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For many of the current leadership theories, models, and approaches, the answer to the question posed in the title, “Is leadership more than ‘I like my boss’?,” is “no,” as there appears to be a hierarchy of leadership concepts with Liking of the leader as the primary dimension or general factor foundation. There are then secondary dimensions or specific sub-factors of liking of Relationship Leadership and Task Leadership; and subsequently, tertiary dimensions or actual sub-sub-factors that comprise the numerous leadership views as well as their operationalizations (e.g., via surveys). There are, however, some leadership views that go beyond simply liking of the leader and liking of relationship leadership and task leadership. For these, which involve explicit levels of analysis formulations, often beyond the leader, or are multi-level in nature, the answer to the title question is “yes.” We clarify and discuss these various “no” and “yes” leadership views and implications of our work for future research and personnel and human resources management practice.

In recent years, we have seen a paradox. No matter how much the government strives to incorporate technology into classrooms as a learning resource for students, both national and international reports prove that this is a difficult aim to achieve purpose. Training both preservice and in-service teachers is vitally important for technology to become part of everyday school life. But to achieve this, we must move away from the techno-centric focus of technology. This chapter analyzes the importance of focusing on implementing technologies in the learning activities that teacher-trainers design to prepare preservice teachers. We describe seven types of activities: assimilative, informative management, applicative, communicative, productive, experiential, and evaluation. All of these technology-based learning activities, organized in learning sequences, potentially help teachers to come to terms with technological knowledge in their pedagogical content area.

A schema is a concept used to describe the organisation of memory about an object. Schema are perceptual prototypes abstracted from numerous episodic events based on their similarities or commonalities. In tourism, a schema may be termed a network, mental model, social schema, stereotype, social role, script, worldview, heuristics or archetype. A schema is flexible. New information may be either assimilated or accommodated based on its degree of congruity. Schema incongruent information requires more mental effort to process. The concept is used in research on destination brand image, storytelling, social relationships, attitude change and transformation during travel. The concept is useful in discussion of the change to a sustainable worldview.

Increasing income inequality particularly since the economic crisis of 1997 has called attention to the issue of growing educational inequality in South Korea. Although much recent research has been directed at understanding the socioeconomic gap in academic achievement, few studies have empirically examined how this gap has changed over time during the past decade in South Korea. Using nationally representative data for the most recent three cohorts (1999, 2003, and 2007) of eighth-grade South Korean students from Trends in International Mathematics and Science Study (TIMSS), this study examines trends in the relationship between socioeconomic background and student achievement. The eighth-grade TIMSS data demonstrate that the influence of socioeconomic background on student achievement has increased over time during the past decade, offering evidence of growing educational inequality in South Korea. Various factors may contribute to higher educational inequality, including the widening income gap and recent educational transformations geared toward school choice and tracking.

This study examines influence and motivational tactics for effectively managing entitled employees, a potential connection between generations and levels of entitlement, managerial challenges, and sources and characteristics of entitled employees. The study uses qualitative methods and data from hospitality leaders. Increased legislature and use of technology, the structure of the educational system, and changes in social norms are promoting entitlement in the workplace. Generation Y hospitality employees hold a higher sense of entitlement than past generations and possess that sense of entitlement even before entering the workforce. The most favorable reactions of entitled employees were attributed to the use of exchange and coalition tactics where entitled employees find pride in their employment and management promotes teamwork and accountability.

The materials and energy density of current electric vehicles (EV) battery technology means that the vehicles are heavier and have a shorter range in comparison to internal combustion engine vehicles (ICEV). Battery cost also means EVs are relatively expensive for the consumer, even with government incentives, and dependent on sometimes-rare resources being available. These factors also limit the applicability of battery-electric technologies to heavy-duty vehicles. However, a number of next generation technologies are under laboratory development which could radically change this situation. Using a follow-the-money methodology, the strategic innovations of companies and public institutions are examined. The chapter will review the potential for changes in resource inputs, higher-density batteries and cost reductions, considering options such as lithium-air, metal-air and solid-state technologies. The innovations outlined in these technologies are considered from an economic perspective, identifying their advantages and disadvantages in commercialisation. At the same time, innovations, and investments in infrastructure electrification (Electric Road Service) and battery exchange point with swapping technology will be also considered due their implications and contribution to solving battery-related challenges and shortcomings. It is concluded that only a joint investment in effort on technologies would allow the use of EVs to be extended to a broad public in terms both of users and geography.

Effective experience design requires not only a knowledge of tourist goals, but an understanding of how these can be met in a particular tourism site. Research on experiences and experience design is supported by cognitive psychology concepts such as perception, attention, appraisal, emotion, consciousness, feelings and memory. However, these concepts are often used in a combination with others from sociology, social or environmental psychology in a manner that leads to confusion rather than clarity, without apparent understanding of the theoretical mechanisms by which these concepts are related. This chapter develops a series of propositions for potential application to tourism experience design. Future research should examine the efficacy of these propositions from cognitive psychology for tourism experience design.

The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.