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Digitalization has enabled entrepreneurs to adopt digital tools to create opportunities and reach customers in international markets. Yet, the understanding of international digital entrepreneurial marketing in the global marketplace is limited. Drawing on social network theory, the authors investigate how entrepreneurs' social ties and firms' international digital entrepreneurial marketing influence small and medium-sized enterprise (SME) internationalization. Based on multiple case study methodology, the results suggest that entrepreneurs' bonding and bridging ties facilitate different dimensions of international digital entrepreneurial marketing. That further enhances the intensity and geographic scope of SME internationalization. SME internationalization also reinforces entrepreneurs' accumulation of social ties. This study contributes to international marketing research by developing the dimensions of the international digital entrepreneurial marketing concept and exploring its important role in SME internationalization. [ABSTRACT FROM AUTHOR]

This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy. [ABSTRACT FROM AUTHOR]

Students with significant disabilities often attend general education (mainstream) classrooms, yet they are not receiving adequate support to experience full school participation. This qualitative case study was conducted to explore how key intrinsic (i.e. personal skills and abilities) and extrinsic (i.e. environmental) factors influence the participation of an elementary (primary) student with significant disabilities in an inclusive placement. Our goal was to promote a deeper understanding of meaningful participation that bridges the fields of occupational therapy and inclusive education. Using the Person-Environment-Occupation-Performance (PEOP) model as a theoretical framework and single-case design, data were collected from classroom observations and semi-structured interviews with the teacher, education assistant, and classmates of a third-grade student with physical and intellectual disabilities. Thematic analysis was deductive, guided by the theoretical framework. Findings suggest the expression of personal skills and abilities is dependent on extrinsic factors, such as the classroom culture and social environment. Findings also suggest a student with significant disabilities experiences minimal participation in occupations that foster academic inclusion. To promote meaningful participation in general education classrooms, we suggest addressing contextual factors that facilitate participation in occupations linked to the curriculum, thus supporting the need for collaborative partnerships between teachers and occupational therapists. [ABSTRACT FROM AUTHOR]

This study explored the effectiveness and sustainable application of educational technology in a university liberal arts dance sports class. A qualitative case study was conducted with nine students enrolled in liberal arts physical education classes at S University in Seoul in 2023. It focused on how educational technology, including apps such as Pose & Tracking and Slopro, can enhance students' understanding of dance movements, promote active discussion, and facilitate objective assessment. The findings indicate that the use of these technologies not only improved the students' learning experiences by facilitating visualization and feedback but also supported collaborative learning and creative expression. This study highlights the potential of educational technology to enhance the quality of liberal arts physical education by making learning highly engaging and effective. [ABSTRACT FROM AUTHOR]

While prior studies provide insights into how Total Quality Management (TQM) and Performance Appraisal (PA) are incongruent, they rarely offer any compelling evidence that identifies the reasons behind the incongruence. We argue that the 'why' of TQM goals (i.e. control and learning) have consequences for the PA processes and purposes. Drawing from attribution theory and the duality inherent in TQM, our aim is to investigate how an organization's preferred approach to TQM could result in different PA processes and purposes, particularly in relation to the manager's understanding, diagnosis, and attributions of employee performance variation. To reach this purpose, a qualitative, inductively oriented investigation was conducted. Our findings suggest the disutility of a unilateral focus on either control or learning in terms of designing a PA system solely for the purpose of supporting one goal at the expense of the other. Rather, mutual understanding of the causes of performance variation and a recognition of shared responsibility for performance outcomes should become the core of the organization's approach to TQM—if the PA system is to achieve the aim of continuous quality improvement and learning. We also present several working propositions that not only delineate how each goal of TQM could lead to different PA processes and purposes but also are of value to guide future research. [ABSTRACT FROM AUTHOR]

