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This paper is based on actual teaching experience and aims to demonstrate the value of using historic role models, events, visits, and story telling to help students retain leadership concepts.

Examples from leadership programs based on Abraham Lincoln, Winston Churchill, Dwight D. Eisenhower, Clara Barton, and Fredrick Douglass, illustrate how powerful stories and site visits drive home key concepts and ensure the message stays with the audience over time.

Colorful stories not only make learning interesting, they drive home key concepts in a way that is easy to grasp and twice as likely to be retained. Programs based on historic role models gain added poignancy by being held in historic sites, near museums, battlefields, and historic homes. Add a visit by a reenactor, and participants find themselves drawn into the case study emotionally, as they “re‐live” historic events and discover the relevance to the contemporary workplace and its challenges. These tools of “active learning” demonstrate how individuals who experience a lesson have greater understanding of the material presented, longer‐term recall, and greater problem‐solving skills than is the norm with traditional, passive learning.

While some organizations balk at the cost of “field trips” for training, others recognize the long‐term benefits of engaging participants in active (vs passive) learning. Teaching through historical analogy should be encouraged for its longer‐term lesson retention.

At a time when organizations are increasing the use of “distance learning” or computer‐based training, it is important to evaluate the use of off‐site programs in terms of learning retention – particularly in the field of leadership development, an area of critical need in many organizations.

The great majority of academic libraries find themselves in a vast and often unmarked territory between two polar sets of goals and aspirations. These two poles could be represented by the model of the great research library, on the one hand, and the discount store, on the other. In choosing the first ideal, the library decides to acquire as broad a selection of research materials as possible, including infrequently used primary materials (census records, publications from limited editions, personal manuscripts, and unpublished pamphlets) in order that researchers may, at least in theory, find the collection all‐ or nearly all‐sufficient. Holders of this view point with pride to the contents of the catalog. At the other pole, the library sets out to be as responsive to demand as possible, to provide more and more of the materials which “move off the shelves” and, like the discount store, to discontinue stock items which are less popular than something more attractive which might replace them. Advocates of this view point with pride to the swarming circulation desk.

At a recent inquest upon the body of a woman who was alleged to have died as the result of taking certain drugs for an improper purpose, one of the witnesses described himself as “an analyst and manufacturing chemist,” but when asked by the coroner what qualifications he had, he replied : “I have no qualifications whatever. What I know I learned from my father, who was a well‐known ‘F.C.S.’” Comment on the “F.C.S.” is needless.

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.

This paper carries out a narrative literature review.

Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.

Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.

This review offers strategies for improved online instructional design to achieve learning engagement.

This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

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 insidious proliferation of online misinformation represents a significant societal problem. With a wealth of research dedicated to the topic, it is still unclear what determines fake news sharing. This paper comparatively examines fake and accurate news sharing in a novel experimental setting that manipulates news about terrorism.

The authors follow an extended version of the uses-and-gratification framework for news sharing, complemented by variables commonly employed in fake news rebuttal studies.

Logistic regression and classification trees revealed worry about the topic, media literacy, information-seeking and conservatism as significant predictors of willingness to share news online. No significant association was found for general analytical thinking, journalism skepticism, conspiracy ideation, uses-and-gratification motives or pass-time coping strategies.

The current results broaden and expand the literature examining beliefs in and sharing of misinformation, highlighting the role of media literacy in protecting the public against the spread of fake news.

This is, to the authors’ knowledge, the first study to integrate a breadth of theoretically and empirically driven predictors of fake news sharing within a single experimental framework.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-12-2022-0693

June 18, 1969 Damages — Evidence — Fresh Evidence — Appeal on quantum — Assessment — Change of circumstances after judgment — Fresh evidence admitted — Amount increased.

This paper aims to analyse the concept of worker identity and the liability of foreignness caused by over‐reliance on expatriate managers and under‐reliance on local managers, and explores the implications for foreign enterprises and global organizational change.

The authors posit that being a successful global organization in the twenty‐first century requires a greater appreciation of local managers' institutional value and the overcoming of psychic distance towards the identity of such local managers. This in turn will combat the social exclusion and the weakening of worker identity of local managers. This will increasingly become an issue for multinational corporations as in the twenty‐first century they accelerate their expansion into large emerging markets such as China.

It is argued that multinational enterprises need to assess local managers' knowledge and contributions as having not only operational and market value, but also institutional value, such as access to local social capital.

This paper has original value in looking at community unionism as a way of overcoming the isolation of local managers.