciplines is almost a requirement to stay afloat in the competitive arena most principal investigators are finding themselves in. This study sought to synthesize existing research on leadership behaviors of these investigators in the agricultural discipline. The sections specifically addressed include team science, discipline structure, boundary work, challenges of interdisciplinary research, the direction of research, and leadership in interdisciplinary teams. After analyzing 32 articles, researchers determined that research should continue to investigate the role of leadership behaviors in primary investigators to continue to improve effectiveness.

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Artificial intelligence (AI) technologies have led to significant transformations across industries and society, including the field of education. The integration of AI in educational settings has the potential to improve students' learning experience and support their individual competencies when paired with non-AI methods. Despite the growing importance of AI in modern education, there remains a noticeable research gap regarding its use in entrepreneurship education and the effects of Chatbots on students' entrepreneurial competencies. To address this gap, an exploratory study was conducted on undergraduate students who were tasked with using ChatGPT to improve their business model canvas.

The chosen methodology aligned with the research purpose, aiming to explore the relationship between Generative AI and competencies. Due to the novel nature of the research problem, an exploratory study was conducted using a mixed methods approach. A survey with open- and closed-ended questions was designed, and statistical and text analyses were performed to interpret data and test identified propositions.

The findings of this study indicate that ChatGPT can enhance the types of students' entrepreneurial competencies considered in this study: spotting opportunities, creativity, vision, valuing ideas and ethical and sustainable thinking. The results show that ChatGPT can be particularly helpful to improve the ability of students of valuing ideas.

Overall, this study highlights the potential of adopting ChatGPT in experiential learning methodologies for enhancing students' entrepreneurial competencies and improving their learning outcomes.

Blogging can be an effective way for students to increase their engagement with course content. Using their daily lives as a leadership laboratory enables students to observe leadership theories in familiar contexts. This application brief discusses a semester-long assignment where students were asked to reflect on, synthesize, and apply course material through a personal blog. This assignment has been used in an online undergraduate survey of leadership theory course for non-leadership majors. Students reported that maintaining a personal blog helped them improve their critical thinking skills, recognize and document the practicality of the course material, and remain accountable and learning throughout the entire semester. Two recommendations are presented for instructors considering a reflective blog assignment: avoid being too prescriptive in the questions asked and refrain from requiring students to comment on each other’s work.

This study investigates which dimensions of the management control system (MCS) increase the perception of organizational justice and reduce unethical behavior in the perception of managers. The purpose of this paper is to validate the theoretical model of the study of Langevin and Mendoza (2012), testing the theoretical hypotheses formulated by the authors.

A survey was performed in companies listed among the Best and Largest of Exame Magazine, and the sample is composed of 102 respondents of the research, which consists of 41 assertions.

The results of the structural equation modeling show that the definition of objectives increases the perception of procedural justice, but the same was not observed regarding the remuneration of the managers. Likewise, disregarding aspects that are uncontrollable by managers in performance evaluation does not lead to the perception of procedural and distributive justice. However, feedback quality leads to the understanding that the MCS is fair. Perception of procedural and distributive justice was also observed in the use of multiple measures of performance by the company.

Other factors that have not been investigated may interfere with and contribute to the reduction of unethical behavior (budget slack and data manipulation).

The only variable that interferes in the reduction of unethical behavior is feedback quality. The non-confirmation of all the hypotheses instigates the replication of the research in other contexts for empirical validation of the theoretical model of Langevin and Mendoza (2012).