Search Results (126)

In the ancient world, the Greek word hairesis (heresy) connoted an option or school of thought, but with the rise of the Christian church it took on the meaning of false teaching, and in the Middle Ages it was redefined as willful opposition to the Catholic Church’s authority, often equated with treason. In 1415 the Czech reformer Jan Hus was convicted of heresy and burned at the stake, primarily because of his persistent refusal to acknowledge the authority of popes and councils to define orthodoxy. During the Protestant Reformation, confessional statements established new norms for orthodoxy and declared other churches heretical, and by the time of the Thirty Years War, accusations of heresy were a way to establish one’s political and religious identity. One exception was the Bohemian Brethren (also known as the Moravian Church), which emerged after the Hussite wars and faced persecution but never claimed to be the one true church. Their rejection of confessional exclusivity and state-sponsored religious persecution made them suspicious to many churches in the late medieval and early modern period. They played key roles in the two most famous ecumenical statements of the Reformation era: the Consensus of Sandomierz in Poland and the Confessio Bohemica in Bohemia. In the seventeenth century, the internationally known Moravian bishop John Amos Comenius continued to promote the Moravians’ practical ecumenism as part of his larger program of social reform and peace-making. In the eighteenth century, the Moravian Church was revived under the leadership of the Lutheran nobleman Count Nikolaus von Zinzendorf, who was often accused of heresy on both sides of the Atlantic in large part because of his ecumenism. Although the Moravians repeatedly affirmed their agreement with the ancient statements of Christian orthodoxy and Luther’s Augsburg Confession, their efforts to promote Christian union without violence was seen as dangerous to the social order. This paper will argue that much of the opposition to the Moravian Church in the early modern period stemmed from their irenic and ecumenical approach to Christian doctrine. Full article

This study examines how dimensions of organisational leadership are associated with corporate sustainability in Colombian medium-sized enterprises. Grounded in stakeholder theory, the research employed multi-stage psychometric design and partial least squares structural equation modelling. A total of 475 responses were collected from managers in 12 medium-sized enterprises in Antioquia, Colombia; after data screening and removal of outlier cases, 457 valid observations were retained for analysis. The findings show that commitment showed the strongest positive relationship with corporate sustainability, followed by innovation and entrepreneurial orientation, whereas governance showed a positive but non-significant relationship. The model explained 40% of the variance in corporate sustainability. These results indicate that sustainability outcomes depend more strongly on leadership dimensions that mobilize organisational action than on formal governance mechanisms alone. From a managerial perspective, firms should strengthen leadership commitment, innovation capabilities, and entrepreneurial behaviour while maintaining appropriate governance structures. From a policy perspective, support programs should complement regulatory and governance requirements with initiatives that build managerial capabilities, encourage innovation, and promote proactive sustainability practices. The study provides novel evidence from an under-represented Latin American context and offers insights applicable to sustainability management and policy decisions in comparable enterprises in other emerging economies. Full article

International accreditation frameworks increasingly influence teacher education and quality assurance worldwide, yet limited research has examined their implementation in non-Western higher education contexts. This study used an explanatory sequential mixed methods design to explore faculty perceptions of how well the teacher education programs at Kuwait University’s College of Education align with the Council for the Accreditation of Educator Preparation (CAEP) standards. The study also explained the institutional factors that shaped these perceptions. In the quantitative phase, a questionnaire was distributed to all eligible College of Education faculty members, and 38 faculty members completed the survey. In the qualitative phase, seven faculty members were purposively selected because of their direct experience with accreditation, quality assurance, and program evaluation. In addition, historical accreditation reports were analyzed to provide a broader institutional context. Quantitative data were analyzed using descriptive statistics. Qualitative data from the interview transcripts and historical accreditation reports were analyzed using thematic analysis. The quantitative findings indicated moderate perceived alignment with CAEP Standards 1 (Content and Pedagogical Knowledge), 2 (Clinical Partnerships and Practice), and 6 (Fiscal and Administrative Capacity), while lower alignment was reported for Standards 3 (Candidate Quality, Recruitment, and Selectivity), 4 (Program Impact), and 5 (Quality Assurance and Continuous Improvement). The qualitative findings explained these patterns by revealing that weaker alignment was associated with challenges in candidate recruitment, curriculum alignment, school–university partnerships, evidence-based quality assurance, institutional leadership, organizational culture, communication, and resource capacity. The integrated findings demonstrate that successful implementation of international accreditation standards extends beyond technical compliance and depends on organizational readiness, institutional commitment, and sustained quality assurance processes within the local context. The study recommends strengthening institution-wide quality assurance systems, improving leadership coordination, and promoting evidence-based decision-making to support sustainable accreditation and the continuous improvement of teacher education programs. Full article

