Objectives: Physical activity (PA) is beneficial for older adults' cognition. There is limited research investigating perspectives of support persons (SPs) of next-of-kins (NOKs) with cognitive impairment. This exploratory study aimed to investigate perspectives of SPs of older adults with Alzheimer's Dementia (AD) or Mild Cognitive Impairment (MCI). Methods: A telephone survey of 213 SPs of NOKs from the Australian Imaging, Biomarkers and Lifestyle Flagship Study of Ageing (AIBL) was undertaken to quantitatively assess SPs' beliefs and knowledge about PA benefits, current PA level of their NOK, and PA program preferences. The contribution of age, gender, diagnosis and mental health symptoms was assessed using multiple logistic regression analyses. Results: Many SPs were aware of PA benefits for memory (64%) and believed it would help their NOK (72%). Older SP age was associated with less awareness of benefits (p = 0.016). SPs caring for male NOKs were more likely to believe that PA would be helpful than those caring for female NOKs (p = 0.049). NOK AD diagnosis (rather than MCI) (p = 0.014), older age (p = 0.005) and female gender (p = 0.043) were associated with lower PA levels. SPs were mixed regarding preference for their NOKs to participate in individual (45%) or group (54%) PA. Many SPs wanted to participate in PA with their NOK (63%). Conclusions: The results highlight that SPs have high levels of awareness of the cognitive benefits of PA, and describe their preferences regarding PA programs. The findings provide new information to inform targeted public health messaging, PA prescribers and providers, and future research directions.

We use a laboratory experiment to identify some determinants of variation across individuals in the demand and supply of esteem. Some participants can choose, at a cost, buy ‘credits’ so as to appear to others to have a better performance on a real effort task than they really do: this purchase reflects esteem seeking. The provision of esteem, via a partner's feedback on performance, is also recorded. We find: (i) those with a low willingness to supply effort have a lower probability of purchasing credits, (ii) participants matched with low scoring partners buy more credits (iii) feedback is improved for those purchasing credits.

This paper presents the findings of a preliminary study that reviews the literature detailing the historical trajectory of innovation in higher education. It contextualises this history for the 21st Century university (specifically for its developments in teaching and learning). Against this backdrop, the study interrogates the ontological disconnect of the university serving its community while also being a driver for change. A scoping study and textual analysis of the innovation strategies of all 40 Australian universities is presented. Per conjecturam, the study poses the question; if every university purports to be innovating in teaching and learning, how might a university reconsider its interpretation and representation of innovation in this space so as to become genuinely innovative?

Internal organization development offices, scholars, and practitioners have an important role to play in helping organizations and their leaders navigate the ambiguity, complexity, and disruption posed by the COVID-19 pandemic and in helping them repair, recover, and reinvent for a post-pandemic future. Given the wide range of contemporary challenges and the need for leaders at levels of higher education to engage directly with these challenges, internal organiza¬tion development offices will need to straddle both operational and humanis¬tic imperatives. This article provides an overview of two internal organization development offices—one in Australia and one in the United States—and how these offices have evolved to best meet the short-term and long-term needs of university colleagues.

This article provides those teaching in small classes in an Australian tertiary environment with some recommendations on how to get started and tips for effective teaching. The focus of the advice is on small class teaching, which is generally comprised of fewer than 30 students. The tips presented are centred on being organised, understanding your content and your students, generating engagement and norms for participation, as well as investing in adaptable skill development. A seven step process to teaching effectiveness is reviewed. These tips provide teachers with foundational knowledge that can be transferred to teaching large classes.

This paper provides a citation network analysis of publications from the Academy of Management Journal, one of the key US-based journals in the field of Management. Our analysis covers all publications in the journal from 1958–2014. This represents the entire history of the journal until the arbitrary cut-off point of our study. The paper analyses the most published authors, most cited articles, most cited authors, top institutions, and the nationalities of authors that are most represented in the journal. 2304 articles containing 114,550 references were taken from the primary data source, the Web of Science™. An analysis of 114,550 citations was carried out using the Web of Science™ online analytics tool and Excel®. Gephi™, a data visualisation and manipulation software, was used to provide a visual representation of the citation networks. Results indicate that the most published authors within AMJ throughout the journal’s history are Ivancevich, Golembiewski and Hambrick. The three most cited authors within AMJ are Pfeffer, Porter and Thompson. The single most cited article is Pfeffer and Salancik’s 1978 article The external control of organizations: a resource dependence perspective. A keyword analysis revealed that the most important terms used in the journal’s history were ‘Performance’, ‘Organization’ and ‘Work’. Results from this paper extend our previous citation analyses of key journals in the discipline of Higher Education to a new discipline—the field of Management. The paper provides evidence of how visual analyses can help to represent the citation “geography” of a journal over time.

Abstract Older adults may be particularly vulnerable to experiencing loneliness as a result of stay-at-home and social distancing orders during the COVID-19 pandemic. This study evaluated change in loneliness following the COVID-19 outbreak, using a longitudinal design and a validated loneliness measure, in a well-characterized sample who are at heightened risk for COVID-19 due to both age and location. The study included n = 226 older adults aged 70-90 years old, living in the Bronx, New York City, who had completed the 3-item Loneliness Scale prior to and during the peak of the COVID-19 outbreak in New York City. There was no evidence of significant increases in mean loneliness from pre- to post-COVID-19 outbreak. Multiple regression analyses were used to identify risk and protective factors for change in loneliness during the COVID-19 outbreak, adjusting for pre-outbreak loneliness. Living alone, higher levels of education, greater worry about contracting the coronavirus, and limiting of daily exercise activities were risk factors for greater loneliness after the outbreak. In contrast, Black race, older age, greater social support and frequent social interactions via video call, all related to lower levels of loneliness after the outbreak.The outcomes of this study demonstrate substantial resilience among older adults to loneliness in response to the COVID-19 pandemic, and highlight key risk and protective factors that may play an important role in individual differences in loneliness as pandemic-driven isolation continues.