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The purpose of this paper is to investigate a boundary spanning, interprofessional collaboration between advanced practice nurses (APNs) and junior doctors to support junior doctors’ learning and improve patient management during the overtime shift.

A mixed methods evaluation of an intervention in an adult tertiary referral hospital, to enhance interprofessional collaboration on overtime shifts. Phase 1 compared tasks and ward rounds on 86 intervention shifts with 106 “regular” shifts, and examined the effect on junior doctor patient management testing a model using regression techniques. Phase 2 explored the experience of the intervention for stakeholders. 91 junior doctors participated (89 percent response rate) on 192 overtime shifts. Junior doctors, APNs and senior medical professionals/administrators participated in interviews.

The intervention was associated with an increase in self-initiated ward rounds by junior doctors, partially explained by junior doctors completing fewer tasks skilled nurses could also complete. The intervention significantly reduced doctors’ engagement in tasks carried over from day shifts as well as first year (but not more experienced) junior doctors’ total tasks. Interviews suggested the initiative reduced junior doctors’ work pressure and promoted a safe team climate, situation awareness, skills, confidence, and well-being.

Junior doctors overtime shifts (5 p.m. to 11 p.m.) are important, both for hospitals to maintain patient care after hours and for junior doctors to learn and develop independent clinical decision making skills. However, junior doctors frequently report finding overtime shifts challenging and stressful. Redesigning overtime shifts to facilitate interprofessional collaboration can improve patient management and junior doctors’ learning and well-being.

The culture of an organization shapes the attitudes and behaviors of employees and plays a key role in driving organizational outcomes. Yet, it is enormously challenging to manage or change. The purpose of this paper is to review the recent literature on culture change interventions in health care organizations to identify the common themes underpinning these interventions.

The paper is developed from an extensive review of the literature on culture change interventions in health care from 2005 to 2015, building on previous reviews and highlighting examples of good practice.

All culture change interventions included in the review used processes and techniques that can be classified into Lewin’s (1951) three stage model of change. These include providing evidence for the need for change through data, a range of successful change strategies, and strategies for embedding the culture change into business as usual.

There is no “one size fits all” recipe for culture change. Rather, attention to context with key features including diagnosis and evaluation of culture, a combination of support from leaders and others in the organization, and strategies to embed the culture change are important for the change process to happen.

The authors provide an important insight into the key principles and features of culture change interventions to provide practitioners with guidance on the process within health care and other organizations.

Luxury goods manufacturers may find it profitable to enter a different demographic segment, and several strategies are available to do so. Nevertheless, such market expansion can be risky, and the luxury goods company must avoid tarnishing the equity contained in the luxury brand. This study examines the effects of a co-branding strategy between luxury brands and retailers on consumers’ evaluation of the luxury brand's image. We use information integration theory (IIT) as the basis for our study, as it can be used to explore how attitudes are formed and changed as new information is combined with existing cognitions and thoughts. A theoretical model based on IIT is built and empirically tested using a sample of 240 Taiwanese adult consumers. We conduct an experimental survey study in which we manipulate luxury brand familiarity and product and brand fit between luxury brand and the co-brand, and assess prior-attitudes and post-attitudes toward the luxury brand and attitudes toward the co-brand. We find support for many of our hypotheses: prior-attitudes toward the luxury brand is positively related to the attitude toward the co-brand, brand fit is related to attitudes toward the co-brand, and brand fit is marginally related to the post-attitude toward the luxury brand. Other hypotheses, however (such as those regarding product fit) were not supported. We conclude by discussing our theoretical and managerial contributions.

To provide a video reflection model based on interactivity for teachers to facilitate disciplinary literacy and a culturally responsive pedagogy during video reflection. The model presents multiplicity of voices within the context of classroom activity crossing boundaries to expand teachers beyond their zone of proximal development for enhanced pedagogical practices.

Expansive learning as model of learning originates from the Cultural Historic Activity Theory framework. It enables viewing learner–teacher–technology interactions embedded within classroom walls that embrace diverse socio-cultural-historical practices. Given its connectedness to a responsive teaching-learning approach the model is adapted with the tenets of interactivity to help teachers with a professional learning tool to include, promote, and expedite pedagogical practices that reflect learner background through video reflection.

The video reflective model using four central question and five principles of the expansive learning matrix examines the various interactivities during a science class period to embrace and enhance a disciplinary literacy approach to teaching. The chapter provides details of opportunities on how the teacher uses this model to adopt a disciplinary literacy and responsive pedagogy approach. It provides directions on how to improve learner–technology interactivity and assist teachers to orchestrate other classroom technologies along with videos as teaching and learning artifacts.

