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This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter 1, it starts with an overview of commonly used wellbeing models and frameworks from positive psychology adapted for application in schools. The chapter also explores the significance of positive education in enhancing educator wellbeing and shares experienced-based insights on how positive education has been implemented effectively, or not. As part of this, the chapter identifies common implementation challenges and offers key recommendations for achieving success. Aligned to this book’s overarching objective of connecting theory with practice, it provides empirical and practical insights, including a Positive Psychology in Practice case study of a UK educator’s experience with embedding positive education in further education (FE).

This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.

This chapter explores the many dynamics of diversity initiatives and presents a central argument that diversity initiatives are most effective when organizational leaders create and strategically implement them to form an inclusive organizational culture. This chapter addresses diversity from a global perspective in three ways. First, it defines diversity and emphasizes one goal: diversity of perspectives. Second, it advocates for creating an organizational culture to overcome conflicting aspects of traditional, demographic-centered, or individual-centered diversity initiatives. Third, it introduces the DURCI Diversity Model, which stands for Define, Understand, Review, Communicate, and Implement, as a five-step method to foster a diverse, inclusive organizational culture. This chapter begins with a definition of diversity as efforts to synchronize unique demographic groups. It emphasizes the importance of defining diversity as it applies to an organization and ultimately creating an organizational culture that transcends individual demographics and defines diversity by what it means explicitly to the organization, including what diversity the organization already possesses. This chapter proceeds to use nonprofit, private, and public organizations, such as the US Department of Health and Human Services, Google, the American Red Cross, Cisco Systems, Americans for the Arts, the National Diversity Council, and the Gates Foundation, to illustrate the wide applicability of the DURCI Diversity Model to frame successful organizational diversity initiatives.

Restorative justice (RJ) approach is currently not a mainstream practice for addressing the issue of intimate partner violence (IPV) in Singapore. In IPV, the persons affected are not limited to the persons experiencing violence (PEV) and persons using violence (PUV). There is a ripple effect when IPV happens and oftentimes, children, significant others and people in the community are negatively impacted. In short, IPV hurts self and relationships. Being relational in focus, the authors believe that an RJ approach can bring about healing and growth for persons directly or indirectly affected by the violence by building connectedness and a person’s relational capacity.

The authors proposed a framework for IPV work in the context of males using violence and females experiencing violence. Anchored in four working principles that are based on RJ, this framework seeks to guide practitioners to journey with affected parties in their healing process. In their endeavour to make a case for RJ in IPV work, the authors also offered possibilities and challenges for restorative IPV intervention in Singapore’s current landscape.

The authors strongly believe that an RJ-influenced practice has the potential to break the violent cycle by disrupting the conditions associated with IPV, including isolation, economic stress and societal norms regarding gender expectations. The authors also opined that an RJ-influenced practice can create a sustained longer-term outcome of healthy relationships through establishing non-violence behaviour as a societal norm.

This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU). PAUACR is a university’s and its students’ capacity to bounce back from post-disaster educational challenges. PAUACR requires a strong caring response and authentic academic care environments. For the University of the Virgin Islands (UVI), PAUACR following Hurricanes Irma and Maria was crucial to ensure students successfully completed the academic year. To assess UVI’s PAUACR, this study utilized a caring about academic caregiving inventory (CAACI). This 49-item instrument was used to gain students’ discernment of post-disaster authentic university academic care (PAUAC). The research employed a cross-sectional exploratory survey research design. The empirical analysis found associations between the structural workings of UVI’s academic caregiving in the aftermath of hurricanes Irma and Maria. These findings offer distinctive indicators of UVI’s PAUACR. Along with the findings, this chapter offers practical lessons of academic resilience drawn from the experience of conducting post-disaster research.