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Based on a new management paradigm rooted on care and compassion, this study explores the consequences of compassion at work on organizational learning and firm performance.

Structural equation modeling (SEM) was employed to analyze the research model by using data from two different samples.

Results confirm that compassion increases firm performance through organizational learning capability; however, compassion do not enhances directly firm performance.

The study findings indicate that when compassion is propagated among organizational members, organizations are better able to learn so they obtain a competitive advantage that is difficult to imitate and leads to higher firm performance.

This study takes a step forward on literature by providing empirical evidence for a promising area of management research such is compassion in organizations.

This chapter investigates the ‘green skills gap’ as economies move towards net zero emissions. Building on the work of Moon, Walmsley, Apostolopoulos, and Zollo (2020), the author identifies critical skills needed in the green economy to ensure that current skills gaps identified by the International Labour Organization (2018) are bridged. However, the ILO (2018) report predominantly refers to macro level changes in society as economies transition to carbon neutrality (job destruction, job creation and job reallocation). There is little evidence of detailed action plans nor their implementation and the ILO report concludes that skills development programmes are yet to be mainstreamed in policy discussions. This chapter thus highlights the green skills needed, identifies some of the barriers preventing economies from mainstreaming such skills development programmes into policy and provides recommendations for governments, enterprises and universities in the short to medium term. The chapter includes a review of global progress in developing skills for a greener future (ILO, 2019) but focusses on implications for European policy in particular.

This paper aims to discuss the importance of compassion in health care and experiences of Compassion Circles (CCs) in supporting it, placing this into the national policy context of the National Health Service (NHS), whilst focusing on lessons from using the practice in mental health care.

This conceptual paper is a discussion of the context of compassion in health care and a description of model and related concepts of CCs. This paper also discusses lessons from implementation of CCs in mental health care.

CCs were developed from an initial broad concern with the place of compassion and well-being in communities and organisations, particularly in health and social care after a number of scandals about failures of care. Through experience CCs have been refined into a flexible model of supporting staff in mental health care settings. Experience to date suggests they are a valuable method of increasing compassion for self and others, improving relationships between team members and raising issues of organisational support to enable compassionate practice.

This paper is a discussion of CCs and their conceptual underpinnings and of insights and lessons from their adoption to date, and more robust evaluation is required.

As an emergent area of practice CCs have been seen to present a powerful and practical approach to supporting individual members of staff and teams. Organisations and individuals might wish to join the community of practice that exists around CCs to consider the potential of this intervention in their workplaces and add to the growing body of learning about it. It is worth further investigation to examine the impact of CCs on current concerns with maintaining staff well-being and engagement, and, hence, on stress, absence and the sustainability of work environments over time.

CCs present a promising means of developing a culture and practice of more compassion in mental health care and other care contexts.

CCs have become supported in national NHS guidance and more support to adopt, evaluate and learn from this model is warranted. This paper is a contribution to developing a better understanding of the CCs model, implementation lessons and early insights into impact.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

The paper draws upon autoethnographic accounts from two academic staff in a private higher education institution (HEI) in London, UK who try to make sense of their teaching and learning practices during the pandemic. Even though studies have looked into the impact of Covid-19 on teaching and learning and on students, this paper reflects on the experience of lecturers with a focus on their emotional labour and stressors during remote teaching and working.

This is a small case study of two colleagues from a small private institution in London, UK, which is based on autoethnography. The authors draw on personal notes, emails and other written artefacts alongside our memories of our lived experiences of the pandemic.

The authors’ reflections focus on the need for institutional collegiality as avenues to network and collaborate beyond institutions which have been limited (despite the increased interactions online) and the need to acknowledge emotional labour while providing spaces for staff to discuss their everyday experiences. The authors argue for a renewed importance for creating a sense of community during times of uncertainty and beyond. If these structures are put into place, the conditions to support teaching and learning will also strengthened.

There is a dearth in research which discusses emotional labour and the importance of community and collegiality on campuses and in the new way of working remotely. This paper adds to the empirical basis of such research and hopes to encourage others to share their experiences of emotional labour in the academy.

