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Despite growth in use of inter-organisational relationships for knowledge co-creation, many collaborations struggle to realise the synergistic benefits of these networks. This paper aims to explore the evolving dialectic tensions evident within an inter-organisational relationship and the governance consideration to optimise the knowledge process.

A longitudinal case of a university-industry knowledge network is selected for study. The single case analysis aligns with the dialectical epistemology, which dismisses the expectation of homogeny or constancy across network cases.

The research highlights the circular condition between dialectic tensions evident within inter-organisational relations and the governance mechanisms developed to synthesis the network knowledge discovery capability. The research shows that these tensions are a natural part of the network existence and often advantageous to knowledge creation. The research also highlights that governance is required at multiple levels within the network entity to optimise knowledge exchange and discovery.

The research adds to the limited application of dialectical thinking to inter-organisational networks. It highlights the structural and relational governance mechanisms that interplay to optimise their knowledge process capability. The research also highlights the multiple levels within networks at which tensions can originate, requiring knowledge governance at the micro, meso and macro level to address the complexity of the inter-organisational relationship. This research provides a better understanding of how knowledge within inter-organisational relations can be managed for mutual benefit and value creation.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.

The purpose of this study is to explore how gender and gender role identity separately and jointly affect managerial aspirations.

The study was cross-sectional in nature. Survey data were collected from Chinese Government sectors. Two-way analysis of variance was used to test the research hypotheses.

The results showed that gender role identity and combination of gender and gender role identity predict management aspirations while gender alone does not affect management aspirations. Androgynous individuals self-reported higher scores of managerial aspirations. Female managers who perceive themselves as androgynous and masculine tend to possess higher management aspirations. However, when they perceive themselves to exhibit feminine traits, they are more likely to hold lower management aspirations. Moreover, male managers with androgynous and feminine traits are inclined to have higher management aspirations.

Due to cross-sectional survey data, research results may be biased by common method variance. In addition, because of a convenient sample, the research results may lack generalizability. Moreover, with participants from different organizations, the percentage of men and women in the organization and participants’ role conflicts between work and family life would impact the gender role identity of individuals. Future research should control for the gender composition of the workplace and participants’ role conflicts between work and family life.

The findings can help narrow the gender gap of managerial aspirations through focusing on gender role identity in selecting managers and designing the leadership training program, ultimately resulting in diminishing disparity in top leadership positions between men and women.

This study examines how gender and gender role identity separately and jointly affects managerial aspirations in the Chinese context.

In this qualitative study, we explore 31 preservice teachers’ generative trajectories including how they built on instructional practices learned in the service-learning project, the university methods course, and the field-based experience. We addressed the question: In what ways does participating in a semester-long field-based university course combined with a service-learning program shape preservice teachers’ views about effective literacy practices for emergent bilinguals? We identified four themes in our analysis: importance of choice in literacy pedagogy; learning from and with our students; freedom to apply course methods and ideas; and growing confidence and align them with Ball’s (2009) generative change model and the four processes of change – metacognitive awareness, ideological becoming, internalization, and efficacy.

We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As a result, many adults try to avoid or terminate such discussion, leaving children with unanswered questions and misunderstandings. To prepare educators to be supportive of the development of children’s positive racial identity and racial awareness, it is important for educators to examine their own attitudes, biases, and knowledge about race and racism. This chapter summarizes research on children’s racial identity and awareness, describes critical approaches to anti-racist education, and provides resources and strategies through which professionals can better understand themselves and the young children they serve.

The paper aims to examine the theory of project and multiple project management and develop a framework tool to facilitate the management of a portfolio of multiple projects across an organisation and enhance the overall effectiveness of the process.

The methodology adopted in this paper was first, to undertake a literature survey of the area and to distil the key elements affecting the management of multiple projects within organisations. A number of interrelated tools to support effective management are then developed and applied to a mall to medium‐sized enterprise (SME) to validate their applicability.

The paper highlights that greater organisational efficiency and less conflict can be achieved through greater structure and understanding of the intricacies of managing multiple projects.

Organisations can reduce the pressure imposed on staff as a result of the matrix structure by clearer deployment of strategies to projects and increased awareness of risk of conflict between function and project co‐ordinators.

The value of the paper is that it presents organisations with a tool that interrelates projects to strategy fulfilment and also identifies the level, focus and loading of projects to individuals across the organisation. In this way organisations can better understand their organisations and manage their portfolio process more effectively.

The purpose of this paper is to develop and validate an instrument intended to measure servant leadership behavior in the Chinese hospitality industry.

After reviewing the literature, a scale of nine dimensions with 81 items was generated and then subjected to exploratory factor analysis (EFA) using a sample of 600 participants from a polytechnic college and hospitality industry, resulting in 6-factor-33-item solution. The derived measure was then shortened to 24 items by using item response theory (IRT). Drawing on the data from 440 respondents in the hospitality industry, this 6-factor-24 item measure was subsequently validated with confirmatory factor analysis (CFA) and the test of construct validity.

Difference in factors has been found between this instrument and western-developed scales. This study resulted in 6-dimension-24-items scale. These dimensions were named integrity, self-sacrifice, building community, empowering people, emotional healing and visioning. This servant leadership scale was demonstrated to have good internal consistency reliability and strong construct validity.

This is the first study that used IRT as a statistic tool to shorten a servant leadership scale and also this study provided additional support to cultural psychology theory.

Identity has emerged as a compelling force in understanding leadership. Situated within the identity approach to leadership, this study explored identity within the context of leadership for both assigned (i.e., positional) and emergent (i.e., nonpositional) student leaders. Findings from this study suggest that a distinct set of a leader’s identities is active in college student leadership and that personal identities are most salient to leaders. By making connections between identity and leadership, educators and practitioners may strengthen their understanding of how their curriculum and workshops may serve as identity workspaces for leaders.

The paper aimed (1) to examine the mediating effects of procedural justice perception and trust in leaders between servant leadership and customer-oriented organizational citizenship behavior and (2) to investigate the relationships between procedural justice perception and trust in leaders in the context of Chinese hotel industry.

The paper opted for a quantitative study using online survey to collect data. Data screening was carried out to ensure all the data met the underlying statistical assumptions. This paper adopted structural equation modeling (SEM) to test the hypotheses.

The paper found that procedural justice perception and trust in leaders have a full mediating effect on the relationship between servant leadership and customer-oriented organizational citizenship behavior. Procedural justice perception was positively associated with trust in leaders.

The paper provided a framework to enhance the theoretical understanding of interconnectedness of servant-leadership-related variables. It filled a theoretical gap by proposing an integrative model that examined the relationships among the variables of interest.