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Business education should be seen as a form of professional education which assists the student to acquire the virtue of practical wisdom. This article seeks to discuss the issues.

A middle level thinking (MLT) approach is taken to engage business education and practice that seeks to fashion explicit and vibrant ties between broad ethical principles and the concrete decisions, policies, and processes which shape how an organization operates.

The financial crisis of 2008 and past business scandals are symptoms of a broader cultural crisis. Universities and their business schools have contributed to this cultural crisis by providing students with an overly compartmentalized and specialized form of education. Business education must be re‐envisioned as professional education which prepares students to engage in a form of middle level thinking (MLT). For this kind of thinking to become sustainable within a university context, it must draw upon the university's own cultural mission; otherwise, it will be susceptible to the economic and specialized pressures which bear upon these institutions.

The article describes a practical process called the self assessment and improvement process which helps to catalyze MLT. It also examines this method's application within the authors' own business school, which is situated within a Catholic university.

By fostering MLT, business schools will promote the development of professionals who have the capacity to connect broad moral principles to concrete moral judgments and actions, thereby leading to specific practices which enable organizations to better contribute to the common good.

The article shows that acquisition of practical wisdom can be promoted within business schools through practical approaches which help to foster MLT.

A truly successful continuous improvement review (CIR) visit does more than merely check the boxes for a positive recommendation. It builds the story of the school and should be an opportunity for its culture to shine through. The purpose of this paper is to demonstrate how to facilitate a successful CIR visit by moving from the basics of accreditation to understanding, implementing and “living” best practices.

Short tenure and high turnover among business school deans, mean that the majority of those leading the CIR may have no previous experience with the process.

This study begins by providing an overview of the role of accreditation and the role of the dean in the accreditation process. With a combined experience of over 35 years in the dean role and having served on or chaired over 35 accreditation visits, the authors share their experiences and offer a seven-step process for understanding and implementing best practices in the Association to Advance Collegiate Schools of Business accreditation process.

The suggestions offered in this study should help schools enhance long-term positive outcomes and serve as a guide to those navigating the CIR process.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The integration of technology in special education can profoundly enhance student outcomes (Marino et al., 2024a). For instance, assistive technologies such as speech-to-text software and communication devices enable students with disabilities to participate more actively in the learning process (Fernández-Batanero et al., 2022). Additionally, adaptive learning platforms can customize content to meet individual student needs, fostering personalized learning experiences (Contrino et al., 2024). Moreover, technology can support differentiated instruction, equipping teachers to address the diverse learning profiles and capabilities within their classrooms (Unal et al., 2022). Numerous impediments obstruct the efficacious integration of technology in special education training and implementation. These include inadequate access to requisite technological resources, insufficient professional development opportunities and limited administrative support (Brennan et al., 2024). Furthermore, educators frequently encounter difficulties tailoring technology to the distinct needs of their students, necessitating specialized training and sustained support across the teacher education process (Basham et al., 2024; US Department of Education, 2024a).

This manuscript describes how the University of Maine’s (UMaine) Special Education Teacher Preparation Program addressed these challenges in its special education teacher preparation program through a strategic partnership with the National Center on Innovation, Design and Digital Learning’s (CIDDL) Tech Alliance. Sponsored by a grant from the US Department of Education Office of Special Education Programs, the alliance provides technical assistance for teacher preparation programs to improve technology integration and enhance student performance. The case study begins with a description of the CIDDL Center, followed by the demographic trends of Maine’s PK-12 public school students. Next, an analysis of the UMaine program provides insights into its challenges related to these topics. Finally, the outcomes of this case study are discussed.

The administration and faculty reported ten primary barriers to (RQ1): “What are current barriers related to the UMaine Special Education Teacher Preparation Program’s ability to increase the capacity of education technology integration during the teacher preparation program?” In response to (RQ2): “What was the faculty’s base-line knowledge and capacity to leverage technology within the University of Maine College of Education and Human Development (COEHD) special education, educator preparation programs, and other related education programs?” About 80% of faculty surveyed indicated they considered themselves to have moderate to expert knowledge of the use of digital tools when conducting research/literature reviews (e.g. accessing research databases, locating resources, checking for relevance and credibility of sources). About 80% also indicated having moderate to expert knowledge of the use of technology for communications, such as the use of digital tools for communication/collaboration (e.g. social media, collegial interactions, communities of practice, etc.). Findings also indicated the following faculty needs, which are consistent with the program needs. (1). Limited understanding of how emergent technology can support students with disabilities. (2). Limited knowledge to incorporate Universal Design for Learning during courses taught by professors outside special education. (3). Limited knowledge and abilities to conduct student clinical observations at a distance using technology. In response to (RQ3): “In what ways could the special education program support sustainable strategies to increase innovative technology practices to support positive outcomes for preservice teachers and their future PK-12 students with and without disabilities?” Findings indicated the need for a clear vision at the college and program level of how different types of technology (e.g. assistive technologies, virtual reality, augmented reality and artificial intelligence) could be integrated in the coursework.