Background: Sustainable leadership has emerged as a critical approach for promoting long-term organizational effectiveness and workforce well-being in healthcare settings. However, empirical evidence linking sustainable leadership to workplace integration and resilience among nurses remains limited. Objective: This study aimed to examine the association between sustainable leadership and both workplace integration and resilience among staff nurses. Methods: A descriptive cross-sectional correlational design was used. Data were collected from 200 staff nurses working in intensive and intermediate care units at a tertiary healthcare institution. Standardized instruments were used to measure sustainable leadership, workplace integration, and resilience. Data were analyzed using descriptive statistics, Pearson correlation, and linear regression analysis. Results: Sustainable leadership was positively associated with workplace integration (r = 0.43, p < 0.001) and resilience (r = 0.24, p < 0.001). Regression analysis indicated that sustainable leadership was associated with workplace integration (β = 0.43, R² = 0.18, p < 0.001) and resilience (β = 0.24, R² = 0.10, p < 0.001), explaining a modest proportion of variance in both outcomes. Conclusions: Sustainable leadership is significantly associated with improved workplace integration and resilience among nurses. Healthcare organizations should adopt sustainable leadership practices such as providing consistent mentorship and professional development chances to improve workplace integration, and implementing supportive supervision and wellness initiatives to improve nurse resilience. However, the relatively low explained variance suggests that additional individual and organizational factors contribute to these outcomes. Therefore, sustainable leadership should be integrated with complementary strategies, including peer support programs and workload management interventions, to comprehensively strengthen workforce integration and resilience. Full article

Purpose: The purpose of this paper is to provide an integrative review of Positive Psychology in contemporary organizational contexts, examining how psychological resources such as Psychological Capital, Emotional Intelligence, Mindfulness, Psychological Safety, Self-Determination Theory, and Positive Leadership contribute to employee well-being, flourishing, and organizational effectiveness. Design/Methodology/Approach: This study adopts a narrative integrative literature review approach, synthesizing recent theoretical and empirical research in Positive Organizational Psychology, Organizational Behavior, and Human Resource Management. The review integrates foundational theories with contemporary empirical findings published in high-impact academic journals to develop a comprehensive conceptual framework. Findings: The findings indicate that Positive Psychological constructs are consistently associated with higher levels of employee engagement, job satisfaction, performance, resilience, and flourishing, while reducing burnout, stress, and turnover intentions. Psychological Capital emerges as a key malleable resource, while Mindfulness and Emotional Intelligence enhance self-regulation and interpersonal effectiveness. Originality: The paper integrates multiple streams of Positive Psychology into a unified conceptual model, combining individual-level psychological resources with motivational and organizational-contextual factors. Research limitations/implications: As a narrative review, the study does not include primary empirical data or statistical testing. Future research should empirically validate the proposed integrative framework using longitudinal and cross-cultural designs. Practical implications: Organizations can enhance employee well-being and performance by implementing Psychological Capital Interventions, mindfulness-based programs, strengths-based development, and psychologically safe leadership practices. Social implications: The findings highlight the broader societal value of fostering psychologically healthy workplaces that promote sustainable employment, mental health, and human flourishing. Full article