Knowledge construction occurs in spaces that are hard to identify, that is to say that it is difficult to measure when, why, and how knowledge construction happens. By identifying, drawing connections, and making interconnections of the various activities and interactivities from their classroom worlds to lived practices through the tenets in our proposed reflective model the teacher will initiate, facilitate, and eventuate expansive learning and teaching processes. Thereby videos can highlight teacher’s motivations and contradictions when paired with this model and promote the examination of one’s practices to cross-boundaries that embrace the dynamics of learning and knowledge construction as and when it occurs.

The purpose of this study is to examine the impact of brand familiarity and profit-sharing rate on Muslim customers’ brand trust, perceived financial risk, perceived value and intention to invest in an Islamic bank.

A between-subjects experimental design was applied in the study. Six experiments involving two brand familiarity levels and three profit-sharing rates were conducted using a total of 217 samples. Randomization was applied in the study, which generated unequal sample sizes for each group of experiments.

The findings of this experimental study demonstrated that Muslim customers’ familiarity with the bank’s brand has a significant impact on their brand trust and intention to invest in an Islamic bank. The study also found that the profit-sharing rate has a significant impact on the perceived value both with and without interaction with brand familiarity.

The current study applies an independent measured design or a between-subjects experimental design, that resulted in unequal sample sizes. In addition, the study also does not control for the types of bank accounts owned by respondents. The design may invite the presence of confounding variables that exist due to individual differences and environmental variables.

The results show that Islamic bank managers should care about the brand familiarity issue, which strongly influences customers’ brand trust and customer intention to invest in an Islamic bank. In addition, Islamic bank managers should pay attention to the profit-sharing rate given to customers, as it interacts with brand familiarity in influencing customers’ perceived value.

This study examined the impact of brand familiarity and profit-sharing rate on Muslim consumers’ brand trust, perceived risk, perceived value and intention to save in an Islamic bank. The paper provides a shred of empirical evidence to the theoretical relationship between the subjective and objective cues that influence the formation of customers’ trust, perceived financial risk, perceived value and intention in the Islamic bank context.

As part of a larger study into the influence of a Writers in the Schools (WITS) professional development consultancy, this narrative inquiry began just as Hurricane Harvey, the second most costly hurricane to hit the United States, devastated the Texas Gulf Coast in August 2017 and drew to a close in late 2020 during the COVID-19 global pandemic. This chapter explores the 2017–2018 school-year interactions between WITS Collaborative writer, Mary Austin (pseudonym), and six writing teachers with whom she worked at McKay High School (pseudonym) in the aftermath of Hurricane Harvey. With record flooding and widespread damage causing school-opening delays, teachers, students, and WITS consultants navigated a rip tide of emotions as they strived to balance educational/professional needs and duties with personal loss and unexpected financial burdens. This inquiry examines how WITS teacher professional development was carried out in the midst of these trying circumstances.

How do we understand political polarization around the issue of climate change in the United States? Using a mixed-methods approach, this paper unpacks the components of the debate over climate science and policy between 2015 and 2017 to understand the sources of divisiveness that have come to characterize climate politics in the United States. Data in our analysis include the content of Congressional hearings and open-ended, semi-structured interviews with the most influential climate policy actors at the federal level. We find high levels of polarization around two specific components of this debate: the type of policy instrument and the role of the federal government in regulating carbon dioxide emissions. This paper concludes by exploring how patterns of polarization preceding the 2016 election help us to understand the expected political debate over federal climate policy in the years to come.

Inclusive education is gaining momentum across the globe. Various types of technology offer necessary supports for students with disabilities in order to access and succeed in general education. This chapter focusses on the implementation of assistive and mainstream technology in inclusive classrooms. The importance of assistive technology (AT) services is discussed. Factors such as coordination and collaboration between service providers, situated training, technology integration with fidelity, and data-driven decision-making are imperative for effective implementation. Several models and resources for AT implementation are presented along with how they offer guidance to general and special education teachers as well as related service providers. Despite some barriers to technology use in inclusive settings, educators should strive to overcome fears and existing challenges in an effort to provide better learning opportunities to all students, including those with unique abilities and needs.

According to the U.S. Department of Education’s National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses—up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access—especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a “twin pandemic” of racial injustice that continued to metastasize—spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the context of leadership education and its commitment to inclusion, collaboration, and holism. Given this new context for online leadership education, the purpose of this piece is to reflect on how the Journal of Leadership Education has shepherded the journey of online leadership education and what the future of this journey might look like for online leadership educators committed to change. Scaffolded by the Community of Inquiry model, we offer promising practices that address cognitive, social, teaching, and learner presence in the pursuit of culturally relevant/sustaining and equitable online leadership education.