One noticeable trend in the maturing information technology (IT) outsourcing industry is the growing interest from client firms seeking to benefit from supplier-led innovations. Yet IT outsourcing suppliers still find it challenging to shift their reputation from the competent provision of a low-end service to a high-value innovative line of services, thus becoming known as business partners. We address this issue by examining the reputation formation efforts of an IT supplier experiencing a reputation deficit in terms of quality (its ability as a business partner) and intent (its intention to adopt trustworthy behavior). We develop a model based on a case study of a large IT supplier engaged in reputation formation with its outsourcing clients. We portray reputation formation as a process wherein an IT supplier alternately emits signals of quality and intent from a repertoire of signals. Our process model distinguishes between signaling at the market level, which relies on rhetorical mediums to broadcast a message promoting the supplier's ability as a business partner, and signaling at the client level, which relies on substantive mediums such as demonstrations of the supplier's ability to solve the client's business problems and behavioral mediums that allow the client to assess the supplier's intent to adopt trustworthy behavior. [ABSTRACT FROM AUTHOR]

Purpose: In this case study, we examine how a citrus peel valorising company based in the Netherlands was able to adopt a circular business model while navigating regulatory, managerial, and supply chain-related barriers. Design/methodology/approach: In-depth, semi-structured interviews with key personnel in the company, notes from field observations, photographs of the production process, and documents from a legal judgement served as data for this single, qualitative case study. Data were coded inductively using the in vivo technique and were further developed into four themes and a case description. Findings: Results from our study indicate that the regulatory and political contexts in the Netherlands were critical to the company's success. Like in the case of most fruitful industrial symbioses, partnerships founded on mutual trust and economically appealing value propositions played a crucial role in ensuring commercial viability. Collaborating with larger corporations and maintaining transparent communication with stakeholders were also significant contributing factors. Lastly, employees' outlook towards circularity combined with their willingness to learn new skills were important driving factors as well. Originality/value: In addition to expanding the scholarship on the adoption of circular business models, this research offers novel insights to policymakers and practitioners. It provides empirical evidence regarding the importance of public awareness, adaptable legislation, and harmonised policy goals for supporting sustainable entrepreneurship in the circular economy. [ABSTRACT FROM AUTHOR]

Due to processes of financialisation, financial parties increasingly penetrate the healthcare domain and determine under which conditions care is delivered. Their influence becomes especially visible when healthcare organisations face financial distress. By zooming‐in on two of such cases, we come to know more about the considerations, motives and actions of financial parties in healthcare. In this research, we were able to examine the social dynamics between healthcare executives, banks and health insurers involved in a Dutch hospital and mental healthcare organisation on the verge of bankruptcy. Informed by interviews, document analysis and translation theory, we reconstructed the motives and strategies of executives, banks and health insurers and show how they play a crucial role in decision‐making processes surrounding the survival or downfall of healthcare organisations. While parties are bound by legislation and company procedures, the outcome of financial distress can still be influenced. Much depends on how executives are perceived by financial stakeholders and how they deal with threats of destabilisation of the network. We further draw attention to the consequences of financialisation processes on the practices of healthcare organisations in financial distress. [ABSTRACT FROM AUTHOR]

Drawing on the institutional theory-legitimacy theoretical lens, we explore how culture shapes the ride-hailing service industry and how the ignorance of cultural-cognitive legitimacy impacts digital platforms' survival and their foreign market exploration. We employed a qualitative case study method that involved 22 respondents from a multi-category of industry actors. The in-depth interview is supported by the vignette derived from secondary data. Findings reveal that international market exploration causes uncertainties due to the local consumption culture and consumers' expectations. Thus, ride-hailing operators must consistently adapt to local culture while offering new services abroad. Additionally, we reveal two opposing directions of the legitimation process within the ride-hailing industry, which differ from the past literature. Our key message to service industry practitioners is to recognize that consumers are active agents in shaping the new market. Also, the importance of recognizing cultural heterogeneity in the East and West; and within Asia. [ABSTRACT FROM AUTHOR]

This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy.

