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This paper aims to estimate the price premium for a sea view on room rent in a Nordic context, i.e. where proximity to the sea is not valued for the presence of swimmable beaches and suntanning activities. The analysis also explores regional and seasonal variations in price premiums.

To do so, the study uses information from a Web search of room rents during winter and summer peak seasons. The investigation is based on hotels located along the St. Lawrence River in the Province of Quebec (Canada), where about 40 to 60 km separate both shores. A matching procedure and hedonic pricing models are used to identify the causal impact of a sea view on individual room rents.

Results suggest that the view price premium varies between 0% and 20%. It is relatively stable on the North Shore, but varies highly on the South Shore, where touristic activities are mainly operating in summertime. The estimation suggests a median local economic benefit of about $30.1M/year.

The analysis reveals that a hedonic pricing model might fail to identify causal effects, especially if it does not account for hotel characteristics. A multiple linear regression model does not ensure a causal interpretation if it neglects unobserved characteristics correlated with the view.

The paper proposes a matching identification procedure accounting for spatial confounding to retrieve the causal impact of the view of the sea on hotel room rents. A heterogeneity analysis suggests that view price premium on room rent can vary within seasons but mainly across regions, even for the same amenities.

There is growing national attention on the question of how the quality of leadership preparation programs can help to develop effective school leaders and thus impact student learning (Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). In recent years several educational leadership preparation programs have redesigned their content and delivery to be more influential in graduates’ leadership development and subsequent leadership practice focused on school improvement (Young, 2009). Davis, et al. (2005) add that exemplary programs that are effective include important components such as having a rigorous selection process in admission of candidates.

This chapter discusses the recruitment and selection mode utilized by the University of Texas at Austin Principalship Program (UTAPP), which includes several key components associated with exemplary preparation programs (Darling-Hammond, LaPointe, Meyerson, Orr & Cohen, 2007). These components include: rigorous recruitment and careful selection of participants, a cohort structure, and an emphasis on powerful authentic learning experiences (Orr, 2006). While the process has undergone some changes in reason years, it has sought to explore multiple manifestations of the candidate’s leadership. As a result, the program’s recruitment and selection process has evolved into the current iteration, which is outlined in this chapter.

A growing concern among education reformers and their communities is whether emerging and practicing education leaders are prepared to face political, economic, cultural, and social pressures and create schools that advocate for education that advances leadership for learning. Schools are thrust into the realistic notion that they must prepare children and communities for participation in a multicultural, multiethnic, multireligious, multiability, and a multinational society. Research suggests that leadership development and preparation programs ought to engage in innovative ways that promote a broader and deeper understanding of issues related to reforming educational leadership for learning and learning for leadership (Brandt, 1998; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; Jean-Marie, Normore, & Brooks, 2009; Knapp, Copland, & Talbert, 2003).

This chapter focuses on how leaders of learning and learners of leading are developed and prepared to address and advance powerful and equitable student learning. Discussion focuses on several areas identified in the literature as critical including: leading and learning in context (Knapp, Copland & Talbert, 2003); leaders’ response to changing expectations and learning agendas, and professional development of leaders of learning (Normore, 2004). Earlier research by Knapp, Copland, and Talbert (2003) and the socialization processes of leaders of learners (Browne-Ferrigno & Muth, 2004; Leithwood, Steinbach, & Begley, 1992; Normore, 2007, 2004) will serve as the foundation for several areas of action identified by these researchers including: establishing a focus on learning by persistently and publicly focusing leaders own attention and that of others on learning and teaching; professional and organizational socialization processes; what leading for learning looks like in practice (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007); professional development including pre-service preparation, field-based learning, and personal and professional formation (Daresh, 1997; Gross, 2009; Normore, 2004); and creating coherence by connecting student, professional, and system learning with one another and with learning goals (Knapp et al., 2003).

The aims of this Editorial are twofold: (i) synthesise emergent themes from the special issue (ii) tender four theoretical frameworks toward examination of crises in tourism.

The thematic analysis of papers highlights a diversity of COVID-19 related crises contexts and research approaches. The need for robust theoretical interventions is highlighted through the four proposed conceptual frameworks.

Crises provides a valuable seam from which to draw new empirical and theoretical insights. Papers in this special issue address the unfolding of crises in tourism and demonstrate how its theorization demands multi and cross-disciplinary entreaties. This special issue is an invitation to examine how global crises in tourism can be more clearly appraised and theorised. The nature of crisis, and the extent to which the global tourism community can continue to adapt remains in question, as dialogues juxtapose the contradictions between tourism growth and tourism sustainability, and between building back better and returning to normal.

