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This paper aims to identify what succession planning actually is and the pro's and con's of buying in, or building talent in the organization. The paper is informed by BlessingWhite's 2008 global survey into employee engagement.

The paper examines the advantages and disadvantages of buying in and building talent to ensure the right people are in the right places at the right time within an organization. It describes five strategies for ensuring succession planning works.

The five key strategies are: aligning succession planning with business strategy, assessing leadership potential using the 3Cs, involve the talent in the planning, mixing development: experience/coaching/training, and casting a wider net for succession.

The research quoted is the global BlessingWhite survey – The State of Engagement 2008.

The paper details changes to succession planning strategy.

This paper gives new research data and an approach to succession planning. It is of value to senior HR professionals and executive teams in companies concerned about effective succession planning and talent management.

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.

The purpose of this paper is to examine the student mobility programs of the three initiatives – in Southeast Asian Ministers of Education Organization-Regional Institution of Higher Education and Development, University Mobility in Asia and Pacific (UMAP), and Campus Asia – and provide a comparative analysis of the respective programs in terms of the role of government, institutional involvement, quality assurance, and challenges. In addition, the paper will assess their impacts on higher education regionalization by regulatory models toward the end of the paper.

The study adopts qualitative document analysis as a major research method to explore the developmental models of three student mobility programs. Document analysis is an approach used to gather and review the content of existing written documentation related to the study in order to extract pieces of information in a rigorous and systematic manner.

ASEAN International Mobility for Students (AIMS), Collective Action for Mobility Program of University Student in Asia (CAMPUS Asia), and UMAP student mobility schemes have a shared purpose in higher education regionalization, but with different regulatory frameworks and Functional, Organizational, and Political approach models. AIMS and CAMPUS Asia as a strong network and government-led initiatives adopt a combination of functional, organizational, and political approaches; UMAP provides university-driven regional mobility programs with a hybridized force. However, all three of them face the same challenges at regional and national levels, such as different national regulation, coordination among participants, and implementation of credit transfer schemes.

The scale of three student mobility programs is still low, which results in limited impact on higher education regionalization in Asia. However, a stronger decision-making model and increased financial support to universities and students are desirable for the creation of a sustainable and effective network.

This is an original research and makes a great contribution to Asian nations.

This chapter reports research conducted in Melbourne, Australia that is focused on the use of information and communication technologies (ICTs) in schools and families. The emphasis is on the relationship between technology, learning, culture and (dis)advantage. It is generally agreed that ICTs are associated with major social, cultural, pedagogical and lifestyle changes, although the nature of those changes is subject to conflicting norms and interpretations. In this chapter we adopt a critical, multi-disciplined, relational perspective in order to examine the influence of ICTs, in schools and homes, on a sample of students and their families.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The 2020 pandemic disrupted traditional student mobility and forced a larger majority of transnational programmes to switch to a virtual or hybrid mode, including joint and double degree programmes. Therefore, this study aims to perceive the linkage between quality assurance (QA) and delivery modes of cross-border higher education (CBHE) in Asia before and during the pandemic.

Through an online survey and semi-structured interviews, the process by which top 200 ranked universities in the 2022 QS global ranking responded to QA and qualification issues of joint/dual degree programs in conjunction with delivery modes was explored.

The study has discovered that most respondents from universities, to some extent, tended to be positive about the effectiveness of hybrid delivery of the joint/dual degree programs, even if they still preferred the physical mode to alternatives. Either “divergence” or “responsiveness” QA modes were not applied appropriately in most joint/dual degree programs of the selected universities during the pandemic. Moreover, a fair, transparent and convergent quality and qualification system should be established to facilitate agility and responsiveness of CBHE.

The findings are of value for policymakers, QA agencies and universities to advocate the new QA model for CBHE as a systematic approach in response to changing higher education landscape in the post-pandemic era.

Music‐listening technology is moving fast. As music compact disc (CD) sales fall, music download sales are on the increase. Portable music players (PMPs) can store entire music collections, including music videos, and can plug into home, car and other new music systems. This study examines the attitudes and perceptions of the over 55s towards new music technology, particularly PMPs and downloadable digital music. It also explores whether the over 55s are still interested in listening to music, and what barriers ‐ perceived or actual ‐ exist that limit access to new technology and how any limitations on access to the technology may be affecting their current music experience and compromising future listening.Statistical data from 50 completed questionnaires are supported by qualitative data from six additional semi‐structured interviews. Findings from this study suggest that people over the age of 55 listen to just as much (and sometimes more) music as they ever did. However, the research also reveals that their considerable lack of technological knowledge is the main barrier in their progress to newer music listening formats.

This research demonstrates diffractive documentation and practice as hopeful mechanisms in which early childhood educator-protagonists are proactive rather than reactive in their work with young children.

Our storying research process is a narrative-building approach, whereby we interrelate and diffract together to seek out new meaning and understandings and promote social justice-oriented actions.

Authors each share from burgeoning narratives to interrelate and show a collection of threads that deepen multiple meanings in our existence.

If we can assure deep support for all and an ethos of planet and place-caring, stretching beyond the status quo to children and place, then policies and practices can be changed for a greater good.

Humbly, we maintain that first, if we listen with children and the more-than-human, they show empathy, creativity and generative learning, and through our diffractive (re)storying process, hope is found, producing actions and movements.