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In 1958 the Daily Express began publication of a comic strip adaptation of Casino Royale authorised by Ian Fleming, predating the original film version by four years. For the next 10 years adaptations of the novels and short stories appeared in the newspaper with Bond’s appearance fashioned firstly by John McLusky and then Yaroslav Horak. When the supply of Fleming’s stories was exhausted, new adventures were penned by Jim Lawrence with artwork by Horak, McLusky or Harry North. From 1977 publication switched to the Sunday Express and then the Daily Star. Eventually, the strips were reprinted for a whole new audience by Titan Books.

Subsequently, Bond appeared in a number of other comic book adaptations and reworkings, including key adaptations by the independent publishers Dark Horse and Dynamite, offering contemporary re-imaginings of this iconic, but always controversial, male icon. Taken together they provide a run of Bond adventures over more than 50 years. As such, they contain an alternative Bond universe, where his embodiment of male heroism mimics and varies Fleming’s original and the images constructed in the film franchise. This chapter will consider these mirror images and their responses to changing societal pressures as Bond adapts to new definitions of what constitutes the male hero.

Emotional intelligence (EI) has been known to play an important role in teaching for long. Interactions, teaching environment, and emotional responses of students and instructors all have a demonstrable, complex interplay which spills over to behaviour. Particularly predictive and powerfully pattern-inducing in this regard, are emotional responses to events in the external environment. COVID-19 was a critical disruption in the teaching environment on account of its far-reaching effects over the modes and contents of instruction. Thus, there is a clear and present need to connect the emotional responses among students and instructors due to COVID-19 with the practice and interactions occurring during teaching. The authors present a narrative analysis based on qualitative inputs from instructors in a graduate course setting to find the effects of emotional responses to COVID-19 on teaching virtually. The authors bring in the concept of EI to explain the observations made from the analysis. The conclusions drawn are of direct and immediate importance for the future of teaching and learning in times of disruptions such as COVID-19. The study contributes by updating the knowledge base on emotion management in the classroom on the one hand, while adding to newer streams of research on virtual classroom settings and disruption-induced changes in teaching on the other hand. Some significant directions for praxis of business are also included.