Wei Tan

This study explores the theoretical foundations and strategic integration of teacher team construction and educational human resource management (HRM). It examines how HRM practices—including recruitment, allocation, professional development, performance evaluation, and incentives—can enhance teacher team cohesion, instructional quality, and organizational performance. Drawing on systems theory, teacher effectiveness theory, resource dependence, and stakeholder perspectives, the study highlights the interdependence of structural, relational, and contextual factors in optimizing teacher teams. Conceptual models illustrate how strategic HRM aligns with school objectives to foster collaboration, professional growth, and equitable distribution of resources across diverse educational settings, including urban and rural schools. Although primarily theoretical, the analysis provides actionable insights for educational administrators and policymakers. The study also identifies directions for future empirical research to validate these frameworks and assess their impact on teacher retention, team stability, and overall educational effectiveness.

Digital transformation has reshaped corporate strategy, increasing technological complexity and strategic uncertainty. Traditional corporate governance research, which emphasizes monitoring and control, provides limited explanation of how boards influence strategic adaptation in digitally intensive environments. This study develops a conceptual framework linking corporate governance and strategic management through board digital capability. Integrating agency theory, resource dependence theory, and upper echelons theory, the framework identifies three mechanisms—monitoring enhancement, resource provision, and cognitive framing—through which board digital capability shapes strategic adaptability and digital transformation. The study advances propositions suggesting that technologically competent boards improve strategic alignment, innovation orientation, and long-term competitiveness, particularly in high-technology industries. By reconceptualizing boards as strategic enablers rather than purely monitoring bodies, this research bridges governance and strategy scholarship and offers a capability-based perspective on corporate governance in the digital era.

Individual brand value has become a strategic asset in contemporary organizations, yet existing research has predominantly relied on linear models to explain its formation. Such approaches assume additive and proportional effects, potentially oversimplifying the complex and contingent nature of brand development. This study introduces a Random Forest framework to examine how organizational structure, market positioning, and social–cultural context jointly shape individual brand value. Using survey data from 318 participants, the predictive performance of the Random Forest model is compared with that of a traditional multiple linear regression model. The results show that the Random Forest model achieves substantially higher explanatory power (R² = 0.72) than the linear benchmark (R² = 0.54), indicating that non-linear relationships and higher-order interactions play a central role in brand formation. Permutation-based importance analysis reveals a hierarchical pattern in which market positioning variables, particularly visibility and differentiation, exert the strongest influence, followed by organizational structure and social–cultural context. These findings suggest that individual brand value is not the linear accumulation of internal attributes but an emergent outcome of externally visible differentiation, conditionally enabled by organizational arrangements and socially interpreted within cultural environments. Methodologically, the study demonstrates how machine learning can complement theory-driven models by uncovering structural regularities that remain invisible under linear assumptions. The results call for a pluralistic analytical approach capable of aligning empirical methods with the complexity of organizational life.

Digital transformation is reshaping educational systems worldwide, creating new challenges for school leadership and organizational sustainability. However, existing research often examines digital leadership, teacher well-being, and school performance separately, leaving limited theoretical understanding of their integrated relationships. This study proposes a conceptual framework linking digital leadership, teacher well-being, and sustainable school performance. Drawing upon leadership and motivation theories, the framework suggests that digital leadership influences school sustainability both directly and indirectly through teacher well-being. The study highlights the importance of human-centered leadership practices in managing technological change and sustaining institutional performance. The proposed model offers theoretical guidance for future empirical studies and provides practical implications for educational leaders seeking to balance digital innovation with teacher support to achieve long-term school development.

