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ESL students often do not utilize the librarian for help or attend library orientation and instruction sessions. Academic librarians and ESL composition instructors need to bridge the gap in order to help guide international students during their academic career. This paper aims to address this issue.

This paper will describe the benefits of relationship building between a librarian and two ESL instructors at the University of Toledo and the information literacy instruction sessions created for two ESL composition classrooms.

The paper finds that librarians and ESL instructors can bridge the gap for ESL students. Understanding the needs of the international/ESL community can help librarians approach ESL instructors or the international/ESL community in a way that allows the ESL student to feel comfortable and to seek out the librarian's assistance as new needs arise.

The collaboration at the University of Toledo indicates that closer relationships are needed between librarians and ESL instructors and that more than one library session is needed to help ESL students feel comfortable with librarians and libraries.

Understanding the culture, values, beliefs, and practices that ESL students bring from their home countries and exhibit in the composition classroom can help librarians create programs that help define library services and help to bridge the gap between services provided by the librarian and the ESL composition instructor.

The very strong relationship built between the librarian and the ESL instructors had a very positive affect not only in the initial trial, but also in developing part of the curriculum for ESL composition students. This paper has great potential value for both librarians who are interested in embedding themselves in ESL programs and for ESL instructors.

The purpose of this paper is to examine pre and post outcome measures following a course of Compassionate Mind Training (CMT). Participants were students enrolled on a Post Graduate Diploma in Cognitive Behavioural Psychotherapy (CBP). The aim of the research was to explore whether CMT would increase self-compassion, compassion for others, dispositional empathy and reduce self-critical judgement.

In total, 21 participants who had enrolled on the CBP programme took part in the study. Data were collected using the self-compassion scale, interpersonal reactivity index, and the compassion for others scale.

Results reveal an overall statistically significant increase in self-compassion scores and statistically significant reduction in self-critical judgement scores post training. There was no statistically significant difference post training on the interpersonal reactivity index or the compassion for others scale.

CMT training may help students develop healthy coping strategies, which they can use to balance their affect regulation systems when faced with organisational, placement, client, academic, personal and supervision demands. Further research and longitudinal studies, using larger sample sizes are needed to explore if cultivating compassion whilst on psychotherapy training helps students build resilience and provide a barrier against empathic distress fatigue, compassion fatigue, secondary traumatic stress, and burnout.

Incorporating CMT into a CBP programme may bring changes in student levels of self-compassion and self-critical judgement.

This inaugural study examines whether incorporating CMT into a CBP programme impacts on students levels of compassion, dispositional empathy and self-critical judgement. The findings from this preliminary study suggest the potential benefits of training students in compassion focused practices.

By the end of this chapter, you should be able to demonstrate an understanding of:

The importance of big data in the information revolution.

The resource-based view of the firm and dynamic capabilities as they relate to big data.

The use of big data in marketing decisions.

Consumer security concerns over the storage and processing of big data.

This study aims to explore the meanings of solo travel for Asian women, focussing on how Asian women construct and negotiate their identities in the heteronormalised, gendered and Western-centric tourism space.

In-depth interviews were conducted with 35 Asian solo female travellers from ten Asian countries/societies and analysed using constructivist grounded theory. The interpretation was guided by a critical stance and intersectionality lens.

The findings show that solo travel provides a means for self-discovery but the path was different for Asian women, for whom the self is constructed by challenging the social expectations of Asian women. Western-centric discourse was identified in the participants’ interactions with other (Western) travellers and tourism service providers, as well as in the ways these Asian women perceive themselves in relation to Western travellers. In addition to gendered constraints and risks, the findings also reveal the positive meaning of being Asian women in the gendered tourism space.

By labelling Asian women, the study risks adopting an essentialised view and overlooking the differences within the group. However, this strategic essentialism is necessary to draw attention to the inequalities that persist in contemporary tourism spaces and practices.

This study investigated Asian solo female travellers, an emerging but under-researched segment. It provides a critical examination of the intersectional effect of gender and race on identity construction for Asian solo female travellers. This study shows the need for a more inclusive tourism space.

In this introductory chapter, I discuss the rationale for this edited collection and the contribution it can make to advancing knowledge of gender inequalities and promoting social justice in the medical profession and medical education. I provide a short overview of and critique of popular debates in the medical community in the United Kingdom and I also discuss briefly research about women’s careers in the United Kingdom and globally. The introductory chapter provides a description of each chapter and its contribution to scholarship about gender, careers and inequalities in Medicine/Medical Education.