This exploratory case study examined UMaine’s Special Education Teacher Preparation Program and its collaboration with the national CIDDL as part of a Tech Alliance initiative. Researchers employed a practice-oriented design (Ebneyamini and Sadeghi Moghadam, 2018) that incorporated multiple data sources, contextual analysis and both qualitative and quantitative data to ascertain the educator preparation program needs related to equipping teachers to utilize technology. The research is limited in that it addresses only one program in the United States. However, the Tech Alliance included ten programs.

The barriers noted for research question one are common across educator preparation programs (EPPs) throughout developed nations (Kerkoff and Cloud, 2020). For example, a study by Williams et al. (2023) indicated the influence of EPP program culture in relation to supporting teacher candidates’ growth is critical as they progress through technology-infused teacher preparation. Additionally, Karchmer-Klein et al. (2021) found that specifically developing teachers technological, pedagogical and content knowledge (TPACK) was crucial, yet not enough to lead to sustained technology integration across teachers’ pedagogical practice in the long term. The authors noted that although participants in their study perceived technology as important, there was a mismatch between this belief and the actual integration of technological tools into their teaching practice (Karchmer-Klein et al., 2021). The lack of access to assessment methods using technology and the integrated use of UDL in course design are also common barriers (Graziano et al., 2023; Marino et al., 2024b; Weisberg and Dawson, 2023). Graziano and colleagues identified key pillars that EPPs should strive for: (1) technology integrated coursework throughout their EPP curriculum, (2) faculty-modeled experiences, (3) opportunities to practice with reflection and (4) fostering of technology self-efficacy amongst EPP students. Likewise, Weisberg and Dawson (2023) noted two pedagogical styles were particularly beneficial for students in EPPs: (1) leveraging technology to teach about equitable and socially just access to education for all learners and (2) adopting a critical stance toward the role of technology integration in schools through modeling digital equity pedagogy.

The integration of emerging technologies, such as artificial intelligence, in special education, as demonstrated by the University of Maine’s program, provides a transformative model that can be adopted worldwide. The necessity of comprehensive professional development and strategic collaboration is emphasized, aligning with global trends toward inclusive education and promoting equitable learning opportunities (Contrino et al., 2024; Fernández-Batanero et al., 2022). The use of assistive technologies, adaptive learning platforms and digital resources in special education is crucial for addressing the diverse learning needs of students with disabilities, making this model relevant and replicable in various educational contexts internationally. Barriers identified in the manuscript, such as limited access to technological resources, insufficient professional development and lack of administrative support, resonate with challenges faced by educational institutions globally. Addressing these challenges through strategic partnerships, as exemplified by the collaboration with the CIDDL, offers a framework for enhancing infrastructure and faculty capabilities internationally (Brennan et al., 2024; Gangone and Fenwick, 2024). Building digital literacy among teacher candidates and integrating Universal Design for Learning (UDL) principles into curricula fosters a more inclusive and technology-driven approach to special education, encouraging global educational stakeholders to prioritize similar strategies within their own contexts (Marino et al., 2024b).

The findings of this exploratory case study underscore the critical importance of integrating emerging technologies into special education teacher preparation programs. UMaine’s collaboration with CIDDL demonstrated that strategic partnerships and targeted professional development can significantly enhance the digital readiness of preservice teachers. This study noted comprehensive professional development, sustained support and the adoption of UDL principles are essential for equipping educators with the skills necessary to effectively incorporate technology into their teaching practices.

Bruce Cooper, Dean of Management and Continuing Education at the Northern Ireland Polytechnic, reflects on an encounter he had with some Women's Libbers when he was taking part in an international summer school in the United States.

