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Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

Companies are concerned about the well-being of workers in their supply chains, but conventional audits fail to uncover critical problems. Yet, if the happy worker – productive worker thesis is correct, it would benefit factories in fast-developing countries, particularly China which is key to many global supply chains, to ensure the well-being of their workers. The authors set out to better understand the relationship between well-being and performance in four Chinese factories.

Over 12-months the authors collected digital diaries from 466 workers in four factories, and monthly data about the performance of their factories. The authors used this data to gain insights into the well-being of workers in these factories; to design experimental interventions to improve this; and to consider any effects these had on factory performance.

The experiments showed that training interventions to improve workers' well-being through their work relationships and individual skills improved not just a factory's general worker well-being, but also some aspects of its performance and worker retention. Thus, it brought benefits not only for the workers but also for the factory owners and their client companies.

While there is a significant body of research investigating the happy worker – productive worker thesis, this was not conducted in Chinese factories. The authors’ work demonstrates that in this and similar environments, workers' eudaimonic well-being is more important than might be assumed, and that in this context there is a relationship between well-being and performance which can be practically addressed.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

It has become increasingly apparent that one's perception of issues depends largely on his or her personal history. Human beings, professionals, and stakeholders vary in their perspectives, strategies, and solutions. Rather than arbitrarily selecting issues or seeking consensus among interdisciplinary but disparate groups, it is critical to examine the broader array of values and issues that impact learners with exceptionalities and the future of special education. In addition, it is important to conceptualize effective techniques to reverse traditional problems or difficulties while considering the “cycles” of change in general and special education. These cycles are based on the view that educational perspectives have their time since they come and go. When they are innovative, they become the status quo and become finally obsolete as the next group of methods, beliefs, and educational initiatives takes hold. In special education, we have fundamental values that must be respected and followed to deliver services to learners with exceptionalities. These values are sometimes not valued by ill prepared and unprepared professionals, especially since good professionals believe in change. This chapter focuses on how these values can be respected to protect and advance special education and education as a whole.

The purpose of this study is to target utilizing Human resources (HRs) data analytics that may enhance strategic business, but little study has examined how it affects components. Data analytics, HRM and strategic business require empirical investigations and how to over come HR data analytics implementation issues.

A semi-systematic methodology for its evaluation allows for a more complete examination of the literature that emerges theoretical framework and a structured survey questionnaire for quantitative data collection from IT sector personnel. SPSS analyses data.

Future research is essential for organisations to exploit HR data analytics’ performance-enhancing potential. Data analytics should complement human judgment, not replace it. This paper details these transitions, the important contributions to theory and practice and future research.

Data analytics has grown rapidly and might make HRM practices faster, more efficient and data-driven. HR data analytics may improve strategic business. HR data analytics on employee retention, engagement and organisational success is insufficient. HR data analytics may boost performance, but there is limited proof. The authors do not know how HRM data analytics influences firms and employees.

Data analytics offers HRM new opportunities, along with technical and ethical challenges. This study makes a significant contribution to HR data analytics, evidence-based practice and strategic business literature. In addition to estimating turnover risk, identifying engagement factors and planning interventions to increase retention and engagement, HR data analytics can also estimate the risk of employee attrition.

Brief loving-kindness meditation (LKM) is introduced here as a valid social marketing intervention. LKM positively influences prosocial cognitions and affects. However, it remains unclear whether brief meditation interventions can influence prosocial behavior. This study aims to provide evidence of the effects of short LKM on prosocial behavior.

This study reports the results of three experiments examining the effects of brief LKM on donations to unknown others. The results are then integrated with the results of seven other studies testing the effects of brief LKM on prosocial behavior using a meta-analysis (n = 683).

LKM increased love more than the control group (focused breathing) in the three experiments; however, its effects on donations were mixed. The meta-analysis shows that LKM has a small-to-medium significant effect compared to active control groups (d = 0.303); moreover, age and type of prosocial measure used moderate the effects.

Results suggest that LKM can nurture prosocial emotions such as love and lead young individuals to donate. However, these emotions may not be sufficient to lead adult meditators to share their resources with unknown others. This study presents the first meta-analysis of brief LKM and provides insights into the use of meditation in social marketing programs.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.

This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.

Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.

Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.

The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.

This study aims to investigate how employee perspectives on the role of business, specifically capitalist beliefs, affect the corporate social responsibility (CSR)–reputation–employee behavior relationship.

A conceptual model was developed, and to test the model empirically, survey data were collected over two phases from 192 working professionals. Data were analyzed in SAS using Hayes’s PROCESS approach.

Results of this study reveal that the positive employee outcomes (i.e. affective commitment and reduced turnover intentions), resulting from CSR, through perceived employer reputation (i.e. an employee’s perception of how others view their firm), are diminished when employees have strong capitalist beliefs.

Building on the signaling and person–organization fit literatures, this study highlights the theoretical and managerial importance of recognizing employees’ ideological differences as well as the value of considering employee perceptions of reputation. Although many stakeholders value social responsibility, not all do, and a firm’s intended outcomes will vary depending on employees’ beliefs.

This study demonstrates that CSR not only affects institutional-level corporate reputation, as previously studied, but also affects employees’ behaviors through “perceived employer reputation”, or employee beliefs about how other stakeholders perceive the firm. Moreover, this study highlights the importance of understanding employee differences, including ideological differences, prior to engaging in certain types of CSR.

The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.

This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.

The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.

Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.

By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.