Purpose This study comprehensively examines the disability acceptance experience of individuals who become disabled following accidents in the military after enlistment. Methods In-depth interviews and participative observation of two soldiers with disabilities are conducted. Data sources encompass the transcripts from these interviews, relevant news videos, and articles on the participants. A qualitative case study approach is applied to conduct both “within-case” and “cross-case” analyses. Results Although the two participants survived a crippling accidents, their military units did not actively attempt to resolve the accident. They grappled with despair and found it challenging to accept their new status as individuals with disability. Over time, they noticed changes in their personal relationships and started considering themselves burdens on their caregivers. However, despite encountering psychological challenges, which were marked by repeated setbacks and disappointments, the soldiers consistently made determined efforts to realize their objectives. Moreover, they strove to lead purposeful lives despite suffering the adversities caused by their disabilities. Conclusions This study is the first in-depth examination of the disability acceptance experiences of soldiers with disability. The insights gleaned from our in-depth interviews will help formulate psychological and physical support systems for such individuals.

While the importance of appropriate mental health care for young people is increasingly acknowledged, the role of the built environment in this context receives little attention. We investigate this role in how children and teenagers experience care at a child psychiatric center. We interviewed them, their parents and caregivers using methods that addressed the young people’s lifeworld and that introduced a spatial dimension. The participants perceive the organically shaped building as a secure base that helps reduce their prejudices against mental health care and that affects their willingness to stay. They especially appreciate places where security is well-balanced with autonomy. A privacy gradient allows retreating and exploring, although the preferred balance and gradient differ among children. [ABSTRACT FROM AUTHOR]

This qualitative case study examines the decision-making process of a family that experienced a natural disaster in Palu. The participants of the study were Mr. FP, the head of the family, and his wife, Mrs. VP. Primary data was collected through in-depth interviews with FP and VP conducted by relatives who witnessed the family's gradual recovery. Additionally, supporting data was gathered through data mining, including pre -and post-disaster photographs. The family, like many others, faced an unpredictable and devastating event that not only resulted in the loss of their main source of livelihood but also inflicted deep trauma. The study aimed to delve into this family's experiences when confronted with an unexpected disaster, exploring the impact they faced, the recovery process they undertook, and the factors influencing their decision-making, with particular emphasis on the head of the family. The head of the family played a vital role in family dynamics, making their decision-making process of great importance. The primary objective of this research was to gain a deeper understanding of the experiences of family members, particularly the head of the family, as they navigate the challenges of post-disaster recovery, specifically focusing on decision-making in economics and finances. By comprehending their experiences and decisions, the study sought to shed light on how families can rebuild their lives, particularly in terms of achieving economic and financial stability. Narrative analysis was employed in this study, as it allowed for an exploration of the experiences and decision-making of natural disaster survivors in a subjective and unrestrictive manner. This analysis enabled the capturing of the narratives shared by Mr. FP and Mrs. VP, the main informants, and facilitated the interpretation of supporting documents. Consequently, the collected data yielded rich and in-depth insights, further strengthening the findings of this research. [ABSTRACT FROM AUTHOR]

Organizations often depend on experts to carry out complex tasks that require specialized or tacit knowledge. Yet, organizations often want to increase their control over how tasks are performed and thus reduce the autonomy of experts. In the past, scholars have argued that experts had the ability to rebuff organizational attempts to control them. However, in an era with increased digitalization and centralization in organizations, experts risk losing control. How experts react when facing this increased centralization and digitalization is not well understood. Thus, this study seeks to improve knowledge on how experts react as organizations digitalize and centralize control over tasks. To do so, we studied a large energy company, which sought to increase its control over tasks and reduce the autonomy of its expert engineers by implementing an organizational change that included centralization and digital control. Using in-depth interviews, we portray how the expert workers reclaimed control using three micro-level tactics – strategic compliance and workaround, using legacy to reclaim control and concealing expert control. Based on these findings, our paper makes three contributions to the literature on experts and control. First, we provide the concept of 'stealth work', outlining how experts can reclaim control when centralization and digitalization have otherwise stripped them of status and power. Second, we highlight how expert control may be nested in organizations as a legacy, which experts can use when facing centralization and digitalization, and finally, we highlight how experts can engage in small hacks that curb the usefulness of digital control systems. [ABSTRACT FROM AUTHOR]

