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In March 2020, the Australian Government restricted the entry of travelers into Australia by closing its international borders in an effort to contain the spread of the coronavirus (COVID-19). While Australian citizens who were resident overseas could return to Australia under certain conditions, the border closures significantly affected their ability to return to Australia and as a consequence had a dramatic impact on their lives and the lives of their families. This chapter explores the effects of the Australian government’s decision to close the national border by presenting the lived experiences of Australian citizens adversely affected by the government’s decision. The research is based on an online survey conducted in late 2021 and early 2022. Based on the findings, this chapter explores notions of Australian citizenship rights and privileges in the context of the pandemic, and the profound impacts the national lockout had on Australians as individuals, family members and on their sense of national identity. A central finding of this research reveals how citizens’ separation from family during the lockout placed considerable stress on the family as a social institution and caused significant impacts on Australians’ physical and mental health.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

Little research is devoted to how salary allocation processes interfere with gender inequality in talent development in universities. Administrative data from a university indicated a substantial salary gap between men and women academics, which partially could be explained by the unequal distribution of men and women in the academic job levels after acquiring a PhD, from lecturer to full professor, with men being overrepresented in the higher job levels, as well as in the more senior positions within each job level. We demonstrated how a lack of transparency, consistency and accountability can disqualify apparent fair, merit-based salary decisions and result in biased gender differences in job and salary levels. This chapter reflects on how salary decisions matter for the recognition of talent and should be an integral part of talent management.

Introduction: The pandemic era has given rise to emerging VUCA factors, characterised by volatility, uncertainty, complexity, and ambiguity. Navigating the impact of these challenges is essential for adapting and thriving in a post-pandemic world; therefore, it is important to identify VUCA factors.

Purpose: The purpose of this study is to identify and analyse the VUCA factors that emerged during the COVID-19 pandemic, focusing on sectors such as hospitality, tourism, education, construction, manufacturing, Information Technology, healthcare, and automobiles.

Need for the Study: Analysing emerging VUCA factors is crucial for businesses to prepare for unforeseen events. While VUCA factors were previously studied during significant events like the Greater Recession, BREXIT, and demonetisation, the pandemic has presented unprecedented challenges, making the identification of emerging VUCA components crucial.

Methodology: The methodology involves reviewing articles and research papers to understand the pandemic’s impact on various sectors. The findings provide insights into prominent VUCA factors and their implications for businesses, contributing to existing knowledge.

Findings: This research uncovers the challenges organisations encountered in the pandemic’s VUCA environment, offering insights into uncertainties and strategies for survival. It highlights the importance of adaptability, resilience, and innovation in overcoming VUCA’s negative impacts and establishing a new business paradigm.

Practical Implications: This chapter is essential in providing valuable insights for organisations, policymakers, and businesses on crisis preparedness, emphasising the significance of agility, robust contingency planning, and sector-specific considerations. Reviewing operations and implementing backup plans, businesses can develop effective strategies for long-term resilience and success in the face of unforeseen disruptions.

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.