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The development of learning objects and technical e‐learning standards is often justified in the literature as a necessary response to the challenges of our present “information age” or “knowledge society.” Such understandings of our current historical and social situation tend to be presented as self‐evident, and are not subject in this same literature to further explanation or question. This paper attempts to make these understandings explicit, and in doing so, throws into question their accuracy and adequacy as ways of understanding our current economic era or historical configuration. As a further result, this paper raises questions regarding the urgency of the development of “object‐oriented” and standardized approaches to educational content.

This paper aims to examine changes occurring in the organization and delivery of learning at the level of higher education, and argues that it is now possible to envision the shape and structures of the future digital university.

Beginning with a history of the basic organizational paradigm underlying the traditional university, this paper systematically explores the impact on this paradigm of new technological and pedagogical innovations: learning management systems (LMSs), learning objects, iPods, blogs, student e‐mail, wireless connectivity, Google's search capacity, distance (web‐based) education, and blended learning on the pedagogy of tertiary education.

The physical structure of the university is a consequence of the hierarchically organization of knowledge, the predominant model from the late middle ages through the industrial era. As knowledge becomes more extensive and complex, the old organization is proving inadequate. The organization of knowledge in several dimensions will bring a massive restructuring of institutions of higher education. The new digital university will have the web rather than disciplines and the library at its virtual center with (nearly) infinite access to the larger peripheral world. No longer holding a monopoly on information, the postmodern café university competes with commercial, for‐profit institutions of learning, thus offering traditional and new adult learners immediate access and enormous learning flexibility. This enables students of all ages to take advantage of learning experiences from any connected institution, commercial or traditional, in the world.

As a comprehensive and systematic examination of the impact of digital tools in the contemporary university, this paper can offer guidance to university administrators, faculty members, and others involved in the educational process.

The primary aim of this study was to determine whether or not leaders' emotional intelligence plays a mediating role in the relationship between leadership styles and voluntary work behaviours among employees of selected banks in Ghana. Specifically, the objective was to determine the mediating effect of leaders' emotional intelligence on the relationship between transactional and transformational leadership styles and organizational citizenship behaviours (OCB) and counterproductive workplace behaviours (CWB).

The quantitative approach to research was adopted to collect data from 234 respondents. More so, both purposive and simple random sampling techniques were used for the selection of respondents for the study.

The findings of the study revealed that amongst the various leadership styles and OCB and CWB relationships, only the relationship between transformational leadership and OCB was mediated by leaders' emotional intelligence.

It was however recommended that transformational leadership style be adopted in the quest to encourage employees to exhibit OCB and mitigate employees' involvement in CWB since such leaders are more prone to exhibiting high levels of emotional intelligence in the dealing with employees.

For the first time in the Ghanaian banking sector, this research explores the leaders' emotional intelligence as mediator on the nexus between leadership styles and voluntary work behaviours of employees of selected banks in Ghana.

In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency.

This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education.

The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help.

The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation.

This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).

As educational technology becomes pervasive, demand will grow for library content to be incorporated into courseware. Among the barriers impeding interoperability between libraries and educational tools is the difference in specifications commonly used for the exchange of digital objects and metadata. Among libraries, Metadata Encoding and Transmission Standard (METS) is a new but increasingly popular standard; the IMS content‐package (IMS‐CP) plays a parallel role in educational technology. This article describes how METS‐encoded library content can be converted into digital objects for IMS‐compliant systems through an XSLT‐based crosswalk. The conceptual models behind METS and IMS‐CP are compared, the design and limitations of an XSLT‐based translation are described, and the crosswalks are related to other techniques to enhance interoperability.

Approaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.

The analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?

The results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.

The results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.

This is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

Emotion recognition and emotion expression/regulation are important aspects of emotional intelligence (EI). Although the construct of EI is widely used and its components are part of many investigations, there is still no sufficient picture set that can be used for systematic research of facial emotion recognition and practical applications of individual assessments. In this research we present a new Facial Action Coding System validated picture set consisting of six emotions (anger, disgust, fear, happiness, sadness, and surprise). Basic principles of stimulus development and evaluation process are described. The PFA-U can be used for future studies in organization for the assessment of emotion recognition, emotion stimulation, and emotion management.

Within the last two decades there has been an increased interest in the issue of work and emotion within work and organizational psychology and related fields. Although the cross-cultural perspective has a long tradition in research on emotions, organizational behavior researches on the dynamic of emotions at work have devoted surprisingly little attention to cross-cultural issues. In this paper, an attempt is made to show how important and useful a cross-cultural perspective is for understanding the role of emotion in the workplace. First, a review of recent publications of cross-national cross-cultural research of emotion at work is presented. In this, the focus is exclusively on cross-national organizational behavior studies of specific emotions with national culture as an explanatory variable. The aim of this is to identify core findings of cross-cultural research on emotion in organizational behavior and some gaps in this burgeoning literature. Second, a review is presented of findings on cross-cultural similarities and differences in emotion, culture-specific norms, and values and their effect on emotion. The aim of this is to identify the implications of these findings for future research on emotion at work. Third, a review of methodological issues in cross-cultural research is presented followed by some recommendations to further advance this area of research.

Adapting a concept from the biological sciences, organizational researchers have proposed a life cycle of organizational development from birth to death. Several distinct models have been postulated, ranging from three to ten stages. This paper proposes a five‐stage model and tests it empirically to assess the specific stage of the life cycle of any organization. Results of a twenty‐item scale that captures managers' perceptions of their firms' position in the life cycle are discussed. Knowledge of an organization's present position or stage of development can aid top managers in understanding the relationships between organizational life cycle, competitive strategy, and performance.