In the Kingdom of Saudi Arabia (KSA), qualitative research methods are infrequently employed, as researchers in the region are more accustomed to quantitative approaches, with a certain hesitancy to embrace qualitative methodology. This research endeavor focuses on exploring the impediments faced by individuals engaged in qualitative research within the Saudi context. To do so, I conducted semi-structured interviews with eight doctoral students and employed a qualitative case study design for this paper. Utilizing the MAXQDA software, I also applied thematic analysis to the data gathered from the interviews. The primary findings highlight three significant themes: (a) challenges related to organizational aspects, (b) difficulties stemming from social and cultural factors, and (c) obstacles specific to qualitative research practices. This paper, unique in its contribution to the region, addresses a wide range of issues faced by qualitative researchers to support and enhance their research endeavors. While this study holds relevance for researchers, its significance extends notably to policymakers, academics, and higher education institutions in the KSA. [ABSTRACT FROM AUTHOR]

This paper aims to report on Chinese college students' emotions in English as a foreign language (EFL) speaking classrooms, including the trajectory of their emotions, and their perceived impacts of these emotions on their performances in class. Through conducting a case study among 12 Chinese college students and qualitatively analyzing the reflections and interview data collected over a semester, the present research, adopting the Positive Psychology perspective, reveals diverse emotions experienced by students in their EFL speaking classrooms. The emotions students felt were both complex and dynamic throughout the semester, and were found to interact with the changing internal and external factors, displaying a transition from the mixed emotions of excitement and anxiety to lower-intensity emotions (i.e., relaxation and boredom), and finally becoming inter-individually varied. As for the impacts of students' emotions, students believed that both positive and negative emotions were associated with their performances in class. The present study suggests that much attention should be paid to EFL college students' emotions in speaking classrooms both by themselves and by their teachers, and provides some possible sources of their emotions. In order to enhance students' psychological well-being and achieve better teaching effects, this study also recommends pedagogical practices that boost positive emotions and reduce negative emotions to be incorporated into EFL speaking classes. [ABSTRACT FROM AUTHOR]

Purpose: Underpinned by the legitimacy perspective, this study explores how ride-hailing services are legitimized through resource exchange among the industry players. The authors explore the types of legitimacy involved in the legitimation process. The authors also examine the political games being played by the actors to attain legitimacy. Design/methodology/approach: This qualitative study involves thirty-one stakeholders/interviewees from emerging Asia. The interview data are supported by online documents and observations. Findings: Thematic analysis shows that the industry players collaborate to achieve political, market, alliance, social, and investment legitimacy. The collaborations also legitimize industry players' existence through an eclectic mix of the numerous stakeholders' actions. This study shows how Dacin's proposed four types of legitimacy are coexisting and interconnected. It also highlights the neglected political legitimacy. Originality/value: The findings guide the policymakers and ride-hailing operators experiencing competing requests to legitimize sustainable ride-hailing service development in urban cities. [ABSTRACT FROM AUTHOR]

In this paper, developmental and biographical issues in individual biographical pathways of radicalization are examined from birth through to conviction for Islamist terrorism-related offenses. The source of data was court files of forty-five homegrown Germans convicted of Islamist terrorism-related offenses (age range at the time of the crime: 15 to 38; mean: 24 years, SD: 5; four female convicts). Using coding and constant case comparison techniques, a multiple comparative case analysis was conducted. This article gives an account of what individuals who were later convicted of Islamist terrorism-related offenses experienced in their life course and when. Patterns of relations between the biographical experiences and developmental psychological phases are identified, visually represented, and measured using odds ratios. In particular, the importance of the distinction between the developmental psychological phases of adolescence, emerging adulthood, and adulthood is emphasized and its meaning for radicalization processes is discussed. The interplay of cumulative vulnerabilities and developmental psychological phases are discussed. Guidance is provided on which topics are best addressed in prevention interventions and at what times. [ABSTRACT FROM AUTHOR]

