Newsletter nr 5 (107)/2024

Od redakcji

Dear „e-mentor” readers,

I am delighted to present you with the latest collection of diverse papers exploring current trends in management and education.

The issue begins with a contribution from Don Olcott, Jr. on the topic of leadership in the context of AI, whose perspective offers a valuable addition to the ongoing discussion on the impact of AI on our future. The section dedicated to readers interested in new trends in education also includes references to AI, but in the context of tools used in language teaching.

The education-focused section of the publication addresses several key issues, including the impact of students' extracurricular activities on their development of job competencies, the differing study paces observed in online learning environments, and the influence of teachers' organisational commitment on their work engagement. Finally, the article compares the educational performance of European Union member states based on a range of criteria, including PISA test results, teacher-to-student ratios, learning time and government expenditure on primary education as a proportion of GDP.

Those primarily interested in management will gain insight into green human resource management practices and the pro-environmental behaviour of employees in the TFL sector, as well as learn how to manage selected types of costs related to ESG implementation in enterprises. The relationship between tourism management and the subjective well-being of visitors, as well as the factors that influence this relationship, is also covered, based on evidence from Mexico.

This issue presents a diverse range of topics and authors from a variety of backgrounds...

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Don Olcott, Jr., 2025: A Race Odyssey. Leadership in the era of AI

It is indeed no secret that many social and literary critics have noted that 1984 (Orwell, 1949) has never truly arrived; whereas conversely, a Brave new world (Huxley, 1932) is seen by many as ubiquitous, everywhere around us and in a sense a source of anxiety and angst for the human condition. The good news is that science and social fiction in all their guises are usually an entertaining mix, and often a synthesis, of truth and fiction, prophecy and satire, and the real and imaginary. Perhaps it would be prudent when talking about leadership in the era of AI to refrain from adopting either-or and black-and-white positions, as even between the dystopian extremes of Orwell and Huxley is there a continuum of options, choices and issues.

The acceleration of AI development over the past two years has been a catalyst for exploring whether this major shift will unlock the keys to the kingdom of leadership, and indeed, it does raise many relevant questions. Does AI make average leaders better leaders? Can AI contribute to more effective leadership and organisational performance?
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E. Ertugrul Karsak, Ece Ucar, Education policy assessment of countries using an integrated decision-making approach

As governments strive to provide flawless and unbiased education to students while using resources in an efficient and sustainable manner, assessing countries' educational performance has become a prevailing topic, and the rising relevance of achieving this aim encourages the use of multi-criteria decision-making (MCDM) tools. This article presents an integrated approach using the Evaluation Based on Distance from Average Solution (EDAS) method in combination with the Best-Worst Method (BWM) to compare the educational performance in European Union member states. The performance assessment criteria are derived from the Programme for International Student Assessment (PISA) 2018 database and the UNESCO Institute for Statistics 2018 database. The research takes into account...
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Hsin-Yi Lien, Hsieh-Chih Lai, The impact of the organisational commitment of teachers on work engagement: The mediating role of teaching efficacy

Research on teaching efficacy has explored the impact of self-efficacy on students’ academic performance and learning engagement, but little attention has been paid to the correlation with organisational commitment and work engagement. This study looks into the relationship between organisational commitment and work engagement, focusing on the mediation of self-perceived teaching efficacy. A cross-sectional study was designed, in which 1,532 teachers from 722 junior high schools in Taiwan completed distributed questionnaires containing an organisational commitment scale, teacher self-efficacy scale, and work engagement scale. Structural equation modelling was used to analyse the collected data, and confirmatory factor analysis and bootstrapping were used to confirm the hypothesised model. The outcomes revealed strong positive correlations among the self-efficacy, organisational commitment and work engagement of teachers, with organisational commitment being a significant predictor of work engagement, indirectly impacting work engagement through teaching efficacy. The results confirmed the mediating role of teaching efficacy.
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