The appraisal of four conceptual frameworks, little used in tourism research provides markers of the theoretical rigour and novelty so often sought. Beck’s risk society reconceptualises risk and the extent to which risk is manmade. Biopolitics refers to the power over the production and reproduction of life itself, where the political stake corresponds to power over society. The political ecology of crisis denaturalises “natural” disasters and their subsequent crises. Justice complements an ethic of care and values like conative empathy to advance social justice and well-being.

Digital transformations represent an increasingly salient empirical phenomena for institutionalists studying the processes by which institutions evolve, erode, or otherwise change. Yet, there have been few meaningful attempts to engage with insights from the information systems (IS) literature, despite digital innovation and diffusion falling squarely within its domain. This essay makes an initial attempt at integration by offering a two-by-two framework which crosses salient theoretical categories within the IS and institutional literatures. From the former, we draw on concepts of system acceptance and resistance, and from the latter, we draw on concepts of institutional maintenance and change. Each quadrant in our framework represents user responses happening because of, in reaction to, or toward various institutional dynamics. We illustrate each quadrant with data collected as part of a study of digital transformation in the field of public healthcare in Australia. We use our illustrative case to open up research questions which researchers might use to frame their own studies of digital transformations as a form of institutional change. We conclude with a discussion of what other theoretical advances or insights might be yielded from greater collaboration between institutionalists and IS scholars. This essay contributes to the nascent study of digital transformations as a form of institutional change through examining how complementary concepts of the IS and institutional literatures might be used simultaneously to understand the intersection of digital innovation and diffusion and the institutional arrangements governing the fields which they change.

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.

This grant-funded research utilized conversational agents (CAs), specifically Alexa Flash Briefings, to deliver supplemental audio content across educational settings, expanding the online learning environment of graduate students, residency teachers and mentors. The study aimed to determine the perceived usability of Flash Briefings and explore participant experiences related to Flash Briefings.

To explore Flash Briefing usability and participant perceptions, a review of relevant literature and researcher experience feedback was conducted. Additionally, graduate student feedback was sought via a modified Children’s Usage Rating Profile (CURP) Assessment survey, which also included questions related to listening habits and provided space for participants to share open-ended qualitative feedback. Data were analyzed for themes and descriptive statistics were calculated.

Findings suggest an overall positive perception of the use of Flash Briefings. A mix of positive experiences and challenges are identified based on user population. The study provides valuable insights for refining the utilization of Flash Briefings in higher education settings.

Variable levels of participation across a small sample size minimizes the generalizability of the results and fails to explore perceptions of student teachers and mentors.

The study offers an initial indication of benefits and challenges found in the implementation of an innovative technological intervention.

There is a continued need and demand for extending online instructional accessibility and communication across broad geographic areas. This study considers a unique approach and provides a step toward closing this gap by analyzing the effectiveness this content modality offers in higher education.

The impact of an effective principal on the quality of teaching and learning has been clearly established. Logically, the next question to be answered is: How can we best prepare principals to lead the improvement of instructional practices and outcomes for students? Partnerships between school districts and universities have shown the capacity to be an effective means of preparing principals, and much has been confirmed about how those partnerships should be structured in order to benefit both partners. This document looks briefly at the literature that describes and supports these partnerships, outlines the framework of a successful partnership in Florida, and provides insightful “lessons learned” throughout the planning, implementation, and evaluation of that partnership.

Since both organizations realize important benefits, constructing a district/university partnership should be easy. However, differences in the professional cultures of the two organizations as well as differences in the demands and constraints they each face make it a challenging task. From finding the right university partner to planning the collaborative work in detail; what was learned in the Florida partnership is described in straightforward terms. In this way, the document provides a road map to a successful district and university partnership.

Many researchers, educational practitioners, business leaders, and schools of education have weighed in on the essential attributes or characteristics of “good” leaders. Two characteristics that are often assumed to exist in good leaders are that: (1) they are reflective practitioners and (2) they have the skills to create change in others. Educational leadership programs of all types, including teaching master's and doctoral programs, often embed reflective activities into their coursework and offer courses that are intended to teach future leaders the concepts related to “change management.” Yet at the same time we claim to be building reflective practitioners who can enact change, we fail to create programs that are likely to produce these reflective practitioners who have the skills and content knowledge to create that change we seek in the public K-12 educational arena. This chapter argues for creating leadership development programs that are more intentional about creating practitioners who have the skills necessary to cause other adults to change their practices and improve instruction. It also outline the elements that are essential for any leadership program to create leaders who will be able to profoundly change public K-12 education from the classroom to the principalship to the district level administration.