This chapter examines the key issues around organisational resilience – what it means for organisations, and the key elements they need to consider if they are looking to increase the ability of their operations to withstand challenges in their environment. Organisations have always had to adapt to changes in their environment, whether as a result of market-based, political, regulatory or technological developments. However, the pace of change and the number and frequency of external shocks, such as the global financial crisis, the COVID-19 epidemic, war and increasing nationalism, inflation, labour shortages, cyber-security threats and environmental crises have increased over recent years. Whilst some of these events could have been foreseen, in that they emerge relatively slowly, such as increasing nationalism, other crises, such as the COVID-19 pandemic could not have been readily anticipated, both for the speed at which it occurred, but the significant impact it had on people and organisations. Clearly, many of these events can have severe consequences not only for society but also for organisations, potentially threatening their survival. Hence organisations are increasingly recognising the need to be both more aware of potential threats or even opportunities by constantly monitoring their environment, but also creating contingency or mitigation plans to become more resilient to such change and shocks. By becoming more aware of changes in their environment and incorporating risk evaluations and mitigation plans into strategy and regular business planning cycles, organisations can become more adaptive and agile to respond more quickly and robustly to such events. Whilst it is not possible to fully mitigate all risks to the organisation, increased resilience can reduce the severity or longevity of negative impacts or support the organisation to seek opportunities from change.

This chapter introduces the concept of overall organisational resilience, and then discusses some more functional areas of resilience: operational, financial, technological, reputational and institutional. The chapter concludes with a consideration of the effects of building greater organisational resilience and what organisations should consider when evaluating where to start on such a journey.

The COVID-19 pandemic has disrupted various systems that drove people to adapt to certain technologies, such as electronic government services, for daily survival and to meet social distancing requirements. Therefore, this study aims to determine the antecedents of e-government use based on prospect theory and modified unified theory of acceptance use of technology (UTAUT) during a pandemic.

Convenience sampling of 368 respondents from Vietnam was conducted, and questionnaires were distributed personally or by email. The data were analyzed following a two-stage structural equation modeling (SEM) using SPSS v23 and AMOS v23. The validity and reliability of the instrument were tested and ensured.

Results show that perceived severity drives government support and social influence while perceived security drives government support, social influence and trust. Social influence enhances government support and trust, which both drives e-government use. Mediation analysis shows that government support mediates perceived the influence of perceived severity on e-government use.

The integration of prospect theory and UTAUT brings into light what will drive the adoption of e-government in the context of Vietnam. Supporting mechanisms, such as security measures, trust-building, government support and social influence, will drive citizens to adapt to technologies provided by the government but would also rely on the perceived risks and benefits.

This study integrates prospect theory and a modified version of UTAUT to explain the drivers of e-government use. The results reveal that under uncertainties, government support is critical in driving the use of e-government for people to manage the daily lives for survival.

The purpose of this paper was to determine whether a model utilizing a number of economic variables in combination with financial ratios results in a model superior to the traditional models including the financial ratios alone. A sample of 110 manufacturing companies which had become bankrupt between 1990 and 1997 were identified from the F & S Index and matched to 110 non‐failed companies on the basis total assets, financial statement date and four digit industry code. The proposed model predicted correctly 87.82 and 87.50 percent of the estimation and holdout samples, respectively. The significance of the coefficients in each year’s model was evaluated by using the t‐statistic corresponding to each coefficient’s value. The overall models are significant at ∝‐level of 0.05.

Based on resource-based and dynamic capabilities theorizing, this study explores how human resource analytics (HRA) can improve human resource management (HRM) performance and organizational performance, with creative problem-solving capability (CPSC) as an underlying mediator for creating value from HRA. It also explores how data quality and HRA personnel expertise act as moderators in this relationship.

Hypotheses are tested in an empirical study including 191 firms using partial least square structural equation modeling technique.

The findings confirm the direct and indirect effect of HRA use and maturity on HRM and organizational performance, as well as the mediating role of CPSC. HRA personnel expertise was found to moderate the relationship between HRA and CPSC, data quality being an important factor.

The findings contribute to the sparse evidence of value creation from HRA use/maturity on HRM and organizational outcomes, providing a theoretical logic of resource-based view and dynamic capabilities view based on the underlying causal mechanism through which HRA creates value. The study identified complementary capabilities which when combined with HRA use/maturity and CPSC result in value creation.

Digital technologies can enable engagement online as well as in physical infrastructures like large lecture theatres. Avoiding a tech-first approach to curriculum design, this article reviews a key resource for the use of a pedagogy-first, co-design approach in a specific instance of developing curriculum for connected learning at scale.

This article summarises key guidance for applying a co-design approach to a large educational transformation project (connected learning at scale) and reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies).

The guidance is found to reflect similar co-development processes in the UK and Vietnam, but adds additional layers of infrastructure and support to enable rich co-design processes. These are seen as proportionate given the impact of large-scale curricula.

This is the first time a review has been conducted from the perspective of different countries.