This case study examines how three elementary teachers, all certified by their school district in culturally responsive teaching (CRT) through professional development opportunities, implement mathematics teaching practices that support CRT and the development of learners’ cultural identities. Furthermore, this study examines the CRT certification process in the focal district and the structures that supported the teachers in their enactment of CRT. In the focal district, commitment to CRT has been identified by division leaders as one means to best serve historically marginalized learners in achieving academic excellence. Data were collected via interviews, questionnaires, observations, teacher journals, and other reportable data. The teachers’ CRT practices in mathematics fell into four large quadrants aligning with the work of Hammond’s (2015) Ready for Rigor framework. However, such practices were implemented in ways that exemplified particular tenets of CRT that are more thoroughly captured in seminal research-based literature; thus, a revised and adapted model was created to examine the CRT practices enacted in these elementary mathematics classrooms. The findings provide the field with a more informed understanding of what CRT can look like in elementary mathematics classrooms with teachers who have been certified in CRT from a district developed and applied certification model.

This exploratory qualitative case study was conducted at three primary and lower secondary schools in Denmark, with the aim of empirically illustrating how principals work with student wellbeing. The study utilised a data package comprising 18 interviews with principals, vice-principals, and key teachers. The analysis of the data is inspired by grounded theory. The study reports three major findings. First, it finds that Danish principals recognise the close connection between student wellbeing and academic achievement. Second, the study identifies that principals work to establish structures that can identify underperforming students or those with poor wellbeing. Since the principals’ work is removed from the teaching practice, they rely on data to organise meetings and are accountable for collaborative decision-making. Third, the study uncovers that these schools prioritise a learning culture, where student wellbeing is considered as a precondition for learning, which is seen as a precondition for the students’ continuing education. The particular focus on student wellbeing is shaped by politicians’ emphasis on human capital economic logics, which underpins education as a means for economic growth. [ABSTRACT FROM AUTHOR]

Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals' leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals (n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading "two schools in one." We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders' deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work. [ABSTRACT FROM AUTHOR]

Health and Physical Education (HPE) has been an important learning area in the New Zealand Curriculum (NZC) since the two learning areas were integrated in the 1990s. HPE in the NZC proposed a multi-dimensional education vision, principles and values for students' holistic development founded upon theoretical perspectives such as critical theory, humanism and socio-cultural theory. However, it is unclear whether physical education (as opposed to HPE) is still considered relevant to students' holistic learning experience espoused by academics. Using the theoretical assumption of phenomenology, this research is a qualitative case study designed to investigate primary school classroom teachers' perceived value of physical education in New Zealand. Four primary schools and eight classroom teachers were purposively recruited. Data were from individual semi-structured interviews, documents, observation and email. Data were analysed using thematic analysis and the constant comparative method. The findings identified six subthemes under the postulated value of physical education (physical, psychological and cognitive development): (1) 'it has benefits for physical well-being and health'; (2) 'students learn a lot of social skills'; (3) shaping good character and self-efficacy; (4) physical education is for fun; (5) good character and self-efficacy can bring into classroom learning; and (6) physical education as 'a reset button'. The teachers' perspectives indicate their understanding of the contribution physical education has to the primary school curriculum in terms of facilitating students' holistic development in physical well-being, social skills and supporting other learning areas. We strongly suggest that teachers need to concentrate on students' learning experiences rather than the learning outcomes. [ABSTRACT FROM AUTHOR]

This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura's self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that social persuasion is one of the most social self-efficacy contributors. It also pointed out factors which support a view of mastery experience as the most powerful source of self-efficacy, and the causes of teachers' negative emotional states beyond school context. [ABSTRACT FROM AUTHOR]

In 1999, the western concept of 'Learner-Centred Education' (LCE) was nationally mandated for schools and universities across Thailand. Most early research into this mandate portrayed Thai teachers in deficit terms, suggesting they were unwilling or unable to implement government policy. Such studies often underappreciated the range of cultural, institutional, and historical factors that were mediating the teachers' practices. This narrative-based qualitative case study reflexively investigates how four university teachers of English as a Foreign Language (EFL) from three contrasting universities in Thailand negotiated socio-cultural and institutional factors to successfully implement the national mandate of LCE. The study analyses a range of narrative-based qualitative data to show how the teachers were able to differentiate teaching approaches, respect student diversity and independence, and promote dialogic teaching and learning. It also argues for the importance of ongoing professional learning to support teachers' implementation of LCE. [ABSTRACT FROM AUTHOR]

