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The purpose of this paper is to establish a supported and validated reference point for understanding how Nicodemus, Kansas warrants significant inclusion in both the history of management and current entrepreneurship education.

This paper consists of a literature review to identify the salient historical and theoretical importance of the community of Nicodemus, Kansas. The research was conducted by reviewing and couching the research in this context.

Nicodemus, born out of an entrepreneurial spirit of newly liberated Black Americans, is the surviving entrepreneurial force for the African-American efforts in the western US expansion efforts in the later 1800s. The community, courage and cooperative views of the settlers were instrumental in overcoming a variety of hardships inherent in the location, society and time period to not only survive but also deliver growth and success. Nicodemus personified cultural pride and self-reliance, which fueled personal and commercial success.

The cooperative advantage is justified to be included in discussions of American management history, taught in the entrepreneurship curriculum and used by practitioners.

Collective courage and cooperative advantage used by Nicodemus carries implications for how modern Black communities can advance their economic and social agendas.

Coverage of Black contributions management and entrepreneurship is scant, but a Black Enlightenment period has recently changed that scholars have recently begun to cover these significant moments in the literature (Prieto and Phipps, 2019). We argue that Nicodemus as an entrepreneurial community serves as a case study that needs contextualization in this Black Enlightenment era and holds pertinent implications for modern Black communities.

The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic.

An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham.

The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought.

William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919).

This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.

The purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.

In understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.

The NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.

This paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia that gives insight into the ways in which these women of Color describe their understandings of social justice and culturally relevant teaching and the importance it holds for their work as future teachers. Using both culturally relevant pedagogy and critical race theory, we describe critical incidents from their racialized experiences in their teacher education program, inclusive of how they perceived having a Black professor for a diversity course. Lastly, we conclude the chapter with suggestions they deem as beneficial to their development and growth as social justice educators for teacher education programs to consider.

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

The fund management sector plays an important role in society. The sector exists in close proximity to the accounting profession and the concerns of the paper reflect themes discussed by accounting scholars, particularly financialization, inequality and life within elite professional service organizations.

This is an interpretive study of the fund management field based in the UK. It is based on 32 semi-structured interviews with individuals with personal experience of the field, combined with reflections from the researcher's own experience as a practitioner within the field.

The paper describes the backgrounds and motivations of individuals entering the field, the recruitment processes through which they are admitted, and the different strategies used to gain admission to the field. It explores the habitus of successful professionals in the field and the effects of this habitus.

An important social implication of the paper is the problematization of the fund management industry's dislocation from broader society.

By identifying the different strategies employed by applicants from different backgrounds, it highlights the role of reflexive agency and the complicity between agent and field. Recognizing that professional fund management is organized as a game, it suggests that individuals are so committed to the game they know they are playing that they fail to realize that they are also drawn into a different game, namely the absorbing game of being a fund manager.

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

This study aims to draw on elements of diffusion theory to understand leadership reform. Many diffusion studies examine the spread of an innovation across social units but the objective is to examine diffusion of a collective leadership model within school units. Specifically, the strength of reform diffusion is tested to account for differences in instructional capacity and to explain the spread of leadership reform within Title I elementary schools.

A mixed method design was used to understand how social factors facilitated the diffusion of leadership reform, and to test for a diffusion effect. Qualitative data were derived from interviews, field notes, observations, and documents using a grounded theory approach. Open and axial coding techniques were used to develop coherent categories of major and minor themes. Quantitative data were hierarchical, with teachers and students nested in schools. A random‐intercepts, means‐as‐outcomes model was used to test for a diffusion effect on instructional capacity.

Strong principal leadership, a commitment to collective responsibility and shared influence, frequent and open communication, and time to build capacity were conditions that supported diffusion of the leadership model. Diffusion of the leadership model mattered for instructional capacity. Each indicator of instructional capacity was more prevalent in schools that had diffused the leadership model to the mentoring and sustaining stages.

The study is limited to one type of reform and 36 Title I elementary schools from an urban and urban fringe district in a Southwestern state. Further, the study does not delve deeply into facilitative factors within various stages of the diffusion processes. It focuses on social factors that enable schools to bring the leadership reform to scale.

Framing reform as an intervention to be implemented in schools, rather than a social process that institutionalizes planned change, trivializes the actual complexity of transforming practice. Regular interactions among school members around the school's vision, coupled with leadership and time, contributed to reform diffusion and improved instructional capacity in this study. Reform diffusion, a process that takes time, strong leadership, and regular social interactions, needs to be given more consideration as a valuable process to improve school performance.

The findings suggest that facilitative factors of diffusion can advance reform and improve capacity simultaneously. Successful reforms, defined as ones that disrupt traditional cultures and achieve goals, evolve through developmental stages that eventually lead to a changed culture. The rate of this evolution may vary, but the temporal process of establishing a shared understanding; designing, experimenting, and developing new tools; fostering expertise; and forming strong social networks are foundational supports for authentic and sustainable reform.

Reform diffusion offers an alternative framework to better understand the institutionalization of planned change in schools. The findings, while limited to elementary schools engaged in leadership reform, provide support for studying reform as an holistic social process that encompasses the design, adoption, implementation, and institutionalization of planned change.