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Literacy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures.

By analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored.

Findings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures.

Limitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions.

Greater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position.

Given that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

More than 10 years after its founding, the STEM Women of Color Conclave® has emerged as the largest safe brave space in the United States for women faculty of color in the academic science, technology, engineering, and mathematics (STEM) disciplines. Originally intended to be a national assembly, the Conclave® has evolved into a safe brave space that serves as a refuge for STEM women faculty of color who are regularly taxed with the struggle of having to navigate the unwelcoming, and often hostile, environments of the ivory tower in very unique ways. This chapter narrates how the Conclave's founding members journeyed toward creating and sustaining this safe brave space. The reader is awakened to deeper awareness of and sensitivities for the ways in which safe brave spaces must address both the complexities related to struggle – and liberation from that struggle – for both occupiers and observers of safe brave spaces. However, just as the quantum observer can disturb the system just by observing it and, ultimately, change or even nullify the results, we recognize that merely observing the Conclave® would nullify its intended purpose and, in the end, render it unsafe. Therefore, the reader can anticipate an absence of direct observations, reports of outcomes, or specific accounts of progress related to the occupiers of our safe brave space. Rather, the chapter offers an invitation to the reader to explore the authors' lived experiences as occupiers who designed a safe brave space. We invite the reader, particularly those who are also observers of safe brave spaces, to join us in protecting these valuable spaces.

The purpose of this paper is to introduce and examine the effect of a celebrity’s eye gaze on self-celebrity connection. A celebrity’s direct (vs averted) eye gaze can be used as a tactic in social media posts to increase self-celebrity connection and behavioral intentions. Examining the effectiveness of a celebrity’s eye gaze is important, as celebrities regularly use social media to manage their brand image and to build a relationship with consumers.

Study 1 examines the effect of a celebrity’s eye gaze (direct vs averted) on self-celebrity connection. Study 2 investigates the role of celebrity authenticity in explaining the effect of a celebrity’s eye gaze on consumer–celebrity brand relationships. Study 3 examines the moderating role of a non-Duchenne smile (fake, social smile) in diluting the effect of a celebrity’s direct eye gaze on self-celebrity connection and the downstream consequences on behavioral intentions.

The findings from Study 1 indicate that a celebrity’s direct (averted) eye gaze strengthens (weakens) self-celebrity connection. Study 2 provides evidence of celebrity authenticity as the explanation for stronger consumer–celebrity connection when a celebrity is featured with a direct eye gaze. The results of Study 3 show that a fake smile in a celebrity’s social media posts can weaken relationships with and behavioral intentions toward celebrities with a direct eye gaze.

This paper is limited, as it focuses only on eye gaze and smiles as non-verbal cues depicted in celebrity images on social media.

This paper has important implications for celebrities, celebrity brand managers (including digital/social media marketing managers and public relations professionals) and advertisers. Celebrities, celebrity brand managers and advertisers should develop social media posts that can strengthen consumer–celebrity relationships and positively influence behaviors toward the celebrity through: 1) ensuring that photographs are taken with the celebrity looking directly into the camera at the target (audience); and 2) avoiding posting images of a celebrity’s direct eye gaze with a non-Duchenne (fake) smile.

This paper introduces and provides evidence of a celebrity’s direct eye gaze–self-celebrity relationship effect. Tactics, such as eye gaze, can strengthen consumer–celebrity relationships, which is crucial in building brand equity and in increasing financial value for the celebrity.

Reviews and discusses the topic of customer satisfaction and its application to the hospitality and tourism industries. Defines the concept and analyzes its importance to services in general and to hospitality/tourism services in particular. Following a discussion on the dimensions and attributes of satisfaction, lists the main methods of measuring satisfaction and concludes with a review of global and cross‐cultural issues that affect satisfaction.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

In this chapter, we argue from a theoretical perspective that globalisation has impacted differentiation within higher education systems. The three propositions about mechanisms affecting diversity distinguished by van Vught (environmental conditions, competition for resources and academic norms) remain the same, but the initial conditions have changed. Governmental policy, in particular, affects the degree of openness of higher education systems (positively or negatively), either through (de-)regulation or by affecting higher education institutions’ strategies for internationalisation. Thus, we add as a fourth proposition that increasing institutional autonomy increases system diversity in the context of globalisation.

The “management theory jungle” described by Koontz appears to be overrun with even more theoretical undergrowth than when he wrote his seminal critiques of the state of this body of knowledge more than 40 years ago. This article endeavors to provide a clear and fairly narrow path through that jungle, using the seminal thinkers in management as our guides. It recommends adopting a paradigm‐based approach to the management discipline rather than struggling through the jungle of multiple theories and “schools of thought”. This approach satisfies the criteria set forth by Koontz to bring much needed clarification to the discipline of management. Specifically this approach: restricts the discipline to a manageable size; uses its simple and straightforward terminology; and gives direction to teaching and research. The article concludes with a discussion of some ideas on how to teach management using this paradigmatic approach.