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The Great Divide – A New Leader, A New Identity? Examining a Mascot Controversy and the Role of the New Coach in School Rebranding
No full textDivisive school imagery can significantly impact academic branding while raising ethical concerns. In the presented case study, issues such as those encountered by Marty Lundy, a newly hired head football coach, are addressed as he faces divisive imagery at his new school. As Marty is aware of the divisive nature of his school\u27s imagery, he must navigate the challenge of balancing the school\u27s tradition and community heritage with the need to promote a welcoming environment and address the potential impact on the school\u27s reputation. Consequently, this case study encourages examining various brand communication and ethical strategies necessary for addressing such controversies related to school identity. By linking these issues to academic branding and stakeholder relations, the case emphasizes the importance of effective brand communication and ethical leadership in the face of potential backlash and public scrutiny. Marty\u27s desire to be a responsible steward of the school\u27s brand prompts him to be mindful of both the school\u27s and his personal brand, as well as their respective reputations. The provided teaching notes present valuable resources for instructors, including Problem-Based Learning (PBL) strategies. The implementation strategies include background information, sample timelines, learning objectives, and guided discussion points, allowing instructors and students to engage thoughtfully with the complex issues presented in the case study
A Play-Based Stoic Intervention: Preventive Pedagogy for Childhood Resilience
No full textRates of reported childhood mental health difficulties have risen markedly in recent years, prompting a policy emphasis on early identification and rapid referral to clinical services. While such responses are vital for acute and complex presentations, there is growing concern that they may contribute to an over-pathologising of normative developmental experiences. Everyday challenges that once functioned as opportunities to build resilience are increasingly framed as early symptoms of mental disorder. This risks undermining children’s ability to cope adaptively with adversity, inadvertently fostering reliance on external intervention.
Since its inception in 2012, Sporting Communities CIC has been embedded in schools and neighbourhoods, across the UK delivering Play and wellbeing interventions, observing first-hand the steady decline in children’s mental health and wellbeing due to the rapid increase of referrals into our services. Our practice has consistently shown that what works is not always a new invention but often a drawing upon timeless insights—where the past informs the future—and enabling children to transform setbacks into solutions.
This paper proposes a Play-Based Stoic Intervention (PBSI) for use in primary education, youth work, and playwork practice. PBSI integrates the philosophical principles of classical Stoicism with the developmental affordances of play opportunities. Stoicism’s core practices—distinguishing between what is and is not within one’s control, reframing adversity as opportunity, and adopting broader perspectives—align closely with evidence-based models of resilience and emotional regulation. Play, as theorised by Vygotsky (1978), Sutton-Smith (1997), and Pellegrini and Smith (1998), provides a safe, symbolic, and socially rich arena for children to rehearse coping strategies, negotiate unpredictability, and engage in perspective-taking.
Despite parallel literatures on play, resilience, and Stoicism, little work has explicitly explored their integration as a preventive pedagogy for children. This paper addresses that gap by developing and illustrating a Play-Based Stoic Intervention (PBSI).
By merging these domains, PBSI offers a preventive mental health approach that is developmentally appropriate, culturally adaptable, and economically viable. It can be embedded seamlessly into classrooms, community play schemes, and youth provision. This paper argues that embedding philosophical reflection within play can cultivate durable emotional regulation skills, helping to reframe common childhood challenges as formative experiences rather than precursors to pathology. The model aims to move educational, youth, and community practice away from reactive, diagnosis-driven interventions towards proactive, strength-based approaches rooted in lived practice
Integrated Identity: Its Antecedents and Outcomes for Engineering Managers
No full textEngineers transitioning from technical expertise to project and organizational leaders must integrate their existing professional identity with a developing leader identity. While previous research on dual identities has primarily focused on medical professionals, little attention has been given to the factors that influence an integrated identity in engineers or how this integration influences their motivation to lead. This study applies variables previously examined in research on dual identities among medical professionals, along with those used in leader identity studies, to explore their relevance in shaping an integrated engineering/leader identity. The results suggest that contrary to previous research into dual identities which suggests that professionals must move away from their technical identities in order to develop a leader identity, this study challenges that view by showing that professional identity is not a barrier to the development of an integrated engineer/leader identity, and, in fact, a professional/leader identity can coexist. More specifically, this study shows that learning goal orientation, professional commitment, and leadership training are associated with an integrated identity which, in turn positively relates to motivation to lead
A Pathway to Collective Efficacy: Achievement Goal Orientation?
