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In the aviation sector adversity faced by female pilots stemming from stereotypes, prejudice, and discrimination are well documented. Such adversity in the workplace can cause occupational stress, which may be greater for female pilots, and this influences individual resiliency, impacting job performance and wellbeing. Resilience may be a mitigating factor for coping with occupational stress and individual resilience can be factored into an organisation’s resilience as a whole. When organisations face challenges, there is a need for resilience in order to survive and adapt during disruption and adversity. Resilience with respect to employee and workplace contexts includes both personal resources among the employees as well as workplace resources that are connected to the workplace and organisational environment. As resilience continues to emerge as part of a human capital management strategy, the need to understand the role of the workplace is magnified. For aviation, understanding resilience can potentially inform organisational interventions to address the known occupational stressors and workplace adversity to increase employee performance and well-being. The role of workplace adversity and perceptions of workplace resource availability including supportive environments are discussed in relation to how they influence employee resilience specifically in the aviation industry. The aim of this chapter is to define resilience specific to employee and workplace contexts, introduce personal and workplace resources to influence employee resilience, and discuss the role of occupational stressors specifically for women in male-dominated career fields such as aviation.

Describes for employers some of the benefits and advantages – long and short term – of taking on students on work experience. They give hints and advice for maximizing the success of the placement both for the student and the employing organization. Guidelines are given on getting the best out of the students and their schools and colleges. Supplemented with an appraisal of the risks and potential disadvantages, ensuring that employers have clear, realistic expectations of the placement.

In 2014, Paul Gill et al. introduced a study of 119 lone-actor terrorism cases, and found that lone-actor extremists could be more accurately identified by their behavioural characteristics and activities, rather than their extremist ideologies. The study was said to have significant impact on intelligence analysis in the field of counterterrorism. The purpose of this paper is to apply Gill et al.’s findings to financial intelligence investigations, to assist investigators with the detection and prevention of lone-actor terrorist financing.

This article provides an overview of the key findings provided by Gill et al. It then discusses the indicators of lone-actor terrorism in the context of financial intelligence investigations, and sets out methods to improve financial intelligence investigations to better identify and stop lone-actor terrorism in the future.

By applying traditional financial intelligence techniques, which focus on assessing an individual’s activity and behaviour, with open-source intelligence gathering, financial intelligence investigators will be better equipped to identify lone-actor terrorism and its financing moving forward.

This article will be of value to investigators specializing in terrorism and financial crime, as it will assist them in the identification of a proliferating security threat, the lone-actor terrorist. While the article relies on the findings provided by Gill et al., it takes a new approach by applying those findings specifically to the financial intelligence sector, to improve investigations related to terrorism.

The purpose of this study is to investigate career choices by female graduates from science, technology, engineering and mathematics (STEM) to determine factors that influenced their entry, abandonment or persistence of STEM careers.

Life history narratives were collected from a sample group of employed citizens and expatriate women (all STEM graduates) in the United Arab Emirates (UAE). Content of interview transcripts was analyzed for emergent themes of influence on these participants career decisions.

Four significant themes of calling were found: gift of intellect, belief in a faith, shared community and meaning of work. A typology of calling was constructed to reflect these themes influences on the entry, abandonment or persistence of women in a STEM career.

The results of this study were from a small sample of women in a particular country. The implication is to extend this study to a larger number of participants and to other countries to generalize the results.

Insight into career decisions of female STEM graduates impacts on employee recruitment and retention policies within those professions.

Research originality is evident, to the best of the authors’ knowledge, as this is the first study to explore the influence of calling for careers of STEM women working in the Middle East North Africa region.

The purpose of this study is to map the implications and competencies for Industry 4.0 to the hard and soft aspects of total quality management (TQM).

The author/s collected data from purposively drawn samples of early-career engineering professionals (ECEPs) using a cross-sectional survey. A total of 20 ECEPs from three small-class cohorts (2014, 2016 and 2018) participated in the survey. The author/s analyzed data using the Kruskal–Wallis test and Wilcoxon–Mann–Whitney test to establish the effect of cohort and gender on the implications and competencies for Industry 4.0. The author/s then mapped the top- and bottom-ranked implications and competencies onto the hard and soft aspects of TQM using a matrix.