Organized after-school activities can play a vital role in supporting historically marginalized youth in science, technology, engineering, and mathematics (STEM), yet less is known about how culturally responsive practices—which are practices that integrate youths’ cultural backgrounds and lived experiences into learning—are enacted in math-focused learning spaces. Drawing on empowerment theory and critical youth empowerment frameworks, this qualitative study examines how culturally responsive practices foster empowerment among middle school students participating in a university-based after-school math enrichment program. Ninety-two students (M_age = 12.26 years; 47% girls; 86% Latine) from three under-resourced schools in Southern California participated in semi-structured interviews about moments when they felt empowered and what contributed to those experiences. Thematic analysis revealed that all four domains of culturally responsive practices helped promote empowerment: structured opportunities for contribution and leadership, caring relationships, cultural affirmation, and efforts to make real-world connections. In particular, students most frequently described structured opportunities for contribution and leadership, practices that centered their knowledge and voices, and relational climates characterized by care and high expectations. The findings suggest that in after-school STEM contexts, empowerment does not arise as an isolated individual trait but is part of a relational and context-dependent process that is supported by culturally responsive practices. These findings highlight how intentional, culturally responsive program design can advance both youth empowerment and equity-oriented STEM education. Full article

Objective: Village Health Volunteers (VHVs) are vital to Thailand’s primary healthcare, yet many face high risks for non-communicable diseases (NCDs). This preliminary study aimed to implement health empowerment theory-based personalized health promotion for individuals in the NCD-risk group. Methods: The preliminary mixed-methods study implemented a 6-month empowerment-based health promotion program for 21 VHV leaders (mean age 62.43 ± 7.28 years) at risk for NCDs. The intervention integrated laboratory data, behavioral and qualitative focus-group insights, and quantitative anthropometric data obtained via bioelectrical impedance analysis (BIA). Results: Participants’ exercise adequacy significantly improved after the intervention, increasing from 8.3% to 61.9% (p = 0.03). BIA revealed a physiological shift toward improved energy homeostasis, including decreased body weight, reduced visceral fat area, and increased muscle hydration. While biochemical markers did not reach statistical significance, clinically favorable downward trends were observed in median HbA1c (8.0% to 7.3%) and LDL cholesterol (141.8 to 119.0 mg/dL), alongside stable renal and liver function. Qualitative thematic analysis identified four primary domains of impact: sustainability and systemic advocacy, personal transformation, broad competence acquisition, and enhanced social capital. Participants reported a marked increase in self-efficacy, transitioning from inactive beneficiaries to active health advocates. This change was largely driven by mastery experiences, such as visible improvements in body composition and functional health literacy. Conclusions: The empowerment program significantly improved physical activity and body composition while fostering the social capital and health literacy necessary for community leadership, suggesting that personal health mastery is a critical precursor to effective systemic advocacy and long-term sustainability in community-led health programs. Full article

Societal expectations for serious breaches of health and safety legislation that lead to loss of life have changed. The Australian harmonized work health and safety legislation has introduced industrial manslaughter to many jurisdictions across Australia, placing senior leaders at risk of prosecution. This paper examines whether mining construction managers (those involved in the building or maintenance of infrastructure at a mine site) have been adequately prepared, both ethically and practically, to understand how complex socio-technical systems could fail and the role human cognitive architecture plays in such systems. A case study is presented, which adequately highlights tragic outcomes from management inaction. The aim of this perspective article was to critically examine whether there is the need for greater health and safety education for construction managers within Western Australia’s mining construction sector. The analysis argues for the importance of embedding fundamental health and safety education in tertiary curricula and statutory training programs to promote and strengthen a positive safety culture and reduce high-severity incidents. The conclusion of the review is that there is a strong case for giving future mining construction leaders a better introduction to the fundamentals of workplace health and safety during tertiary education. By including work health and safety in their curricula, educational institutions can better prepare students for leadership roles in the industry. Full article

Achieving gender parity in leadership remains a persistent challenge in the fintech industry, where women continue to be underrepresented in senior and C-suite roles. This paper argues that such disparity is not only a matter of equity but also a structural constraint on governance quality and sustainability outcomes. Building on insights from social role theory and the resource-based view, this paper develops a conceptual framework linking sustainable human resource management (HRM) practices to gender parity in organizational leadership and, in turn, to environmental, social, and economic sustainability outcomes. Drawing on interdisciplinary literature and illustrative case vignettes, the paper identifies key barriers to women’s advancement in fintech, including the broken rung in early promotions, tokenism driven by unconscious bias, and unequal access to venture capital. The model specifies how three dimensions of sustainable HRM—inclusive networking, diversity training, and mentorship programs can address these barriers by fostering equitable promotion pathways, credible merit-based leadership, and inclusive leadership pipelines. By positioning gender parity in leadership as a central mechanism through which HRM systems shape firm sustainability outcomes, the paper reframes gender equity as a strategic organizational capability, rather than a standalone diversity goal. The derived propositions offer a foundation for future empirical research and provide actionable insights for fintech organizations seeking to build resilient, inclusive, and sustainable leadership structures. Full article