No full textEducation remains a fundamental right, yet persistent inequities, particularly along socioeconomic lines and race, highlight the urgent need for sustainable, research-driven solutions. Collective teacher efficacy (CTE), defined as a faculty’s shared belief in their collective capability to influence student outcomes positively, has emerged as a powerful lever for closing opportunity gaps. While research has established CTE’s link to student achievement, gaps remain in understanding the enabling conditions, specifically the role of school climate and collective achievement goal orientations. This quantitative study investigates how leaders’ trait goal orientations relate to collective achievement goal orientations and, in turn, how these orientations shape collective teacher efficacy. Using Vandewalle’s Achievement Goal Orientation scale and a revised version of Goddard’s Collective Teacher Efficacy – Short Form, this study surveyed 32 principals and 108 teachers nested within 20 school units, averaging four teachers per campus. Correlation and hierarchical regression analyses revealed a significant positive relationship between learning goal orientation climates and high levels of collective teacher efficacy. This supports the idea that climates centered on mastery, growth, and resilience strengthen collective beliefs in a group’s capacity to get the job done. Conversely, climates characterized by performance-avoid goal orientations demonstrated a significant negative relationship with collective teacher efficacy, underscoring the detrimental effects of fear-driven climates on collaboration and persistence. While results for performance-prove orientations were mixed, patterns suggest that climates overly focused on competition and impression management iv may undermine collective efficacy. Findings emphasize that developing a strong collective learning orientation should be a priority for school leaders striving to build cultures where educators persist despite challenges, embrace growth, and reject deficit thinking. This work contributes to bridging achievement goal theory and social cognitive theory. It offers practical insights for creating equitable learning environments where all students, regardless of race or class, can thrive
LEISURE, EVENTS. TOURISM, AND RECREATION IN THE SPECTRUM OF FASHION REPRESENTATION: TOWARD AN INTEGRATIVE TYPOLOGICAL FRAMEWORK
Full text linkThis study develops a new typology of fashion representation situated at the intersection of leisure, events, tourism, and recreation. Existing fashion typologies, while valuable in mapping class, culture, or consumer psychographics, often overlook the lived sartorial practices that emerge in free time and experiential settings. To address this gap, a descriptive analysis was undertaken using four types of material: academic and industry literature, online media sources, visual and experiential data, and professional insights from the tourism field. This triangulated approach identified five key categories: Rebel, Independent, Traditional, Symbolic, and Sophisticated that collectively form a contextual fashion spectrum. The typology captures the ways in which clothing mediates resistance, autonomy, heritage, ritual meaning, and refinement across diverse global settings. By situating fashion within tourism destinations, leisure activities, cultural gatherings, and recreational spaces, the framework demonstrates how dress operates simultaneously as cultural performance, social positioning, and symbolic communication. The typology offers both a theoretical contribution to fashion scholarship and practical implications for destination branding, event management, and cultural tourism, where dress codes serve as markers of identity, belonging, and distinction. Ultimately, the study establishes a conceptual foundation for analyzing fashion as a dynamic element of leisure and tourism experiences, bridging academic inquiry and applied practice in global cultural industries
The BG News September 17, 2025
Full text linkThe BGSU campus student newspaper. Volume 105-issue 04. September 17, 2025https://scholarworks.bgsu.edu/bg-news/10269/thumbnail.jp
The BG News October 1, 2025
Full text linkThe BGSU campus student newspaper. Volume 105-issue 06. October 1, 2025https://scholarworks.bgsu.edu/bg-news/10271/thumbnail.jp
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