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The purpose of this study was to examine whether remote work moderates the mediated relationship between leadership behavior (transformational leadership and leader incivility), followers' self-control, and work-life balance.

The authors conducted a three-wave, time lagged study of 338 followers. Drawing on social information processing theory, a moderated mediation model was proposed: it was hypothesized that remote work strengthens the relationship between leadership behavior (transformational leadership and leader incivility), follower self-control, and subsequent work-life balance (moderated mediation). The theoretical model was tested using OLS regression in SPSS.

The results show that working remotely strengthens the mediated relationships between leadership behavior, self-control, and work-life balance.

Organizations need to consider the interaction between remote work and leadership. Leader behaviors have a stronger relationship with follower self-control and work-life balance when the frequency of remote work is higher, so it is important to increase transformational leadership and reduce leader incivility in remote contexts. Leadership training programs and respectful workplace initiatives should be considered.

This study demonstrates the importance of leader behaviors for followers' self-control and work-life balance in relation to remote work. This study is the first to examine the boundary condition of remote work in relation to leadership behavior, follower self-control, and work-life balance.

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at the University of Georgia, recognizing the need for diverse voices and perspectives in addressing sustainability challenges and the current lack of diverse representation in the field.

A convenience sample of 77 student organizations and 35 departments, schools and colleges associated with the university was identified. The questionnaire was created using the Qualtrics online survey platform and distributed via email to potential participants. A total of 234 completed responses were collected. Descriptive statistics were calculated to determine the demographic composition of the sample. One-way ANOVAs were performed to examine the relationship between respondent demographics and perceptions of sustainability and participation in campus sustainability programs. Post hoc tests were conducted using Fisher’s least significant difference procedure.

Significant relationships were observed between perceptions of sustainability and race and current gender. A significant relationship was observed between race and participation in campus sustainability programs. Overall, students from diverse backgrounds believe that sustainability efforts contribute to racial justice and equity. Additionally, students from diverse backgrounds do want to participate in campus sustainability programs; however, there may be barriers preventing their participation.

This study examines how students from diverse backgrounds perceive sustainability efforts, as well as their interest in participating in campus sustainability programs. The results of this study can be used to inform recruitment and program development strategies for sustainability programs at higher education institutions. At the time of publication, no study could be located that examines the current study outcomes.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

The “Germanwings” air crash in 2015 in which 150 people were killed highlighted the challenges pilots working in the aviation industry face. Pilots regularly work for extensive periods in inhospitable and high-pressure operational conditions, exposing them to considerable work-related stress. This has raised calls for a more systemic cultural change across the aviation industry, championing a more holistic perspective of pilot health and well-being. The study aims to explore how peer coaching (PC) can promote an inclusive psychosocial safety climate enhancing pilot well-being and can mitigate hazardous attitudes and dysfunctional behaviours.

Adopting an interpretative phenomenological analysis (IPA), semi-structured interviews and questionnaires were conducted with military and civilian peer coach/coachee pilots and key industry stakeholders, totalling 39 participants. The research provided significant insights into the perceived value of PC in promoting both pilot health and mental well-being (MW) and flight safety across the aviation industry.

The study highlights four key PC superordinate themes, namely, coaching skills, significance of well-being, building of peer relationships and importance of confidentiality and autonomy. Such combined themes build reciprocal trust within peer conversations that can inspire engagement and effectively promote personal well-being. The contagious effect of such local interventions can help stimulate systemic cultural change and promote a positive psychosocial safety climate throughout an organisation and, in this case, across the aviation industry. This study provides a PC conceptual framework “Mutuality Equality Goals Autonomy Non-evaluative feedback, Skill Confidentiality Voluntary Supervisory (MEGANS CVS),” highlighting the salient features of PC in promoting MW.

The study highlights the salient features of PC and its role in promoting peer conversations that enable personal transition, openness and acceptance. This study also highlights how PC and well-being can be used to encourage inclusivity and engagement, thereby strengthening institutional resilience.