Agro-ecosystem approaches are increasingly promoted as integrated solutions for sustainable land use, climate mitigation, and food security, yet concerns remain that market-based instruments may systematically exclude resource-poor smallholder farmers. Using microdata from 8894 households participating in Kenya’s long-running International Small Group and Tree Planting Program, this study examines how institutional and organizational arrangements shape access to agricultural carbon markets and associated sustainable land management practices. We document a participation paradox: farmers in the lowest income quartile exhibit significantly higher adoption than the wealthiest quartile (92.4% vs. 86.3%), challenging conventional resource-based targeting assumptions. Three distinct agro-ecosystem participation pathways are inferred using a Gaussian Mixture Model (GMM) estimated over a feature set of organizational, financial-access, and farm/household characteristics (income, farm size, financial access, crop diversity, livestock holdings, education, organizational membership, and leadership position). A Mainstream pathway (60.2%) reflects resource-driven adoption; an Innovative pathway (32.4%) is associated with high participation among low-income farmers through organizational membership, leadership, and collective action; and a Constrained pathway (7.5%) captures persistent exclusion. Organizational membership is strongly associated with high-adoption pathways, universally present among Mainstream and Innovative farmers and absent among Constrained farmers; readers should note that membership is partly definitional in the clustering procedure, so this association reflects the pathway construction as well as empirical patterns. Leadership roles are associated with substantially increased access to non-monetary benefit streams (OR = 2.13), including training, seedlings, and community infrastructure. These alternative compensation mechanisms are spatially clustered and strongly associated with enrollment, suggesting localized institutional capacity effects. Importantly, the Innovative pathway is associated with superior agro-ecosystem outcomes, including higher tree densities and a greater uptake of conservation farming practices, suggesting possible complementarities between inclusion and ecological performance. Women are overrepresented within this pathway, highlighting the equity potential of organizational channels. Overall, the findings suggest that strengthening local organizational infrastructure can simultaneously enhance land-use sustainability, climate mitigation, and livelihood inclusion. Given the cross-sectional observational design, all findings should be interpreted as associations rather than causal effects; the results offer actionable insights for designing agro-ecosystem programs that integrate governance, social equity, and ecological resilience in support of long-term food security. Full article

Background: Teamwork promotes the quality and safety of care. The TeamSTEPPS^® program enhances communication and teamwork among healthcare professionals and students, as well as the associated benefits. Currently, there are no studies that comprehensively explore the benefits achieved through the implementation of TeamSTEPPS^® across different contexts (educational and clinical practice). Objective: This scoping review aimed to map the existing evidence on the benefits of implementing TeamSTEPPS^® in educational and professional settings, emphasizing its contribution to sustainable teamwork, patient safety, and organizational learning. Methods: A scoping review was conducted following the Joanna Briggs Institute methodology and reported according to the PRISMA-ScR guidelines. Searches were performed in CINAHL Ultimate, Medline Ultimate, Scopus, the Portuguese Open Access Scientific Repository, Web of Science and Psychology and Behavioral Sciences Collection, with no time restrictions. Studies were selected based on the PCC framework, focusing on healthcare students and professionals (Population), TeamSTEPPS^® implementation (Concept), and academic or clinical settings (Context). A descriptive and thematic analysis was used, enabling the identification of emerging categories and recurring patterns among the included studies. Results: Twenty-eight articles published between 2009 and 2025, predominantly from the United States of America and conducted in hospital settings, were found. The included studies comprised quantitative (n = 11), qualitative (n = 4) and quasi-experimental study (n = 13) designs. From the analysis, four thematic categories emerged: academic education, interprofessional education and simulation; professional transition and professional development; clinical implementation of the TeamSTEPPS^® program in real-world settings; and patient safety culture as a central focus. Conclusions: The available evidence suggests that the TeamSTEPPS^® program may strengthen teamwork and promote safe and high-quality care in both educational and clinical settings. While short-term training leads to immediate improvements in team dynamics, continuous training demonstrates greater long-term effectiveness. The consolidation of the TeamSTEPPS^® methodology relies on organizational commitment, leadership engagement, and the integration of interprofessional training from the academic level onward. Full article