This paper aims to take the challenge to propose a novel modelling approach named Change Risk Assessment Model (CRAM), which will contribute significantly to the missing formality of business models especially in the change risk assessment area and decision-making. Organisational change risks are assessed with the aid of analytic hierarchy process (AHP) in an attempt to define the internal dynamics of organisational change management within project management eliciting also risk cause-and-effect relationships.

The study discusses interviews/survey/AHP.

The study presents the following findings. Change risk factors assessment (identification and prioritisation) recommendations (see Case Study) integration of change management; project management; risk management top four risk factors, namely, leadership, communication, project management team and culture.

As projects can be different in a variety of factors (quality, scope), an exhaustive list of risk factors cannot be identified. There is a continuous risk identification process throughout the projects’ life cycle. For example, many risks can be classified initially as unknown and can be refined after the initiation phase of the project. AHP factors limitation (eight per level) possible bias (survey analysis).

With the aid of modelling and especially CRAM, business change risks can be assessed numerically and prioritised. Several risk factors and related attributes were identified and categorised. This empowers project managers or other stakeholders to make proper decisions about whether to take on or abandon respective organisational or project changes.

One of the values of CRAM is that it can be regarded as a global change risk assessment method that can be applied regardless of project type, size or organisation. Moreover, it has the advantage that it can be used by any kind of project, as the method is designed to be tailored to specific needs, taking significant environmental change risk factors into account. AHP has numerous uses in operational research, in project management and in general in areas where decisions (evaluation and selection) have to be made. The analysis of the case study presented, indicated that it is vital to assess the degree (impact) that each risk attribute poses to address complex organisational decisions.

CRAM aims to bridge the gap between theoretical and applied work in the integrated research field of change management, project management and risk management. Furthermore, the approach attempts to develop a novel systematic methodology (model) for assigning probabilities in attributes (criteria) pair-wise comparison and more specifically, modelling and assessing change management risks, adding a different perspective and technique to the research area.

The purpose of this paper is to discuss the transforming effect of pursuing person centered ethnography using contemporary reflexive methods and a cultural traditions model on a researcher in late life. It attempts to show the usefulness of life history research as a lens through which to examine the complex ways people age. It adds to literature dealing with ethnographic studies of aging women and demonstrates personal narrative as a way to convey information. Lastly it demonstrates the value of studies pursued by researchers in old age, and illuminates aspects of ethnographic work when women interview women.

Using a journey format, the paper uses personal narrative as a way to achieve its goals. The personal account is complemented by noting other ethnographic studies that have contributed to age studies literature, and it draws attention to the value of reflexivity in good ethnographic work as proposed by anthropologists Barbara Myerhoff and John Caughey.

The paper points toward research institutions who study aging valuing ethnographic findings and making use of researchers in old age to engage in ethnographic studies. It points to the possibility that elders engaged in such research may strengthen their sense of self and empower them as they make a contribution to age studies.

This paper deals with the transformative power of engaging in reflexive life history research, especially as it is done by an ethnographer in late life. This freeing from customary cultural ways of thinking may be as beneficial to the researcher as life review or reminiscence. This should be explored further.

The paper points to the idea, implicit not explicit, that an elder who engages in reflexive life history research that involves doing a self-ethnography, can benefit in ways similar to having engaged in life review or reminiscence. This is original.

The purpose of this paper is to describe the development, implementation and impact evaluation of an interactive theater-based workshop by the ADVANCE program at the University of New Hampshire (UNH). The workshop is part of a larger institutional transformation program funded by the National Science Foundation.

This institutional transformation program relied upon a systems approach to diagnose potential causes for the underrepresentation of women faculty in certain disciplines. This revealed that increasing awareness of, and reducing, implicit gender bias among members of faculty search committees could, in time, contribute to increasing the representation of women faculty at UNH. A committee charged with developing a faculty workshop to achieve this change identified interactive theater as an effective faculty training approach. The committee oversaw the development of customized scripts, and the hiring of professional actors and a facilitator to implement the workshop.

The workshop’s effectiveness in fulfilling its goals was assessed using faculty hiring and composition data, program evaluations, participant interviews and questions in an annual faculty climate survey. Findings indicate that the representation of women faculty increased significantly at UNH since the implementation of the interactive theater workshop. Analysis of the multiple sources of data provides corroborating evidence that a significant portion of the increase is directly attributable to the workshop.

This paper demonstrates the effectiveness of interactive theater-based workshops in an academic environment and of the systems approach in diagnosing and solving organizational problems.