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In societies marked by inequality, organizations use management techniques and business strategies for sustainability, social impact and ethical activities, with stakeholders often promoting education to effectively address these challenges. This paper establishes an original relation between the development of social entrepreneurship and a deep philosophical comprehension of human existence. Going beyond conventional management theories, the authors demonstrate that specific existential ideas and other philosophical underpinnings provide powerful guiding principles, portraying entrepreneurship as a method to address the underlying social and environmental issues driving inequality.

This study is based on an analysis of relevant articles and is supported by qualitative research on social entrepreneurship. The stories of social entrepreneurs represent good practice in applying the values and insights discussed in modern approaches.

Social entrepreneurs are relentlessly seeking innovative pathways to develop their enterprises. Their intrinsic drive for social entrepreneurship and their unwavering commitment to solidarity are undeniably more aligned with philosophical approaches to management than with the confines of traditional positivist foundations.

Leveraging philosophical approaches that intricately resonate with the ethical and value-driven compass of social entrepreneurs, as opposed to the constraints of conventional managerial methods, holds immense potential in shaping the training and skill development of these impactful visionaries.

The authors' study unveils fresh insights into how social entrepreneurs adeptly navigate interpersonal connections, handle uncertainties and address the paradoxical situations intrinsic to their entrepreneurial efforts to confront social issues.

This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations.

The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations.

The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work.

This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.

The purpose of this study is to develop a model for investigating the sharing of harmful messages by employees using social media using the conspiracy theory from a socio-legal perspective. This study also examines the moderating role of different demographic parameters such as age, gender and education toward sharing harmful messages using social media.

Using the conspiracy theory and social impact theory as the foundation of this study, the authors developed theoretical model and validated it using the structural equation modeling technique with 342 participants from various organizations across Europe and Asia. The study also used different statistical measures to understand the demographic impacts toward sharing harmful messages.

It was found that epistemic, existential and social motives significantly and positively influence employees’ inappropriate message-sharing and seeking behavior, which in turn influences them to share harmful messages on social media. The study also indicates that there are some moderating impacts of employee demography toward sharing harmful messages using social media platforms.

This study investigates the antecedents of sharing harmful messages using social media by employees. The present study could be useful for the organizations leaders as well as policymakers and legal fraternity. The study uses a limited number of feedback to validate the model. Also, this is a cross-sectional study which is another limitation of this study.

This study has proposed and validated a theoretical model by using the conspiracy theory as well as the social impact theory which is unique. Moreover, this study adds value to the existing literature on the harmful impacts of social media and its societal impacts. Besides, the validated model of this study has a high explanatory power which is another uniqueness of this study.

In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.

This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.

The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.

In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.

In this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.

The paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.

The research is limited to problem-solving skills and focused only on first-year business students.

The paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.

The research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.

Through an interdisciplinary lens of positive psychology, this paper aims to explore positive experiences for human transformation, recognising their potential for a positive impact and contribution to the future tourism industry and the Sustainable Development Goals (SDGs).

A literature review forms the basis for the present paper.

Based on an in-depth literature review, four main avenues for positive experience design are proposed: designing transformative tourism experiences and measuring long-term impact; designing digital transformative tourism experiences; facilitating and guiding transformative experiences; and training to guide transformative experiences.

This study contributes to the interdisciplinary body of literature on positive psychology, experience design, and human transformation in the context of tourism. Cutting-edge perspectives are outlined to develop a theoretical and practical understanding of how to intentionally design for positive transformative experiences in tourism and make a positive contribution to the SDG 3 good health and well-being.

本文通过积极心理学的跨学科视角, 探讨促进人类转变的积极体验, 认识到其对未来旅游业和可持续发展目标（SDGs）产生积极影响和做出贡献的潜力。

研究结果 - 基于深入的文献综述, 提出了积极体验设计的四个主要途径, 包括：1）设计变革性旅游体验并衡量长期影响; 2）设计数字化变革性旅游体验; 3）促进和引导变革性体验; 以及 4）培训指导变革性体验。

本研究为有关积极心理学、体验设计和旅游业背景下的人类转型的跨学科文献做出了贡献。本研究概述了前沿观点, 以便从理论和实践上理解如何在旅游业中有意识地设计积极的转型体验, 并为可持续发展目标 3–良好的健康和福祉做出积极贡献。

A través del prisma interdisciplinar de la psicología positiva, este documento explora las experiencias positivas para la transformación humana, reconociendo su potencial para un impacto positivo y su contribución a la futura industria turística y a los Objetivos de Desarrollo Sostenible (ODS).

El presente documento se basa en una revisión bibliográfica.

Sobre la base de una revisión en profundidad de la literatura, se proponen cuatro vías principales para el diseño de experiencias positivas, incluyendo 1) el diseño de experiencias turísticas transformadoras y la medición del impacto a largo plazo, 2) el diseño de experiencias turísticas transformadoras digitales, 3) la facilitación y guía de experiencias transformadoras, y 4) la formación para guiar experiencias transformadoras.

Este estudio contribuye al cuerpo interdisciplinario de literatura sobre psicología positiva, diseño de experiencias y transformación humana en el contexto del turismo. Se esbozan perspectivas de vanguardia para desarrollar una comprensión teórica y práctica de cómo diseñar intencionadamente experiencias transformadoras positivas en el turismo y hacer una contribución positiva al ODS 3 buena salud y bienestar.

The large role that emotions play in the work lives of school-level leaders is absent from much of the research exploring what they do on a daily basis. This chapter discusses future directions for research surrounding the emotional aspects of school-level leadership and how this research can influence practice in meaningful ways. For example, it may be beneficial for future research to focus on principals who are struggling to manage their emotions. This would allow researchers to identify factors or practices associated with school-level leaders who are less able to manage their emotions in a positive manner and provide supports. Further, more large-scale research surrounding school-level leadership is needed to better understand how the ability to manage emotions intersects with other challenges in contemporary principals' work. Research of this nature would also provide additional avenues of support for current leaders. Future directions for practice include an emphasis on changing the culture so that school-level leaders who are struggling feel empowered to reach out beyond their immediate colleagues for supports. Without a renewed appreciation for the emotional aspects of their work, principals, vice-principals and other school-level leaders will be unable to maximise their impact on student outcomes.

In this chapter, the author explains the three components of Trilogy of Taoist Leadership – responsible business, responsible management and responsible leadership. The concepts of business, management and leadership are defined from multiple angles, including an etymological perspective. The historical origins and evolution of these three areas are explored to provide a comprehensive understanding. The chapter concludes with a discussion of the interconnections among the trilogy's components and illustrates how the trilogy can contribute to the development of sustainable organizations.