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The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern.

This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives.

The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field.

Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.

The purpose of this paper is to contribute to the emerging spirituality debate with the aim of generating and sustaining tolerance for spirituality in the workplace, with a specific focus upon the impact this can have upon work-based learners. “Spirituality” is gaining impetus worldwide as a growing number of organisations are proactively accommodating their multi-ethnic and multi-faith workforce by adapting their policies to meet employees’ spiritual needs. As yet in the UK, the majority of organisations fail to recognise neither the basic spiritual well-being of their employees nor the impact this can have upon work-based learning processes.

This study adopts a quantitative approach with questionnaires distributed to a multi-national retail UK-based organisation with an ethnically diverse national workforce. The study was tested by collecting data from managers and employees of this large, multi-million pound retail chain organisation in the UK, consisting of 55 stores and 1,249 employees, in order to gather employees’ perceptions on spirituality within their place of work regarding policies, communication and perceived source of conflict.

The results revealed that the majority of employees deemed spirituality was not something they felt comfortable discussing or appropriate to practice within the workplace and there were no clear policies and procedures in place to support either management or employees.

This paper highlights areas for further research in the broad professional areas of spirituality in relation to organisational approaches to work-based learning. The research is from one organisation and utilising one method – qualitative research would add depth to the knowledge.

This paper highlights areas for further research in the broad professional areas of spirituality in relation to organisational approaches to work-based learning.

Employee spiritual well-being is under-researched and overlooked by organisations. Changing the current spiritual intransigence is long overdue as employees’ spiritual fulfilment leads to high-trust relationships in the workplace and can further support those engaged in work-based learning.

Language and how it is communicated within organisations is a complex situation. The purpose of this paper is to provide a perspective on the practice of issuing style guides and restrictive word lists as highlighted in the recent media through the case of Leader of the House of Commons, Mr Rees-Mogg.

A key focus is the question whether the approach of limiting language and guiding communication through such a directive is effective in developing understanding amongst work-based learners and facilitating both consistency and quality of communications. The paper looks to draw upon both educational and psychological perspectives to underpin the discussion of how such an approach has been implemented and the resulting impact upon those working with such rules of guidance.

Conclusions drawn highlight that professionals learning at work may fail to understand the rationale for why guidelines have been issued to them. Subsequently, the work-based learner may feel othered by the process thus effecting motivation and well-being.

The paper offers a perspective on an approach utilised by a leader within the UK Government, exploring it through the lens of education and English Language development to discuss the potential impact upon employees within the workplace.

The authors aim to contribute to conceptual and empirical understanding of publicness in public sector accounting research by analysing how accounting technologies facilitated the transformation of public values of the UK tax authority.

The authors develop a conceptual framework for analysing public values in terms of relational power. Combining governmentality and actor–network theory, the authors focus on the complex relationships through which human and non-human actors interact and the public values that emerge from these evolving socio-material networks. Based on a critical-interpretivist ethnographic study of interviews, documents and secondary survey data, the authors identify the emergent properties of accounting technologies in their case study.

The authors explain how accounting technologies facilitated the transformation of public values in the tax authority by reshaping relational power. Traditional public values were eroded and replaced by neoliberal values through a gradual change process (“frog in the pan”) of (1) disconnecting workers and citizens both spatially and socially; (2) losing touch with the embodied nature of tax administration; and (3) yielding to a dehumanising performance management system. Neoliberal accounting technologies transformed the texture of relationships in such a way that workers and citizens became disempowered from effective, accountable and humane tax administration.

Further research is needed that gains wider access to tax authority workers, extends the scope of the empirical data and provides comparisons with other tax authorities and public sector organisations.

The authors show that a relational approach to public values enables identification of what is “valuable” and how public sector organisations can become “value-able”.

The authors offer an interdisciplinary conceptualisation of publicness based on public administration literature, develop a relational conceptualisation of public values and provide original empirical evidence about the changing publicness of the UK tax authority.

The aim of this study is to better understand how black women utilize capital to frame their entrepreneurial identities in order to become legitimate and thus challenge institutional norms. To achieve this, the study draws on perspectives on legitimacy, identity and capital and focuses on the well-established wine industry in South Africa.

