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This chapter assesses the trauma that media professionals experience as eye-witnesses of the disturbing and intense events associated with their everyday working routine. In particular, this chapter examines recent profession-based reports on journalistic trauma to explore affective labour in media ecosystems of crisis-ridden countries and the impact of covering traumatic events on media professionals. Based on qualitative research, this chapter aims to reconceptualise journalism as a primarily affective profession in the crisis-ridden countries of SE Europe.

This chapter discusses the process of initiating and developing an open and ongoing conversation about values within a doctoral community in an education research center located within a British university. To do this, the authors first articulate the local and institutional context of this specific doctoral community and the intersections of values declared by the host institution and the specific research center.

This chapter then moves on to describing the process of building an open conversation with postgraduate researchers (PGRs) and staff supporting them. This open conversation questions and explores the institutionally stated values, starting from collaboratively negotiated guiding questions and prompts. The discussion of responses to those prompts, obtained through an anonymous online platform, grounds then a discussion of how values can become relevant and rooted in everyday experience for PGRs. The authors, as a collective, use the concept of “boundaries,” emerged in the conversations themselves but also relevant in academic literature, as a linking concept for the discussion of the responses.

The discussion then concludes by articulating the broader impact of the engagement in these conversations about values within and beyond the boundaries of the host institution and argues for the importance of such ongoing conversations as fundamental elements of fostering value-based communities and cultures in higher education contexts.

Higher education has seen an unprecedented amount of change in recent decades, with technological advancements impacting on the very essence of teaching and learning. As there are an abundance of digital tools available to educators, it can be a challenge to select the most appropriate online platforms to incorporate into the classroom. This chapter discusses the topic of digital storyboarding by providing a case study of how the author adopted the online platform Storyboard That to enhance student engagement and co-creativity within a UK higher education institution. The chapter debates the benefits and challenges of technology-enhanced learning as part of a blended approach, and concludes with advice for educators wishing to adopt digital storyboarding within their own educational context.

The authors agree with Miravalle (2017) that ‘communications technology has brought with it a radical challenge to the virtue of modesty’ (p. 173). Because of the normalisation of online boasting, it is necessary for students, who are or soon will be employed, to understand the implications of posting their successes on social media. After discussing the pervasiveness of boastful posts and reviewing the research indicating the inverse association between individuals’ routine exposure to posts depicting the curated lives and accomplishments of friends and acquaintances and their emotional well-being, we explore what the virtue of modesty entails. Then, the authors discuss how they have raised their students’ awareness that modesty matters, clarified for them what it is, and given them techniques to help them work towards it.

This chapter begins by exploring the critical tenets of strategic human resource management (SHRM) and then discusses what the study and practice of SHRM needs to do in a new era of sharing economy and artificial intelligence (AI) for delivering successful business and individual employee performance in a new world of technological disruptions in work and employment. Using examples from popular platforms such as Airbnb, Uber, Ola, Zomato and Swiggy in India, to name a few, this chapter illustrates the changing ways of how non-standard employees are managed in the Fourth Industrial Revolution (4IR) through the use of technology platforms and apps, including the specific use of AI, in implementing a number of these changes. We highlight the need for new skills and knowledge by HR professionals to successfully engage in the new and brave world of AI-based technological disruption that we are all facing.