Introduction: Thinking about Indonesian Women and Work

Women and Work in Indonesia is an edited collection of papers that aims to examine the meaning of work for women in contemporary Indonesia. The chapters interrogate some of the formerly clear-cut divisions that even the rhetoric of advanced capitalism is now questioning: the splits between work and life, work and family, between paid work and housework, paid work and child care, and between production and reproduction. In focusing on women's life experiences, we assume a broad meaning tor the word 'work', including not only those activities that bring in income but also home duties, child care, healing and civic work that fulfils obligations for maintaining social and community networks. This in turn impels interrogation of assumptions about economic activity, remunerable activity, divisions of labour, state and other formal definitions of work, and ultimately about the public and private spheres. The book thus seeks to make a significant contribution both to empirical studies of the lived experience and meaning of women's work in Indonesia and to feminist thinking about women's work in the non-Western world

The unconscious conscience of digital transformation: The Chief Compliance Officer?

Corporations around the globe are embracing Digital Transformation (“DT”) to enhance competitiveness i.e., streamline operations, strengthen relationships with customers, and increase revenue.1 In this dynamic digital world, where data and algorithms are increasingly leveraged both for decisionmaking and to achieve economic and social objectives, a relevant digital transformation requires corporations to, not only onboard new technologies and ways of working, but also to address how they will be using tech in a responsible, ethical, customer/consumer-centric, and sustainable way.2 Necessarily, functions that directly impact the bottom line (like Sales, R&D, Supply Chain) are deeply engaged in these DT efforts.3 The question is what role is and should Compliance be playing in these DT efforts. This thought piece focuses on the evolving role of the Compliance function in this rapidly developing ecosystem, analyzing what role does – and should – the Compliance function play in DT and how should the Compliance function future-proof itself to better manage the governance, risk, and compliance (GRC) aspects of their corporation’s DT initiatives and better leverage the environment, social, and governance (“ESG”) objectives of their company. To address these questions, the authors interviewed two heads of Compliance at larger multinational corporations and facilitated a Salon hosted by the Digital Legal Exchange, entitled 'The Role of Compliance In Digital Transformation: Old Habits Risk Harm”. This event was attended by 12 participants including several General Counsel and Compliance professionals. The Salon was conducted under the Chatham House rule. All participants consented to an anonymised write up for these purposes.4 The purpose of this piece is to provoke more international, cross border discussion around the role of Compliance in digital transformation

Assessing the Effectiveness of a Learning Community Course Design to Improve the Math Performance of First-Year Students

National attention is focused on the persistent high failure rates for students enrolled in math courses, and the search for strategies to change these outcomes is on. This study used a mixed-method research design to assess the effectiveness of a learning community course designed to improve the math performance levels of first-year students. Results suggested that investing resources into learning community programs that help students meet collegiate-level math course demands helps promote academic success in math courses and eases students’ college transitions. Participants in the math learning communities reported significantly higher rates of using academic supports, engaging in campus activities, and understanding general education learning outcomes compared to a quasi-control group of students enrolled in the same math courses. Math learning community participants enrolled in introductory algebra courses had higher levels of math performance compared to nonparticipants

Maximizing Teacher Time: The Collaborative Leadership Role of the Principal

Using data from the 2014 North Carolina Teacher Working Conditions (NCTWC) biennial survey researchers identified a sample from over 2,500 principals. The researchers surveyed 68 principals; 24 principals participated in a 19-item survey containing 5 demographic questions, 7 Likert-scale questions, and 7 open-ended questions. The descriptive analyses revealed that the principals in the study had the highest agreement with time constructs related to “reasonable class size” and “protecting teachers from duties that interfere” and lowest levels of agreement with “efforts made to minimize routine paperwork.” The qualitative analyses shared further principal perspective regarding specific strategies with the seven time constructs. The findings are discussed in relation to the extant literature and implications for fostering a strong learning community and in designing principal preparation programs. Overall, the results from this exploratory study offer insights regarding how principals lead with time, and how they support a community of teaching and learning

Mentoring Practices to Keep Teachers in School

This study investigates the relationship between mentoring practices and beginning teacher migration. Mentor matching, degree of support, and frequency of interactions were examined to determine under which conditions novice teachers are more likely to stay in their school—in hopes of establishing continuity and a culture that positively impacts student performance. The sample consists of 8,838 teachers who were mentored during their first 2 years of teaching. Secondary analysis of data from the 2006 North Carolina Teacher Working Conditions Survey was used to examine mentoring practices. ChiSquare analyses revealed that beginning teachers who were purposefully matched, who received “a lot” of assistance with the supports listed, and who met with mentors monthly or several times a month for the specified activities were more likely to remain in their school than their peers who had received less support

Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.   Il est de plus en plus courant que des assistants à l’enseignement soient chargés de donner des cours de premier cycle universitaire. Cependant, des études ont démontré le manque de formation et de progrès de ces assistants à l’enseignement, aux États-Unis comme au Canada. Il est donc indispensable d’offrir des occasions de mentorat et de perfectionnement à ces assistants, puisqu’un grand nombre d’entre eux deviendront la prochaine cohorte de professeurs. Cet article traite des recherches effectuées sur les programmes de formation efficaces, ce qui souligne l’importance des commentaires des mentors, de la motivation et de la mise en pratique. Ensuite, nous étudions l’évolution d’un programme de formation à l’Université de Wilmington de la Caroline du Nord. Notre étude se concentre sur un institut pour les assistants à l’enseignement, qui leur montre que l’apprentissage appliqué est un outil pédagogique efficace. Par la suite, cet institut les aide à mettre en œuvre un plan de leçon d’apprentissage adapté à leur discipline. L’article s’achève par des suggestions d’amélioration des programmes de formation. &nbsp