Using in-depth qualitative data from semi-structured interviews, this study delves into the lived experiences of nine black women entrepreneurs and three stakeholders in the South African wine industry. Such a context is unique because of the aspects of exclusion and segregation of black women. The data were supplemented with associated secondary material and were analysed using the constant comparative technique.

This study reveals dissonance, that is, a misfit, between black women's social identities and their entrepreneurial self-identities in the South African wine industry; the study uncovers that specific capital forms allow framing their identity through heroical self-description, exploiting professionalism and enacting new roles to alter the perception of what is socially legitimate in the wine industry.

This study contributes to understanding by highlighting that black women entrepreneurs in the wine industry rebel against the expectation that they must fit into a predetermined role. The study highlights the relevance of legitimacy, identity and capital theoretical perspectives to study an underexplored context and unpack how black women challenge the barriers that affect their entrepreneurial identities in their quest to become legitimate. The value of this study revolves around revealing the underexplored connection between entrepreneurial identity and legitimacy through actions taken by black women entrepreneurs when reworking the role(s) tied to their social identities. The findings suggest the importance of capital, particularly cultural capital, in how black women entrepreneurs become legitimate in the wine industry. Avenues for further research are offered.

There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the reflective fostering programme, a group-based programme to support foster carers. This study aimed to explore whether a version of the programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness.

In total, 38 foster carers attended the programme and took part in this study. Data was collected regarding carer- and child-focused outcomes at pre-intervention, post-intervention and four-month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers.

Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers.

These results provide a unique contribution to limited understandings of what works for supporting foster carers and the children in their care. Promising evidence is provided for the acceptability and relevance of the revised version of this novel support programme and its effectiveness in terms of carer- and child-related outcome measures. This work paves the way for further necessary impact evaluation.

The purpose of this study is to describe the development of the 14-item reflective fostering fidelity rating (RFFR), an observational rating system to evaluate model fidelity of group facilitators in the Reflective Fostering Programme (RFP), a mentalisation-based psychoeducation programme to support foster carers. The authors assess usability, dimensionality, inter-rater reliability and discriminative ability of the RFFR.

Eighty video clip extracts documenting 20 RFP sessions were independently rated by four raters using the RFFR. The dimensionality of the RFFR was assessed using principal components analysis. Inter-rater agreement was assessed using the intra-class correlation coefficient.

The proportion of missing ratings was low at 2.8%. A single principal component summarised over 90% of the variation in ratings for each rater. The inter-rater reliability of individual item ratings was poor-to-moderate, but a summary score had acceptable inter-rater reliability. The authors present evidence that the RFFR can distinguish RFP sessions that differ in treatment fidelity.

To the best of the authors’ knowledge, this is the first investigation and report of the RFFR’s validity in assessing the programme fidelity of the RFP. The paper concludes that the RFFR is an appropriate rating measure for treatment fidelity of the RFP and useful for the purposes of both quality control and supervision.

In contrast to traditional portfolio practices that focus on the individual, this paper aims to reenvision portfolio practices to encompass sociocultural aspects of learning by considering how young makers, both in- and out-of-school, imbue digital cultural practices into the documenting and showcasing of their work, as well as observe the extent to which their portfolios are used to build community inside and outside their local settings.

Drawing from a connected learning approach, the authors engaged in qualitative and ethnographic study of youth’s digital maker portfolios in an out-of-school and a school-based makerspace. Through qualitative and thematic coding of portfolio walkthroughs, the authors identified four underlying characteristics within portfolio artifacts (i.e. personal and shared projects) and capturing practices (i.e. personal and shared capturing practices) that differently presented projects.

The analysis showed that portfolios that included shared productions and shared portfolios (i.e. projects and portfolios contributed to by more than one youth) and that were shared in open-ended ways across communities valued connected learning principles. These connected portfolios made community building within and beyond maker-educational communities of the young makers possible. In particular, openly shared and collaboratively captured work showed individual achievements (e.g. projects and techniques) and made visible connective and social engagement (e.g. opportunities for feedback and refinement, possibilities to narrate work to multiple audiences).

This paper has implications for the design of portfolio assessment in makerspaces and expands the role of portfolios as a way to capture individual and cognitive achievements alone toward connected community-building opportunities for youth as well as maker-centered settings within and beyond the youth’s local maker-centered settings.