How does a board of directors respond to stringent transnational regulations on corporate governance? We explore this question in a case study that includes interviews with key governance actors of a bank dealing with regulatory changes in the European Union (EU) initiated in 2010 in response to the financial crisis of 2007–2008. Our findings suggest that transnational regulations introduced a conflicting prescription to the directors, who were caught between two needs: existing local governance practices and transnational regulatory compliance. Contributing to the international corporate governance research, our findings corroborate the resistance to transnational regulations and the distrust attributable to boards of directors' role struggles and the invasive accountability mechanisms introduced by such regulations. We, therefore, contribute to the ongoing discussion on how the conflicting layers of corporate governance—local versus global—and how the discontinuities between competing existing practices and the prescriptions of transnational regulations can provoke micro-resistance. [ABSTRACT FROM AUTHOR]

The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers' reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students' perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers' barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students' prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to understand what factors drive transformation of the national innovation system of a transition economy. The case study is based on 32 semi-structured, in-depth interviews with major stakeholders of Lithuanian innovation system. The paper contributes to national innovation system literature by revealing the importance of the human agency role in the process of institutional change. It sheds light on institutional entrepreneurship as the key mechanism that stimulates institutional change and the overall transformation of the innovation system. It shows that institutional entrepreneurs reinforce institutional change through various internal and external pressures. The qualitative findings have important implications for academics, policy makers and managers in all transition countries. [ABSTRACT FROM AUTHOR]

Abstract Background Root cause analysis (RCA) is a systematic approach, typically involving several stages, used in healthcare to identify the underlying causes of a medical error or sentinel event. This study focuses on how members of a Norwegian RCA team experience aspects of an RCA process and whether it complies with the Norwegian RCA method. Method Based on a sentinel event in which a child died unexpectedly during childbirth in a Norwegian hospital in 2021, the following research questions are addressed: 1. What was the RCA team’s experience of the RCA process? 2. Was there compliance with the Norwegian RCA method in this case? A case study was chosen out of the desire to understand complex social phenomena and to allow in-depth focus on a case. Results The result covered three main themes. The first theme related to the hospital’s management system and aspects of the case that made it challenging to follow all recommendations in the Norwegian RCA guidelines. The second theme encompassed external and internal assessment. The RCA team was composed of members with methodological and medical expertise. However, the police’s involvement in the case made it complex for the team to carry out the process. The third and final theme covered intrapersonal challenges RCA team members faced. Team members experienced various challenges during the RCA process, including being neutral, dealing with role-related challenges, grappling with ambivalence, and managing the additional time burden and resource constraints. As anticipated in the RCA guidelines, the team’s ability to remain neutral was tested. Conclusion The findings of this study can help stakeholders better comprehend how an inter-professional RCA teamwork intervention can affect a healthcare organization and enhance the teamwork experience of healthcare staff while facilitating improvements in work processes and patient safety. Additionally, these results can guide stakeholders in creating, executing, utilizing, and educating others about RCA processes.

Abstract Background Pregnancy-related low back and/or pelvic girdle pain is common, with a prevalence rate of up to 86% in pregnant women. Although 19.5% of Australian pregnant women visit a chiropractor for pelvic girdle pain, little is known about the experience of pregnant women who seek this care. The aim of this study was to describe and explore the experiences of Australian pregnant women who seek chiropractic care for their current pregnancy-related low back and/or pelvic girdle pain. Methods A qualitative case study approach with purposive sampling from 27 chiropractic practices was used. A grounded theory approach was informed by a constructivist and interpretivist stance, which provided understanding and meaning to the pregnant women’s experiences. Online unstructured interviews were recorded, transcribed, and anonymised. A thematic analysis was subsequently conducted on the primary data. Codes and major themes were developed with the use of critical self- reflection (memos), survey finding triangulation and respondent validation. Results Sixteen potential respondents expressed interest in participating. After eligibility screening and data saturation, nine interviews were undertaken. Four key themes were identified: “Care drivers: what drives care seeking?”, “Care barriers: what barriers are encountered?”, “Chiropractic treatment: what does treatment consist of?” and “Response to care: what response was there to care?”. Conclusion Four key themes: care drivers, care barriers, chiropractic treatment, and response to care support an emergent substantive-level theory in women’s care seeking experiences for pregnancy-related back pain and chiropractic care. This theory is that chiropractic care for pregnant women experiencing low back pain and pelvic girdle pain may improve pain and function, while reducing pregnancy-related biopsychosocial concerns. The findings may inform antenatal health providers and the chiropractic profession about pregnant women’s experience seeking chiropractic care as well as directing future research.