This study examines outcomes associated with a short-term intensive pedagogical experience aimed at developing social entrepreneurship competencies among university students at an Ashoka U–affiliated institution in Mexico. The program, Semana Tec de Agencia de Cambio, is a five-day experiential learning experience grounded in the SEL4C (Social Entrepreneurship Learning for Complexity) framework and designed to promote changemaking through interdisciplinary collaboration, reflection, and action. Using a quantitative quasi-experimental pre–post design (n = 210), data were collected through the validated Social Entrepreneur Profile (SEP), which assesses four dimensions: self-control, leadership, social awareness and social value, and social innovation and financial sustainability. Paired-samples t-tests indicated statistically significant increases (p < 0.001) across all dimensions, with small to medium effect sizes (Cohen’s d = 0.40–0.63). Multiple regression analysis showed that changes in social awareness and social value (β = 0.33, p < 0.001), leadership (β = 0.27, p = 0.004), and innovation and sustainability (β = 0.24, p = 0.006) were most strongly associated with overall changes in self-perceived competencies, explaining 58% of the variance (R² = 0.58). Overall, the findings suggest that short-term intensive educational experiences grounded in active and interdisciplinary pedagogical approaches may contribute to measurable changes in students’ self-perceived social entrepreneurship competencies. Rather than evidencing consolidated transformation, the results are best interpreted as early indicators of competency activation within changemaker-oriented learning environments. The study contributes empirical insight into the use of intensive formats in social entrepreneurship education and situates the SEL4C framework as a coherent pedagogical reference within the Ashoka U context, without implying causal validation. Full article

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring. Full article

Diabetes self-management education (DSME) programs are evidence-based interventions that improve glycemic control and self-care behaviors, yet their effectiveness may be limited by unaddressed health-related social needs (HRSN) (e.g., food insecurity, housing or utility instability, transportation barriers). This qualitative multiple case study examined the feasibility of integrating HRSN assessments into DSME delivery within three community-based organizations (CBOs) across urban and rural U.S. settings. Guided by the Consolidated Framework for Implementation Research, semi-structured interviews were conducted with 15 DSME facilitators and program leadership to identify contextual factors influencing implementation. Findings revealed that while DSME’s structured, manualized design promotes fidelity and client autonomy, it constrains responsiveness to the client’s HRSN. Facilitators expressed openness to integrating HRSN screening, particularly during intake, yet cited limited infrastructure, role clarity, and training as key barriers. CBOs were recognized as trusted, accessible spaces for holistic care, but growing expectations to address HRSN without adequate resources for referral created sustainability concerns. Participants recommended a parallel support model involving navigators or community health workers to manage HRSN screening and referrals alongside DSME sessions. Integrating HRSN assessment processes into DSME may enhance engagement, reduce attrition, and extend the reach of diabetes education to populations most affected by HRSN. However, successful implementation requires dedicated funding, workforce development, and cross-sector coordination. Findings underscore the importance of supporting CBOs as critical partners in bridging diabetes education and social care to advance whole-person, chronic disease management. Full article

Peer role models are an important factor in supporting academic achievement, social development, and mental health, particularly in out-of-school-time (OST) programs that emphasize character and leadership. This mixed-methods study explored whether Scouts’ racial/ethnic identity was associated with identifying a peer role model and examined the character assets youth valued in those role models. We purposively sampled 104 Scouts (aged 11–18), 89% male and 70% White, with additional racial diversity across all U.S. regions. Interviews were analyzed using both quantitative and qualitative approaches. Most Scouts identified a peer role model, and there were no significant differences in identification or valued characteristics across racial/ethnic groups. Scouts most frequently valued character assets related to caring, contribution, and connection. These findings point to the value of structured, youth-led, multi-age OST environments, indicating that program policies which embed opportunities for peer role modeling may help promote character development across diverse backgrounds. Full article