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The purpose of this study is to provide an educational model that addresses local community needs using sport-based service-learning.

Drawing from the experiences of a Sport and Community Development (SCD) class at the University of Tennessee, this chapter will detail the structure, philosophy, and framework of the course, while emphasizing the ways former students, community members, and community partners experienced cross-cultural community development through sport-based service-learning.

The findings of this study demonstrate that if implemented with careful consideration and reflexivity, sport-based service-learning can positively address the needs of the community while promoting analytical student learning through practical application.

This study is limited in that the SCD course has only been in existence for three years. Long-term implications of our efforts are only beginning to surface.

As recognized by the United Nations in the declaration of the Millennium Development Goals (MDGs), there are serious challenges facing today’s global population. Whether it is extreme poverty and hunger, child mortality, disease, maternal health, obesity, or environmental sustainability, individuals are looking for answers as they relate to nutrition, health, and well-being (United Nations, 2008). The goal of this chapter is to introduce an educational model, philosophy, and framework that promotes the use of sport and physical activity, as a way to address the health needs of local communities, while simultaneously fostering community development and cross-cultural understanding.

The purpose of this paper is to explore how Green (environmental) Human Resource Management (GHRM) policies can elicit green employee behaviours. This study explores the role of sustainability advocates, who are leaders and managers in pursuit of their firm’s environmental agenda, in the design and delivery of GHRM policies, communication, recruitment and selection, environmental training, rewards and incentives.

In this qualitative study, eighteen semi-structured interviews with sustainability advocates in European firms were conducted and analysed.

GHRM practices are not in themselves peripheral, intermediate or embedded, but shaped by contextual situations. Sustainability advocates’ intentions do not seem to match GHRM policy design, i.e. they try to elicit value-based behaviours by using self-interest-based approaches, leading to misalignments between the attitudes and behaviours policies attempt to elicit, and the type of behaviours they elicit in practice.

This study explores GHRM practice implementation experienced by leaders and managers. Further research on the role of the HR function and recipients of GHRM is needed.

Practitioners need to be aware that organisational incentives (GHRM policies) that reflect self-interest can lead to self-interest-based behaviour and may be short-lived. A careful consideration of contextual factors will inform the selection of suitable GHRM policies. Environmental training completion rates seem an unsuitable metric for senior management bonuses.

This paper investigates the design and implementation stage of GHRM, leading to an identification of GHRM policies as peripheral, intermediate or embedded. This creates an in-depth knowledge on the efficacy of GHRM policies and their relation to the environment.

Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs).

Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges.

Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors.

Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.