The purpose of this chapter is to report on the effects of a natural disaster on the tourism sector of Grand Bahama Island (GBI). This chapter explores the process of tourism…
Abstract
The purpose of this chapter is to report on the effects of a natural disaster on the tourism sector of Grand Bahama Island (GBI). This chapter explores the process of tourism destination recovery. Tourism destination recovery has become an important area of study in Small Island Developing States (SIDs). SIDs have been subject to increasing external shocks based on the state of the natural environment including climate change. GBI is the northernmost populated island in The Bahamas and the island has been impacted by several hurricanes within recent times including Hurricane Matthew in 2016 and Hurricane Dorian in 2019. A review of the tourism literature revealed that tourism destination recovery is an underresearched area in the Caribbean. Data were collected from stakeholder interviews to determine the process of tourism destination recovery. Findings revealed the importance to focus on product development, marketing, and coordination aspects of a tourism destination in recovery. This chapter offers a path towards tourism destination recovery by highlighting some of the challenges of the process, with consideration of a recovery framework for tourism destinations.
Details
Keywords
Jayson W. Richardson, Justin Bathon and Scott McLeod
This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors…
Abstract
Purpose
This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.
Design/methodology/approach
Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.
Findings
The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.
Practical implications
This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.
Originality/value
Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.
Details
Keywords
Wang Liao, Natalya N. Bazarova, Y. Connie Yuan and Poppy L. McLeod
The changing technological landscape has brought about new forms of groups and grouping that span across computing and communication devices, space, time, institutions, cultures…
Abstract
The changing technological landscape has brought about new forms of groups and grouping that span across computing and communication devices, space, time, institutions, cultures, realities (physical, virtual, and augmented), and intelligence (natural and artificial intelligence). This chapter utilizes a series of publication and keyword analyses to identify trends in group and technology research in the fields of communication, management, and computer-supported cooperative work (CSCW) between 2008 and 2019. The results reveal prominent research areas, and recent shifts and emergent questions in the study of groups and technology, highlighting a complex entanglement of technology with collaborative social practices. The chapter concludes with a discussion of novel key areas and trends suggested by the analyses, with the goal of contributing toward a research agenda for future study of groups and technology.
Details
Keywords
Daniel D. Cox and Scott McLeod
The purpose of this paper is to describe, analyze, and interpret the experiences of school superintendents who use multiple social media tools with stakeholders as part of their…
Abstract
Purpose
The purpose of this paper is to describe, analyze, and interpret the experiences of school superintendents who use multiple social media tools with stakeholders as part of their comprehensive communications practices. Additionally, it examined why superintendents have chosen to communicate with their stakeholders through social media.
Design/methodology/approach
Qualitative interviews were conducted with a total of 12 school superintendents; three each from the northeast, south, midwest, and west regions of the USA and Canada.
Findings
Six themes emerged from the 12 qualitative interviews with the superintendents and from the internet data regarding their social media use. The six emergent themes included: (1) more immediate and more frequent interactions between school superintendents and their stakeholders; (2) greater transparency regarding decision-making and budgeting processes; (3) impact on a school superintendent's personal and professional growth; (4) stronger connections to local stakeholders, to fellow educators, and to the world; (5) use is an expectation: it is no longer optional; and (6) accessing information from the superintendent in a multi-modal way.
Research limitations/implications
This study was limited to the perceptions of superintendents who currently use two or more forms of social media to communicate with their stakeholders. The study did not include the thoughts and perceptions of superintendents who are only experimenting with social media use, those who have not been able to engage their stakeholders in two-way conversations, or those who have not yet implemented social media as part of a comprehensive communications approach.
Practical implications
Implications are provided for school administrators, boards of education, and educational leadership programs.
Originality/value
A unique study into the experiences of school superintendents who use multiple social media tools as part of their communications practices with stakeholders.
Details
Keywords
Raymond L. Calabrese, B.E. Roberts, Scott McLeod, Rae Niles, Kelly Christopherson, Paviter Singh and Miles Berry
The purpose of this paper is to describe how practitioners from Canada, the UK, Singapore, and the USA, university educational administration faculty from the USA, and the editor…
Abstract
Purpose
The purpose of this paper is to describe how practitioners from Canada, the UK, Singapore, and the USA, university educational administration faculty from the USA, and the editor of a premier international journal of educational management engaged in a collaborative process to discover how to improve the preparation and practice of educational administration on a global basis.
Design/methodology/approach
An appreciative inquiry theoretical research perspective was used to discover a positive core of experiences that could add to cultural proficiency as it relates to educational administration.
Findings
In each cultural context, the central nature of the highpoint stories focused on appreciative ways to work with other people. The stories suggest that relationships and collaboration are at the heart of an educational administrator's practice. It was discovered that twenty‐first century educational administrators operating in a global context believed that they could become difference makers in education.
Originality/value
The findings from this study provide encouragement for extended global collaboration for practicing educational administrators as well as those who are responsible for their preparation. The findings also suggest that using collaborative technologies in the framework of a cross‐cultural educator partnership can enhance the preparation and practice in educational administration programs.
Details
Keywords
Jayson W. Richardson, Scott McLeod and Amy Garrett Dikkers
The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal…
Abstract
Purpose
The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal candidates.
Design/methodology/approach
In this mixed methods study, a survey was sent to a random sample of 500 human resource directors in K‐12 school districts across the USA. Analysis was conducted on 105 surveys.
Findings
In contrast to a traditional face‐to‐face format, the majority of respondents reported beliefs that online courses and online degrees aimed at school principals required less work, were of lower quality, and could not adequately prepare leaders to tackle state‐specific issues. Human resource directors in rural districts had a more negative perception of online learning, in comparison to their counterparts in suburban or urban districts. All preparatory courses, except technology leadership, were reported to be easier taught face‐to‐face, than online.
Research limitations/implications
Further research should be conducted to determine if and how these perceptions are shifting. Further research should also be conducted to determine the influence of location on perceptions of online credentials for school leaders. Comparing perceptions about online credentials cross‐nationally may provide interesting insights and new areas of research.
Practical implications
Implications are for school administration programs, both traditional and online, that desire to create and build more accepted school administration programs that include online components.
Social implications
Students increasingly opt for online coursework; students in the field of school leadership and administration in the USA are no different. This shift to online learning must be juxtaposed with efforts to maintain quality, improve efficiency, and address the concerns of those persons who hire these candidates.
Originality/value
To date, no research has been published on the perceived acceptability of online degrees and online coursework for school principals in the USA.
Details
Keywords
Lisa Chamberlin and Kay Lehmann
Twitter is a simple tool allowing users to send 140 character messages to their followers. Although the tool itself is relatively simple, the benefits of using Twitter can be…
Abstract
Twitter is a simple tool allowing users to send 140 character messages to their followers. Although the tool itself is relatively simple, the benefits of using Twitter can be immense. Using Twitter educators and their students can tap into a global network of others interested in educational topics. Twitter is powerful in both range and immediacy. Students, faculty, and other university personnel including librarians are using Twitter to communicate both inside the classroom and beyond. This chapter includes how-to information for those who are new to Twitter, ways to use Twitter, tips on getting the most out of this tool, and a list of additional resources and tools which will magnify the positive effects of using Twitter.
Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training…
Abstract
Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.