AbstractThe COVID-19 pandemic has brought various uncomfortable feelings and experiences for all school members. Instead of lamenting and regretting these unpleasant feelings and experiences, the school principal should see them as an opportunity to act intelligently and wisely in making the school more effective. This study aimed to describe teachers’ perceptions of the outside-the-box leadership of their school principal, taking the state junior high school of Buti, Merauke, Indonesia as the population and samples. A qualitative case study using interviews was used to gather data from a total of 8 teachers teaching at the state junior high school of Buti, Merauke, Indonesia. The obtained data were analyzed thematically. The results of the research revealed three major attributes of the outside-the-box leadership that characterized the principal of SMP Negeri Buti as the following: (a) openness, (b) humanitarianism, and (c) willingness to take risks. These findings suggest that the way the principal led may have had a notable impact on addressing the difficulties caused by the COVID-19 outbreak and in improving the school’s effectiveness.

Background: Pregnancy-related low back and/or pelvic girdle pain is common, with a prevalence rate of up to 86% in pregnant women. Although 19.5% of Australian pregnant women visit a chiropractor for pelvic girdle pain, little is known about the experience of pregnant women who seek this care. The aim of this study was to describe and explore the experiences of Australian pregnant women who seek chiropractic care for their current pregnancy-related low back and/or pelvic girdle pain. Methods: A qualitative case study approach with purposive sampling from 27 chiropractic practices was used. A grounded theory approach was informed by a constructivist and interpretivist stance, which provided understanding and meaning to the pregnant women's experiences. Online unstructured interviews were recorded, transcribed, and anonymised. A thematic analysis was subsequently conducted on the primary data. Codes and major themes were developed with the use of critical self- reflection (memos), survey finding triangulation and respondent validation. Results: Sixteen potential respondents expressed interest in participating. After eligibility screening and data saturation, nine interviews were undertaken. Four key themes were identified: "Care drivers: what drives care seeking?", "Care barriers: what barriers are encountered?", "Chiropractic treatment: what does treatment consist of?" and "Response to care: what response was there to care?". Conclusion: Four key themes: care drivers, care barriers, chiropractic treatment, and response to care support an emergent substantive-level theory in women's care seeking experiences for pregnancy-related back pain and chiropractic care. This theory is that chiropractic care for pregnant women experiencing low back pain and pelvic girdle pain may improve pain and function, while reducing pregnancy-related biopsychosocial concerns. The findings may inform antenatal health providers and the chiropractic profession about pregnant women's experience seeking chiropractic care as well as directing future research. [ABSTRACT FROM AUTHOR]

The aim was to identify which factors facilitate providing integrated behavioral health care for Iraqi refugees in nationally recognized community health center in Northern USA. The social-ecological model (SEM) framework guided this qualitative case study exploring the experience of 11 professional staff. Data were collected from June through August 2021 through individual interviews. Eight themes emerged based on the SEM levels: Intrapersonal—gender-driven engagement; interpersonal—the need for discretion and trusting relationship; community—collaboration with community resources and integrator from the community; organizational—holistic care, and long-term care; and policy—insufficient educational preparation. The results highlight components for clinical practice and policymakers regarding a population that is a big consumer of mental health care. Future research should explore other vulnerable populations, the effect of social groups, and the incorporation of community resources as part of the integrated care team. [ABSTRACT FROM AUTHOR]

