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<p>The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses.  However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success.  A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students’ course points (<em>N</em> = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed.</p>

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders. Design/methodology/approach -This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined. Findings -The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership. Practical implication -The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum. Originality/value -This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.

Aim/PurposeThe purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. ContributionThis study generated a novel theoretical model to explain women EdD students' academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman's social conditions (e.g., supportive spouse, friends, or employer) that provide her the confidence and space to difWomen in Distance Doctoral Programs 50 ferentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for PractitionersFindings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in academia, program administrators can recruit, retain, and support and encourage parental visibility through developing structures and supports for faculty with families. Given the women candidates' emphasis on stewardship, faculty should design coursework to allow students to intersect assignments with professional goals and practices, and support empirically and theoretically grounded dissertations aimed at not only solving problems of practice but also aimed at advocacy. Recommendation for ResearchersResearch is needed with women doctoral candidates in other disciplines from other institutions and regions of the country, including those without children and individuals in non-heterosexual relationships. Impact on Society This study is an important first step in better understanding female identity development through the doctoral process. Future ResearchThemes uncovered in this research need further investigation. Ruptures in relationships were uncovered but not fully explored or saturated. More research is needed to understand the specific co...