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Three scenario-based experiments were conducted to explore the influence of the base option’s price format (just-at vs just-below) on tourists’ upgrade intention. The findings of this research indicated that tourists are more inclined to upgrade the option when the base option’s price is presented in a just-at condition due to the mediating role of tourists’ price perceptions of the upgrade option. This study discovered that the just-at (vs just-below) pricing strategy can lower tourists’ price perceptions of the upgrade choice. This research further explored the moderating of tourists’ mindsets. It was found the threshold-crossing effect will disappear for tourists with fixed mindsets. This study also provides practical implications for travel service providers to set up appropriate pricing strategies to attract tourists to make upgrade decisions.

This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.

This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.

1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.

This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.

This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.

Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.

The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students.

Eight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and following the completion of the doctoral-level class. The test scores were measured for improvement and for differences between various demographic groups.

The results suggest significant improvement on almost every mindfulness subscale with approximately 5–22% of the variance in subscale scores attributed to participation. Doctoral students over 40 indicated more score improvement than students under 40, and doctoral students of color indicated more significant score increases than White students.

The research involves doctoral-level students which limits generalizability to other levels of education. Based on the findings, scaling analysis should be conducted on other types of students for generalization purposes.

Institutions looking to incorporate wellness practices into curriculum can embed these types of practices into their course design.

Faculty can become more intentional in how they engage students in mindful compassion skills within their academic programs.

The paper adds a quantitative study into the literature surrounding efficacy of wellness practices in structured curriculum. Institutions looking to provide more resources to students to improve their wellness may find the model useful on their campuses, particularly for students over 40 and students of color.

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.

The authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.

The pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).

Additional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.

The school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.

Suggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.

Through a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.

To respond to recent calls for better understanding of the complexities related to happiness management, especially from the employees' perspective, this study examines how corporate volunteering (CV), as one form of corporate social responsibility (CSR), creates sustainable happiness in business organizations.

Theoretical knowledge of CSR and CV as well as the literature on happiness management was examined to form a preliminary understanding of the phenomenon. The empirical section includes a qualitative multiple case study including two company cases of CV in Finland. The data were collected through qualitative interviews. Empirical analysis was made using thematical coding based on existing theory but also by allowing themes to emerge inductively from the data as well.

The study found that CV enables the emergence of sustainable happiness by allowing individual employee volunteers to transition from individual and rational mindsets to collective and emotional mindsets. A third transition was also identified, a process of change in the volunteers' approach in life that the authors describe as “from actual to potential”.

The study provides a theoretical contribution to the existing literature on happiness management by identifying the third dimension, from actual to potential, and depicting the way this allows employees to move from a state of being to becoming and thus the emergence of sustainable happiness. The study also contributes to existing literature on CV and CSR by revealing the way CV, as a form of practical CSR activity, generates happiness. This study concludes that companies' strategic activities that engage with society can create sustainable happiness for employees who participate. In order to achieve this, volunteering employees should have the chance to reflect on their experience and constant support from managers.

This chapter highlights how implementing circular economy principles can help companies working with sustainability to move from a reductionist and waste management approach to marketing competitive circular value propositions that intentionally design out waste (e.g. emissions and pollution) by rethinking, reinventing and redesigning the value chain. Schijvens, a Dutch family-owned corporate fashion textile company, acts as a case for exemplifying successful implementation of circular economy principles as a marketing strategy in a sector that struggles with finding solutions to the ethical challenges of producing and marketing textile fashion. The textile industry has, for many years, been accused of production that is based on environmentally harmful processes and conditions that are not socially fair. Circular economy principles provide a range of suggestions to address the ethical challenges occurring from covering the human needs of having clothes to wear. Yet, implementing circular economy principles is not a panacea. It is not only a question of delivering a technological quick fix but also a question of managing the new processes and human mindset guiding the actions in the value chain. This chapter, therefore, outlines reasons for a different perspective on the traditional linear value chain and related implications managers face when undertaking a journey from sustainability based on a reductionist approach to a closed-loop approach. It is argued that implementing circular economy principles by pro-actively managing the value chain processes based on eco-centric dynamic capabilities can provide even more radical changes than the incremental reductionist approach often associated with being a green sustainable company.

The purpose of this paper is to (a) examine the current state of the digital economy in Southeast Asia (SEA), the challenges and opportunities derived from digital transformation and the digital economy, and the impact of the digital economy on SEA, especially human and physical capital development, and (b) propose policy recommendations for SEA countries to better manage digital transformation.

This is a conceptual paper. The theoretical framework has been built from the three-sector governance approach to identify the issues of the digital economy and propose solutions to address the issues. Specifically, it examines the role and activities of the public sector, the private sector and the third sector to address the challenges posed by the digital economy, especially human and physical capital development.

This paper revealed challenges and opportunities derived from the experience of Southeast Asian countries and proposed several policies recommendations, including a common data policy and payment platform for the Asian region, a good training and development policy to equip the workforce with digital skills, and digital mindset as well as build cybersecurity capability and capacity at the regional level.

This paper is significant as it examines the development of the digital economy from an interdisciplinary perspective – including economics, digitalisation, governance, management, public policy, technology and human resource development. It also provides better insights into how SEA's digital economic development can be further improved to contribute to a sustainable regional economy.

The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.

Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.

This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.

Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).

While most efforts to combat climate change are focussed on energy efficiency and substitution of fossil fuels, growth in the built environment remains largely unquestioned. Given the current climate emergency and increasing scarcity of global resources, it is imperative that we address this “blind spot” by finding ways to support required services with less resource consumption.

There is now long overdue recognition to greenhouse gas emissions “embodied” in the production of building materials and construction, and its importance in reaching targets of net zero carbon by 2050. However, there is a widespread belief that we can continue to “build big”, provided we incorporate energy saving measures and select “low carbon materials” – ignoring the fact that excessive volume and area of buildings may outweigh any carbon savings. This is especially the case with commercial real estate.

As the inception and planning phases of projects offer most potential for reduction in both operational and embodied carbon, we must turn our attention to previously overlooked options such as “build nothing” or “build less”. This involves challenging the root cause of the need, exploring alternative approaches to meet desired outcomes, and maximising the use of existing assets. If new build is required, this should be designed for adaptability, with increased stewardship, so the building stock of the future will be a more valuable and useable resource.

This points to the need for increased understanding and application of the principles of strategic asset management, hitherto largely ignored in sustainability circles, which emphasize a close alignment of assets with the services they support.

Arguably, as the built environment consumes more material resources and energy than any other sector, its future configuration may be critical to the future of people and the planet. In this regard, this paper seeks to break new ground for deeper exploration.