Based on the cohort, significant differences p < 0.05 existed in the interests and competencies for Industry 4.0. In congruence, the 2014 cohort had the highest number of “unique” top- and bottom-ranked competencies and implications spanning the hard and soft TQM. Based on gender, nonsignificant differences p < 0.05 existed in the interests and competencies for Industry 4.0. The male and female ECEPs' “common” top-ranked implications appeared under the hard and soft TQM. All their “common” top-ranked competencies appeared under the hard TQM, while all their “common” bottom-ranked competencies appeared under the soft TQM.

The sample size, context/discipline and perceptual data are limitations.

Optimizing an existing TQM framework/matrix to design Industry 4.0 TQM, advanced as TQM 4.0.

Perspectives of early-career professionals for TQM 4.0 implementation.

Through a systematic literature review covering 15 years, this paper aims to identify and annotate the barriers that hinder the career development of women working in the construction industry. Furthermore, it describes publication trends that have contributed to the evolution of the topic.

A systematic literature review of credible sources in different databases has been carried out for the period from 2000 to 2015. By means of thematic analysis, a data set of 60 articles has been analysed.

The topic has been and still is of interest to the research community. Women who work in the construction industry in different countries confront numerous career barriers, the more frequent being the difficulty of balancing work and family, and the lack of professionalism in human resource management.

Some publications related to the topic might have been inadvertently omitted. Hopefully, this paper can be valuable for informing future research directions.

The paper is useful to human resource managers to understand how their practices influence women’s career development, gender equity and organisational injustice, and how to improve them. It informs policies to reduce gender discrimination and guides researchers interested in gender diversity in the industry.

A clear vision of career barriers affecting women is required to find solutions and improve the fairness and justice of business practices.

Previous studies do not offer a comprehensive and up-to-date review covering such a wide time period and so many countries. It will have implications in the identification of initiatives critical to achieving lasting change in gender equity in the construction industry.

The purpose of this paper is to attempt to theorise difference as encountered by a team of six diverse researchers interested in addressing cultural and religious diversity in sexuality education. Drawing Todd's (2003, 2011a, b) concepts of “the crossroads”, “becoming present” and “relationality” in conversation with Barad's (2003, 2007, 2012) ideas around relationality and intra-activity, the paper explores how “difference” in team research might be re-conceptualised. The aim is to theorise difference, differently from Other methodological literature around collaborative research. Typically, this work highlights markers of difference based on researcher identity (such as gender and ethnicity) as the source of difference in research teams, and examines how these differences are worked through. The aim of this paper is not to resolve difference, but understand it as occurring in the relational process of researchers becoming present to each other. Difference that is not understood as the product of the individual (Barad, 2012), may engender an orientation to ethical relationality, whereby research teams might hold in tension a conversation between the individual and the collective.

This paper is philosophical and methodological. It draws on conceptual understandings from feminist educational philosophy and new materialisms. Findings are based on empirical experiences of a team of researchers exploring cultural and religious difference in sexuality education. Its aim is to re-think the ontology of “difference” as conventionally understood in qualitative methodological literature around team research.

The contribution to conceptualising difference in research teams is to apply Todd's (2011a) theoretical work around “becoming”, “relationality” and the “crossroads” and further delineate it with Barad's (2012) concept of intra-activity. Combining these theorist's ideas the paper offers a conceptualisation of difference that is not the product of individual researcher identities that manifests at the point of collision with (an)other identity. Rather, difference becomes intra-actively in meeting at the crossroads where the “who” is formed. The author argues it is a configuration that cannot be known in advance, and that blurs individuals (and contingent identities) in its uniqueness.

Although conceptual in nature, this paper can be seen as having implications for working with difference in research teams. Drawing on Todd (2003, 2011a) what becomes important in attending to difference in research teams is being openly receptive to the Other. For instance, that the differences of perspective in relation to a research project are not melted into consensus, but that the singularities are always held in relation to each-other.

This paper takes new and emerging ideas in educational philosophy and new materialisms around relationality and applies them to a re-thinking of “difference” in qualitative methodological literature. The result is to offer a new ontology of “difference” as experienced by members of a qualitative research team. It also brings the work of Barad and Todd into conversation for the first time, in order to think ethically about how researchers might work with difference.