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The questions addressed by this review are: first, what are the guiding principles underlying efforts to stimulate sustained cultural change; second, what are the mechanisms by which these principles operate; and, finally, what are the contextual factors that influence the likelihood of these principles being effective? The paper aims to discuss these issues.

The authors conducted a literature review informed by rapid realist review methodology that examined how interventions interact with contexts and mechanisms to influence the sustainability of cultural change. Reference and expert panelists assisted in refining the research questions, systematically searching published and grey literature, and helping to identify interactions between interventions, mechanisms and contexts.

Six guiding principles were identified: align vision and action; make incremental changes within a comprehensive transformation strategy; foster distributed leadership; promote staff engagement; create collaborative relationships; and continuously assess and learn from change. These principles interact with contextual elements such as local power distributions, pre-existing values and beliefs and readiness to engage. Mechanisms influencing how these principles sustain cultural change include activation of a shared sense of urgency and fostering flexible levels of engagement.

The principles identified in this review, along with the contexts and mechanisms that influence their effectiveness, are useful domains for policy and practice leaders to explore when grappling with cultural change. These principles are sufficiently broad to allow local flexibilities in adoption and application.

This is the first study to adopt a realist approach for understanding how changes in organizational culture may be sustained. Through doing so, this review highlights the broad principles by which organizational action may be organized within enabling contextual settings.

This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization.

This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis.

Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill.

These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.

The authors describe a hypothetical course that educators can use as a resource and model to (1) inform students about the transformations currently occurring as societies grounded in practices of the 20th century Industrial Age experiment with the emergent systems and structures of the 21st century Innovation Age, (2) identify experiential learning strategies that actively engage students in practicing the collaboration skills they will need to be successful, and (3) expose students to the field of positive psychology to understand their psychological strengths and to learn how to use them strategically to enjoy more success across multiple social networks. These multiple social networks present a complexity to learners that require students to develop a navigational compass. Psychological strengths refer to personality traits and competencies that enable people to do things well. In this three module course, students learn how moments of positive emotion can contribute to the high levels of engagement that occur when operating from strengths. Awareness and use of strengths energize the drive for achievement, sustain resilience, and improve performance. Students systematically identify their strengths and learn to spot strengths in others. In portfolios, they document engaged experiences to understand what truly energizes them and improves productivity. They reflect on how strengths and moments of positive emotion affect their self-esteem and self-efficacy. In class activities, students explore how to deploy strengths effectively in different settings. In the last module, they set goals and work with teams to discover why collaboration and communication are essential to maximizing the value of strengths-based learning in social networks.

This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.

The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.

Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.

This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.

The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process.

The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?”

The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge.

This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers.

This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.

“Becoming” a doctor involves the acquisition of medical knowledge, skills and professional identity. Medical professional identity formation (MPIF) is complex, multi-factorial and closely linked to societal expectations, personal and social identity. Increasingly, doctors are required to engage in leadership/management involving significant identity shift. This paper aims to explore medical professional identity (MPI) and MPIF in relation to doctors as leaders. Selected identity theories are used to enrich the understanding of challenges facing doctors in leadership situations and two concepts are introduced: medical leader identity (MLI) and medical leader identity formation (MLIF) and consideration given to how they can be nurtured within medical practice.

A rapid conceptual review of relevant literature was carried out to identify a set of relevant concepts and theories that could be used to develop a new conceptual framework for MLI and MLIF.

MLIF is crucial for doctors to develop as medical leaders, and, like MPIF, the process begins before medical school with both identities influenced, shaped and challenged throughout doctors’ careers. Individuals require support in developing awareness that their identities are multiple, nested, interconnected and change over time.

This paper draws on concepts from wider literature on professional identity, in relation to how doctors might develop their MLI alongside their MPI. It offers a new perspective on MPI in the light of calls on doctors to “become and be healthcare leaders” and introduces the new concepts of MLI and MLIF.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

This study explored the information practices of cosplayers, as well as the social norms, social types and information infrastructure of an online cosplay Facebook group, the Rey Cosplay Community (RCC).

To better understand individual behavior, the authors made use of ethnographic methods and semi-structured interviews. Observation of the RCC was combined with information gleaned from select participant interviews.

The results suggest that the RCC can be conceived of as an information community where fans obtain and share information about cosplay costume making. Sufficient and well-organized information and positive community culture greatly help community members make their costumes.

This works serves as a bridge between fan studies and information science research in its exploration of online communities, shared information practices and creating non-toxic virtual environments. It also lends support to the idea that positivity, respect for community rules and a tight-knit connection between members play essential roles in building a non-toxic fan and information community.

This qualitative study used a phenomenological approach to investigate the perspectives of 11 leaders in higher education. Specifically, we addressed the following research question: How do millennial leaders approach leadership in higher education? The study framework included adaptive leadership as a guide to understand the perspectives of newer leaders within higher education institutions. Our results support a relationship between adaptive leadership and millennial leaders in higher education. They also highlight the importance of leadership mentoring in developing a person’s capacity to adapt to constantly changing environments.

This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.

Interviews.

Findings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.

These findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.