The implementation of quality standards and measures in the school-based prevention of risk behaviors is not well evidenced in the literature. The description of the emergence and implementation of an original nationwide quality management for the prevention of risk behaviors. Narrative review from database searches, including gray literature, followed by a subsequent content analysis. The implementation was divided into six stages characterized by specific activities, measures and concepts given by parameters of the thematic scope and approaches. The driving element turned out to be the changing responses of service providers. It was the response, engagement and the increasing level of providers self-organization that had the greatest effect on development. This interactive process had a major influence on the eventual wide thematic range and scope. It led to establishing of a unique system represented by four components: a certification system and standards for the quality of methods and their delivery to the target group, the monitoring and evaluation of the programs at the school level, qualification standards for professionals, and ethical standards. Reflection on the implementation of quality management in school-based prevention in the past 20 years may empower similar processes in other countries. [ABSTRACT FROM AUTHOR]

To understand how organizations adopt varying configurations of differentiating (i.e., compartmentalizing logics into different subunits or roles) and integrating (i.e., combining logics to highlight synergies) over time to navigate logic contestations and extract logic complementarities for organizational innovation, we conduct a 15-year in-depth longitudinal case study of a higher education institution to examine how it devised innovative hybrid practices to manage and support college student development. By employing the grounded theory method, we develop a four-stage process model of the varying configurations of differentiating and integrating that expounds on how two contested logics are sustained and exploited over time. We assert that selective bridging--the instrumental use of one logic enables some practices of one logic to be selectively integrated with the other, while irreconcilable practices remain differentiated to play their respective roles, is vital in allowing organizations to leverage respective advantages in combining differentiating and integrating over time. Further, we show that combining integrating and differentiating features simultaneously transforms contested logics into compatible and complementary, offering a novel way for logic hybridization. These findings advance the understanding of how organizations can differentiate and integrate contested logics over time through a dynamic and paradoxical view, thus being manageable and manipulated for organizational innovation. [ABSTRACT FROM AUTHOR]

Deploying Foucault's panopticon and technologies of self, this article examines how discourses, practices, and norms that circulate within the outdoor recreation industry to produce, what we have called, an "impossible job" for outdoor leaders (OL). Drawing on a case study conducted in Australia, we examine and critique how the expectation discourses within outdoor leader employment work to produce panoptic modes of surveillance for individuals as they take up, embody and personalise outdoor industry discourses. These same discourses also work to responsibilise OL to deliver meaningful, safe, fun and positive experiences to participants in nature-based environments. We make visible and problematise the unrealistic demands, expectations, and relations of power within this impossible job, highlighting the dangers and personal costs of embodying these pressures. In this way, we open up discussions that challenge these practices and how we might re-imagine OL expectation discourses in ways that are sustainable and ethical. [ABSTRACT FROM AUTHOR]

Simulation can be a powerful vehicle for prospective sensemaking, especially in organizational change processes where actors' ability to engage with possible futures is essential. Yet, the way that actors enact different potential futures together via simulation has not been fully explored nor investigated across different contexts. We report on a qualitative study of how healthcare staff in an emergency department (ED) made sense of a planned change process via a simulation tool to explore how moving into a new building might impact their work. We observed simulation sessions and interviewed managers and staff. Using sensemaking theory, we analyse how actors engaged in iterations of different forms of prospective sensemaking together, both in the simulated organizational change and of the organizational change process itself. We found that the way actors used their bodies and the simulation tool to experience potential changes in work environment and work processes elicited emotions such as worry and excitement and deliberations about consequences and potential actions. Our study highlights the interwoven embodied, material and emotional elements of prospective sensemaking: through simulation, we experience and feel the possible futures that can arise from change. MAD statement This article demonstrates how simulation tools can facilitate sensemaking of organizational change in and between individuals. It shows how simulations of work in future physical surroundings can elicit strong emotions such as worry and hope for the imagined futures. The findings shed light on how people, who are trying to explore what organizational change might mean for them and their work, relate to desired and undesired futures through their bodies and physical surroundings. Such prospective sensemaking is a significant driver of organizational change. Therefore, understanding the embodied, material and emotional aspects underpinning such processes is important for both scholarship and practice. [ABSTRACT FROM AUTHOR]