Individual brand value has become a strategic asset in contemporary organizations, yet existing research has predominantly relied on linear models to explain its formation. Such approaches assume additive and proportional effects, potentially oversimplifying the complex and contingent nature of brand development. This study introduces a Random Forest framework to examine how organizational structure, market positioning, and social–cultural context jointly shape individual brand value. Using survey data from 318 participants, the predictive performance of the Random Forest model is compared with that of a traditional multiple linear regression model. The results show that the Random Forest model achieves substantially higher explanatory power (R² = 0.72) than the linear benchmark (R² = 0.54), indicating that non-linear relationships and higher-order interactions play a central role in brand formation. Permutation-based importance analysis reveals a hierarchical pattern in which market positioning variables, particularly visibility and differentiation, exert the strongest influence, followed by organizational structure and social–cultural context. These findings suggest that individual brand value is not the linear accumulation of internal attributes but an emergent outcome of externally visible differentiation, conditionally enabled by organizational arrangements and socially interpreted within cultural environments. Methodologically, the study demonstrates how machine learning can complement theory-driven models by uncovering structural regularities that remain invisible under linear assumptions. The results call for a pluralistic analytical approach capable of aligning empirical methods with the complexity of organizational life.

Organizations are increasingly required to achieve sustainable performance that integrates long-term growth with environmental and social responsibility. Although strategic management quality is widely viewed as essential, the mechanism through which it shapes sustainable outcomes remains unclear. A cross-sectional survey was conducted with 468 middle- and senior-level managers from multiple industries in China. Strategic management quality, decision quality, and sustainable performance were measured using validated scales. Data were analyzed using SPSS and Hayes’ PROCESS macro (Model 4) with 5,000 bootstrap samples. Strategic management quality was positively associated with both decision quality and sustainable performance. Decision quality was strongly related to sustainable performance and partially mediated the effect of strategic management quality. The indirect effect was significant. Strategic management enhances sustainability primarily by improving how organizations make decisions. Decision quality serves as a micro-level mechanism translating strategy into durable performance.

Moral education in Singapore, ever since political independence, has been pragmatically aimed at forging together, by promoting shared values, the four major racial and cultural communities which at various stages had threatened to polarise. It has also been used for preserving a cultural and national identity against the perceived erosion of Asian roots by Western education. Social cohesion and moral ballast have been seen as instrumental towards a strong economy, including the attraction of foreign investors. In these ways, moral education has been regarded as a means for nation‐building. In its implementation, it has been considered necessary to teach Asian values and preserve cultural identities via transmission of the mother tongues of the respective races. Religions have also been recognised as being important for moral ballast and effectiveness. This article surveys the implementation of these policies in Singaporean education, and at the same time indicates areas of possible tension and internal contradiction, and where questionable assumptions may have been made. Explanations are suggested for the perceived ineffectiveness in cultural and moral transmission. Strengths of the policies are also indicated and appraised.

This paper shows that Confucian morality satisfies the conditions of a holistic moral education, involving moral understanding, commitment and will, motivation and sentiments. Its basic principles of interpersonal relations are universally acknowledged ones, such as justice, truthfulness, equality and liberty. It stresses commitment to and practice of these principles by advocating virtues of character such as wisdom, courage, trust and love. The latter two involve sincerity and right motivation, requiring doing the morally right for the right reasons. They also require doing the morally right with the appropriate human sentiment.1 1. I owe many of the source references of this paper to the secondary school textbooks in Confucian Ethics prepared by the Curriculum Development Institute of Singapore. I have also benefited from being in the team that wrote the textbooks.

It is an important concern for Kant to render the metaphysics to transition from the speculative to the practical domain. In the second edition preface of the Critique of Pure Reason, Kant stated that we can securely guide the metaphysics along the path of a science through a revolution in the philosophy, in which the revolution is generally called Copernican Revolution. Since Kant divided metaphysics into metaphysics of nature and of morals, the revolution for the path of a science should aim not merely at metaphysics of nature but also at metaphysics of morals. However, the critique of the traditional metaphysics of nature does not directly lead to the systematic construction of the metaphysics of morals. It contains a transition. Yet, we cannot reach this transition based on the classical understanding of the Copernican Revolution, which disregards the historical context in astronomy. To contextualize the revolution within Kant's philosophy, we will reveal the essence of the Kantian Copernican Revolution. It shows that the essence of the revolution should not be a reversal of cognition and objects but a transformation in the cognitive faculties itself. Through the new interpretation of the Copernican Revolution we can illustrate how did Kant achieve the transition. It presents as a progressively practical transformation process and ultimately provides the groundwork for constructing the metaphysics of morals.