This study highlights how PC that can assist HRM/HRD professionals to embed a more inclusive and salutogenic approach to MW that can reshape organisational cultures. This study highlights the significance and link of workplace stress to hazardous attitudes and dysfunctional behaviours. It further notes that whilst the MEGANS CVS peer coaching framework has been applied to pilots, it can also be applied across all sectors and levels.

This study highlights the value of PC as an inexpensive means to engage at the grassroots level, which not only improves personal performance, safety and well-being but by building peer relationships can also act as a catalyst for positive and deep organisational cultural change.

This study offers the MEGANS CVS framework that exposes insights into PC practice that can assist HRM/HRD professionals embed a more inclusive and salutogenic approach to health and well-being that can reshape organisational cultures. This study highlights the significance and link of workplace stress to hazardous attitudes and dysfunctional behaviours, and whilst this framework has been applied to pilots, it can also have relevance across all sectors and levels. This study calls for a “salutogenic turn,” employing MW and PC to transform organisational capabilities to be more forward-thinking and solution-focused, promoting an inclusive “just culture” where leaders positively lead their people.

The purpose of this experimental study is to examine the effects of climate change corporate social responsibility (CSR) and corporate social advocacy (CSA) messages on public perceptions of companies and collective action intentions.

This study employs a 2 (message type: CSA vs CSR) × 2 (environmental issue: single-use plastics vs renewable energy) × 2 (company: Target vs Walmart) plus control online experimental design.

There were no main effects of message type on outcomes; however, green consumer identity moderated the relationship between message type and green purchase intention as well as negative word-of-mouth.

This study responds to calls by scholars to empirically compare the effects of CSR and CSA messages. Additionally, we consider group-level processes, like ingroup identity, in influencing strategic communication outcomes.

This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.

The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.

The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.

To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

This study aims to examine the mediating role of product judgement in the relationship between electronic word-of-mouth (eWOM) and purchase intention. Additionally, it explores the moderating effects of source credibility and consumer ethnocentrism on the relationship between eWOM and product judgement, with a specific focus on Halal products. We utilise the Elaboration Likelihood Model (ELM) to investigate how individuals navigate the processing of information, distinguishing between central and peripheral routes. This exploration aims to enhance our understanding of how the ELM framework influences product judgement and purchase intention in the context of eWOM, with a focus on Halal products.

To achieve these objectives, an online survey was conducted in the United Kingdom. The study employed a moderated-mediation model, analysed using PLS-SEM.

The findings highlight the significant role of source credibility in the central route of information processing and purchase judgements. This study confirms that Halal product judgement fully mediates the relationship between eWOM and purchase intention. Additionally, it reveals that higher source credibility amplifies the impact of eWOM on consumer judgement. However, no significant moderating effect of consumer ethnocentrism on the relationship between eWOM and product judgement was observed in this context.

This study enhances our understanding of how Halal products are adopted in non-Muslim societies, shedding light on persuasive processes. Additionally, it refines the ELM in the context of cross-cultural consumer behaviour. The findings underscore the importance of prioritising source credibility in communication to shape information evaluation and persuasion.

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

Researchers piloted a problem-based learning (PBL) activity in a master’s degree-granting strategic studies program to explore how students apply knowledge and skills learned from the curriculum to their formulation of a strategy addressing a real-world global security scenario.

This mixed-methods pilot study used ethnographic observation, participant feedback, document analysis and surveys to assess the learning and engagement of multinational postgraduate students in the context of a PBL environment.

Findings revealed gaps in students’ causal logic and literacy, as well as student discomfort with ambiguity and reliance upon heuristic frameworks over willingness to conduct substantive, current and relevant research. Additionally, observed group dynamics represented a lack of inclusive collaboration in mixed gender and multinational teams. These findings suggest foundational issues with the curriculum, teaching methodologies and evaluation practices of the studied institution.

This study highlights the need to include explicit instruction in problem-solving and causal literacy (i.e. logical reasoning) in postgraduate programs for national and global security professionals, as well as authentic opportunities for those students to practice interpersonal communication.