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Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

This chapter details the use of the Diversity Teacher Belief Q-Sort (DTBQ) as a springboard to reflective conversations about work with diverse populations of children and their families. The DTBQ tool is provided and guidelines, including concrete suggestions and discussion prompts, are outlined to support the use of the DTBQ to facilitate reflection and to open discourse about beliefs and practices. Furthermore, suggestions are provided for using the tool to measure or assess change or shifts in teachers’ beliefs and practices.

The purpose of this paper is to investigate the practices used by organizations to develop the strategic thinking ability of their leaders, managers, and other employees.

A basic interpretive study was conducted with human resource (HR) executives across a broad range of large organizations. Participants were interviewed, and general information about their organization and its programs was reviewed. Findings were verified via member checks and triangulation.

Organizations make limited use of the range of approaches to develop strategic thinking, many indirectly supporting its development via general leadership programs. Most approaches are experiential and focused on elites. Use of the literature, evaluation, and ties to competency models are very limited.

The study only provides indications of potential generalizations, but offers access to issues that cannot be identified without an in-depth analysis.

The findings identify major gaps in the practices utilized to develop strategic thinking and the related competency framing and evaluation processes. As such, the study exposes opportunities to extend what is known about effective leadership development programs specifically to the development of strategic thinking.

The study fills a gap in the literature regarding specific ways organizations formally and informally develop the strategic thinking of their leaders, managers, and other employees. In so doing, it provides a catalyst for strategy and HR executives and scholars to come together to improve the development of this often absent ability.

Organisational learning drives tourism organisations towards more sustainable tourism. Digital transformation also provides opportunities for sustainable tourism development. This study aims to combine these perspectives and explore how digital transformation enables organisational learning to contribute to sustainable tourism, following organisational learning theory (OLT).

Based on a critical realist paradigm, this study focuses on developing an in-depth understanding of organisational learning in tourism organisations. Thirty qualitative interviews with tourism organisations participating in an executive development programme (EDP) show how tourism organisations create, retain and transfer knowledge.

This study demonstrates that the EDP initiates knowledge creation through content transmission and exchange, triggers knowledge retention through utilisation of digital technologies and reinforces digitalisation through data value creation. Furthermore, this study enables knowledge transformation as implementation, which contributes to the three pillars of sustainable tourism and facilitates the development of networks encouraging sustainable tourism.

This study identifies approaches that enable economic, social and environmentally sustainable tourism development by facilitating collaborations via digital transformation, digital technologies that guide guest streams, online mobility offers and online environmental awareness campaigns that reduce environmental impacts. Thus, this study strengthens OLT and has implications for organisational learning and tourism policymakers.

Given the competitive landscape in the higher education setting, it is important that universities adopt strategies that create competitive advantage for them. Universities must leverage their resources efficiently to address this goal. Creating a positive brand image is one such strategy. The purpose of this paper is to conceptualize university brand image as its heritage, service quality and trustworthiness and investigate their relationship with student’s satisfaction. It also investigates the role of university reputation as a mediating variable.

Data were collected through a mixed method approach. The first stage involved qualitative interviews and focused group discussions with students to understand the factors responsible for student satisfaction with their respective universities. The second stage involved administering a survey questionnaire in two geographies – the USA and India to investigate the hypothesized relationship. The authors use regression analyses to test these relationships.

Findings indicate that a distinct brand image plays an important role in students’ level of satisfaction across both the USA and India. Service quality has a greater impact on student satisfaction levels across both contexts (as compared to university heritage and trustworthiness). The authors also find a positive mediating effect of university reputation in the relationship between university brand image and student satisfaction levels.

The current research contributes to the services marketing literature in the university context. It offers a framework for decision making in universities. It suggests that universities must work toward developing their brand image by focusing on its three dimensions – heritage, trustworthiness and service quality.