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The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Bandwagon refers to the adoption of popular ideas, thoughts, or practices. Although the inter-organizational (macro) dynamics of the phenomenon have been widely studied, its intra-organizational (micro) aspects have received limited attention. The paper presents a theoretical framework and a model that address intra-organizational aspects of bandwagon drawing on distributed cognition, social relationships, and other elements of the organizational structure such as culture and defensive routines. The analysis of simulated data from the model suggests that the phenomenon is likely to decrease with highly informal culture, promotion of advice taking and giving, low levels of distrust, strong social ties, and minimal defensive routines.

This paper aims to highlight the role of mindfulness in the development of indigenous knowledge (IK), indigenous innovations and entrepreneurship or new entry.

Through an extensive analysis of extant mindfulness and indigenous entrepreneurship literatures, the paper argues for the facilitating role of individual mindfulness in IK, indigenous innovations and entrepreneurship and generates several propositions as a result.

The paper argues that mindfulness encourages the appreciation of other forms of knowledge and practices distinct from the more prevalent Western forms, and by so doing, promotes indigenous innovation and indigenous entrepreneurship (or indigenous new entry or new business venture).

It is reasoned that indigenous communities around the world have rich experiences and accumulated knowledge that have enabled them develop explanations of their environments and economic development and sustainability, and by recognizing and valuing such knowledge and experiences, mindfulness facilitates innovations and entrepreneurship.

The facilitating role of IK in developing indigenous innovations and indigenous entrepreneurship is clearly evident, at least in indigenous societies; however, researchers are yet to recognise and explore this dynamics as deserved. Mindfulness not only opens up the mindset of researchers to further explore this phenomenon but also helps society to recognise the contributions and value of IK.

This work is a pioneer in the effort to integrate mindfulness concept into the indigenous entrepreneurship research. By using mindfulness lens to view the relationship between IK, indigenous innovations and entrepreneurship, the study locates mindfulness as both antecedent to and moderator of these relationships.

The concepts of “mindfulness” and “transformational learning” arise from several domains (i.e., traditional and positive psychology, organizational and social sciences, human and organizational learning and development) and are researched within numerous contexts. Given the need to be sensitive to the complexities of multiple levels for analyses (Hitt, Beamish, Jackson, & Mathieu, 2007), our discussion of individual mindfulness in organizations is centered on the micro level of analysis. This construct of individual mindfulness differs from two constructs at the macro, or organizational, level of analysis: “collective mindfulness” – the practices and processes high-reliability organizations employ to increase organizational reliability – and “mindful organizing” (Langer, 2000; Weick & Putman, 2006; Weick & Roberts, 1993; Weick & Sutcliffe, 2007; Weick, Sutcliffe, & Obstfeld, 2002).

This paper aims to explore the effect of employees’ state mindfulness, a short period of mindful presence, on the quality of the service they provide in a service encounter.

Three studies are conducted. A pilot study explores the relationship between state mindfulness and service encounter quality. Experiment 1 examines whether a 15-min mindfulness exercise results in an increase in service employees’ state mindfulness. Experiment 2 tests whether induced state mindfulness produces higher service quality and whether a reminding technique can prolong state mindfulness between service encounters.

The results demonstrate the following. First, that more mindful employees provide better service quality. Second, that a short, easily implemented, mindfulness exercise can reliably increase employees’ state mindfulness. Third, induced mindfulness has an impact on subsequent service quality in terms of reliability, assurance, empathy and responsiveness. These effects persist regardless of the service encounter structure (high vs low structure) or the degree of emotional labor involved (high vs low emotionally charged). Finally, the reminding technique developed as part of this research suggests that state mindfulness can be maintained between service encounters.

As simulated (programmed) customers are used, independent evaluators to assess service quality are used. Service providers in this study are college students; future field studies should consider a wider range of service providers. The research focuses on state mindfulness; exploration of trait mindfulness offers future research opportunities.

To the best of the authors’ knowledge, this research is the first to empirically examine the link between mindfulness and service quality. It shows that mindfulness can be induced, and through a reminding technique be maintained, and improve service quality across service interactions. This is a powerful finding for marketing managers, for it offers a new method to enhance service provision. Moreover, this research implies that the increase in service quality is likely to be accompanied by reduced job burnout: a double win for employees, employers and customers.

Focusing on decisional control of the outcome provides only a partial picture of how firms may handle customer complaints and ignores many (alternative) opportunities to recover the relationship with the customer when service delivery fails. The purpose of this paper is to introduce other types of control and explore their effects.

This paper conducts a field study using survey instruments to collect data from real consumers, which are subsequently analyzed with structural equations modeling.

The main conclusion of this study is that there is more to control than having a choice. Different types of control have differential main effects: behavioral control affects distributive justice, cognitive control affects procedural justice and decisional control affects interactional justice (which in turn affect satisfaction and loyalty).

Service recovery research should include behavioral, cognitive and decisional control of the service recovery as aspects of the firm’s organizational response to customer complaints. The effects of these customer control types on satisfaction and loyalty are mediated by dimensions of justice.

Firms should offer complaining customers information to interpret and appraise the failure (cognitive control), opportunities to personally take action and influence the recovery (behavioral control), and choices in the recovery process and outcome (decisional control).

This study is the first to offer a comprehensive investigation of the subtle interrelationships between types of control and dimensions of justice in a service recovery context.

The choice overload (CO) phenomenon, whereby having many options leads to negative consequences, has been studied widely in psychology and marketing. However, empirical evidence of CO in the tourism context is limited, even though people often encounter numerous choices (e.g., vacation destinations, airfares, hotels, tours) at different stages when planning their holidays. Investigating CO in tourism and hospitality is important because (online) travel advisors are providing tourists with numerous choices, yet they do not know whether or not these decision makers are content after choosing from these large choice sets. This chapter proposes to review and apply insights garnered from the CO literature to tourism research. Accordingly, the chapter proposes five groups of solutions for tourists and travel advisors to avoid CO effects: reducing decision task difficulty, reducing choice-set complexity, reducing preference uncertainty, focusing on decision goals rather than the means to achieve those goals, and adopting appropriate decision-making styles.