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There has been a long-running debate as to which is more important in the job market, education or experience. Traditionally, people have looked at these as exclusive traits of one another; however, more progressive thought sees these as complimentary attributes in perspective and existing employees that can be achieved at the same time through proactive activities such as micro-credentialing. This chapter will explore how formal and informal micro-credentialing processes can be put forward in both education and training environments.

The National Oceanic Atmospheric Administration (NOAA, 2022) shows an increase in severity and frequency of natural disasters in the past years with more organisations being faced with surviving these events than ever before. The recent COVID pandemic has shown how every organisation across the globe can be affected by a disaster and the cascading effects that follow. Techniques such as micro-credentialing is a tool that can be utilised by all organisations to ensure a safer outcome from these events as well as being positioned for better continuity of critical operations through the event helping to increase the survivability and profitability of the affected organisation.

The use of micro-credentialing components successfully could be discussed using any field or discipline. To be applicable to all readers, this chapter primarily focusses on the emergency services/management discipline as an example programme of how micro-credentialing can be efficiently utilised to produce a more successful workforce. Emergency management (EM) truly is an interdisciplinary field that utilises many other fields to protect people, organisations, and communities from emergencies and disasters. More importantly, though, there are components of EM that every field should embrace for safety as well as to ensure continuity of operations through any event, thereby making the components in this chapter applicable to all readers regardless of discipline or organisation.

The perception of a situation or reality determines how one responds and awareness is the first step towards understanding, knowing or recognizing it. The majority of the public and the police may be familiar with the phrase ‘cybercrime’, but all of them are fully informed of the nature and scope of these crimes, as well as of the cybercriminals and cyber victims, which has an impact on how they see these issues. This study's main goal was to examine the perception and awareness of cybercrime among undergraduate youth studying in BBA or BCA courses. In this study, we discovered that young people's responses to cybercrime mostly depend on their perceptions of it and their awareness level. To accomplish the study's objective, a thorough examination of existing literature was undertaken. Primary data of 200 students were collected through Google Forms. Percentile analysis, correlation analysis and t-test are done to test the hypotheses. The results of this study may help college administrators better comprehend the mindset of today's youth as they develop laws and policies aimed at reducing cybercrime among students. The results of this study show that the youngsters surveyed have high levels of awareness and a good perception.

This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.

This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.

Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.

This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.

This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.

In the mid-2000s, the operator of New York City’s mass transit network committed more than a half-billion dollars to military contractor Lockheed Martin for a security technology capable, in part, of inferring threats based on analysis of data streams, of developing response strategies, and taking automated action toward alerts and calamities in light of evolving circumstances. The project was a failure. This chapter explores the conceptualization and development of this technology – rooted in cybernetics – and compares its conceptual underpinnings with some situated problems of awareness, communication, coordination, and action in emergencies as they unfold in one of the busiest transport systems in the world, the New York subway. The author shows how the technology, with all the theatrical trappings of a “legitimate” security solution, was apparently conceived without a grounded understanding of actual use-cases, and the degree to which the complex interactions which give rise to subway emergency can be anticipated in – and therefore managed through – a technological system. As a case-study, the chapter illustrates the pitfalls of deploying technology against problems which are not well-defined in the first place, to the neglect of investments against much more fundamental problems – such as inadequate communication systems, and unstable relationships with emergency response agencies – which might offer guaranteed benefits, and indeed lay a firm groundwork for future deployment of more ambitious technology.

This study aims to demonstrate how governmental authorities can take interorganizational network responses to address unexpected situations developed by the breakdown of critical infrastructure, such as communication failure in a hyperconnected society.

This study uses social network analysis to investigate the performance of interorganizational response networks regarding the 2018 KT network blackout, a failure of telecommunication facility, compared to the planned network.

The national fire agency was the most prominent actor in the actual interorganizational network, while the actor was not significant in the planned network in addressing unexpected needs. Moreover, top government authorities were involved in the actual response network because of the national attention on the breakdown of the infrastructure as a focusing event.

Unexpected conditions in the actual response to a technological disaster, such as a critical infrastructure (CI) breakdown, require the involvement of emerging or non-significant actors in accordance with the findings related to other types of disasters. Particularly, communication failure in a hyperconnected society may involve prominent government authorities in the actual interorganizational response because of the event's broad and severe impact on the functions of society.

After completion of the case study, the students would be able to identify and evaluate organizational culture as a critical element of organizational resilience and assess its fit to the business context, evaluate different elements of organizational resilience and their contribution to business adaptation and develop leadership approaches that help adapt and leverage organizational culture to foster individual, team and organizational resilience.

This teaching case covers topics of organizational leadership, including organizational culture and organizational resilience. This case study is appropriate for the postgraduate and executive education programmes. This case study covers the approach to organizational leadership and resilience of the OKKO, a Ukrainian retail petrol station network. The dilemmas considered by top managers of the company emerged in February–April 2022 amid the unfolding Russian invasion of Ukraine. The case study protagonists solved multiple business and organizational dilemmas to continue efficient business operations while allowing the organization to adapt to a complex and fast-changing environment. They leveraged a distinct corporate culture, strong employee engagement and established business processes and management practices to ensure the viability of the business.

This case study is appropriate for postgraduate and executive education programmes. The level of difficulty is light to medium. Recommended pre-requisites are understanding human resources management terminology and reviewing preparation materials. The case study is suitable for teaching courses in leadership, people management and organizational development that cover corporate culture, leadership and organizational resilience.

CSS 6: Human resource management

Teaching notes are available for educators only.

The population of internationally forcibly displaced people, which includes refugees and asylum seekers, is large and heterogeneous. To determine the varying reasons for and experiences during the migration journey, including exposure to violence and health- and integration-related needs, there is an urgent need to involve children with refugee backgrounds in research and development activities. This chapter describes a model for the child participatory approach developed at Barnafrid, a national competence centre on violence against children at Linköping University in Sweden. The model has been tested in the Long Journey to Shelter study, which investigated exposure to violence and its consequences on mental health and functional ability among forcibly displaced children and young adults. As part of this project, we conducted workshops with children (n = 36, aged 13–18 years) to design a questionnaire on exposure to community violence in the country of resettlement. Experiences recounted during the child participatory workshops indicated no problems involving newly arrived children with refugee backgrounds and Swedish-born adolescents in research activities. However, attention should be paid to proper preparatory work and the need for adjustments. We discuss the results in light of other studies on refugee child participation, the United Nations Convention on the Rights of a Child and diversity considerations.