Educational tourism is under-researched in the literature. The purpose of this paper is to argue that this stems from a lack of consensus regarding the nature and scope of educational tourism as a theoretical concept and market segment.

Through a review of research over the last decade and a half, the paper aims at providing a concise overview of the key perspectives and concepts in educational tourism whilst highlighting the potential for future directions of the sector.

Ritchie’s (2003) segmentation model of educational tourism is usually considered the international standard for writing on the subject. However, it excludes certain sectors of tourism that may be considered educational. In response to this, a new conceptual model is presented. Further research is needed to understand the schools’ educational tourism market. When international educational tourism is considered, the majority of empirical research and academic debate has originated in the closely related field of international education. Educational tourism has the potential for hybridisation with other segments of tourism and non-tourism sectors and to contribute towards global peace.

This paper offers an alternative process-driven and outcomes-based conceptual model of educational tourism. It identifies directions for future research in schools’ and international educational tourism and proposes a typology to aid hybridisation of the phenomenon with other sectors. Finally, it discusses the potential of educational tourism to foster peace through the integration of global learning into touristic practice.

The purpose of this paper is to provide a menu of instruction methods for educators to increase engagement in sustainable practices. The paper also aims to assist those increasing the understanding of education for sustainable development, to the power of two‐EfSD², through research and teaching.

This paper provides a descriptive and analytical approach to the field of education for sustainable development. It includes a review of the relevant literature on stewardship and sustainable practices.

The paper provides a succinct summary of gaps to and remedies for sustainable development. It offers a comprehensive explanation of eight distinct approaches to education for sustainable development.

The application of EfSD² methods described in this paper have been found to increase productive results through enabling learners to grapple with and create solutions for real life sustainability problems. The paper proposes a more thorough testing of the various educational methods to assess their effectiveness in increasing sustainable practices.

As far as the author is aware, this paper is the first to compile this “tool kit” for EfSD². It offers the reader new ways to interpret older techniques along with a plethora of instructional methods not previously consolidated to advance stewardship and sustainable practices.

This study is based on the premise that Soviet civilization represented a concerted effort to harness emotions to an ideological cause, to reshape human affect according to the Communist Party's political agenda. Even though these efforts largely failed, they left deep scars on the Russian psyche. The emotional culture that evolved during some 75 years of Soviet rule continues to persist after the coercive institutions supporting it have broken down, and this inertia greatly complicates the transition to a democratic society in Russia.

In this chapter, we argue for an essential dualism in the U.S. economy; there are simultaneously institutional sources of dynamism and institutional patterns that portend a process of decay and decline. This dualism corresponds to a growing divide between innovative small- and medium-sized enterprises and big corporations – both financial and nonfinancial – that are increasingly predatory in their business strategies. Surprisingly, firms on both sides of the divide are increasingly dependent on government. The small- and medium-sized firms rely heavily on government science and technology programs to help them innovate. The large firms need government to protect their position. Whether dynamism or decay will prove to be stronger, we think, is contingent on political choices that will be made over the next ten years. This contingency, in turn, makes it easier to understand the highly polarized nature of partisan politics in the United States today.

Purpose: Although there has been increasing scholarly attention regarding the unethical concerns of prosocial behavior at work, scarce research has been done to conceptualize this type of compassionate behavior. To address this research gap, we identify the unethical concerns of a supervisor's compassion and address how this compassion, when combined with unethical implications, impacts subordinates' unethical behavior. Study Design/Methodology/Approach: We drew on sensemaking theory to develop a theoretical model and a four-quadrant taxonomy explaining how subordinate's interpretation of the context and supervisors' actions affected their unethical behavior through emotional responses and shared moral identity with supervisors. Findings: Our propositions suggest that subordinates' different roles in supervisors' compassionate process – the sufferer (receiver) or bystander (witness), and supervisors' unethical behavior at the domain of private or public activities impact their interpretations of meaning and shape their corresponding emotional responses, moral identity, and unethical behavior. Originality/Value: Our theoretical model contributes to a wholistic understanding of compassion at work by identifying the unethical implications of compassion appraisal. It depicts the complex process of how leaders' contradictory information shapes employees' unethical behavior. Research Limitations: The theoretical model and propositions lack the support of empirical data.