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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.

With around 40% of global waste attributed to the built environment sector, architects play a significant role in how resources are consumed, produced and wasted. UK architectural educators have made good progress to embed climate emergency issues in design curricula but the challenges of resource use and waste, and the opportunities afforded by circular economy design principles are less well-considered. The purpose of this paper is to provide new insights on how to introduce circular design principles to early-stage architectural design students within university curricula.

The study described took an experimental approach to designing design project briefs across several interlinked studio design projects for 1st-year Architecture students. Structured as a case study, each section describes the project, learning objectives, teaching methods and project reflections informed by a qualitative assessment of student development, outputs and feedback gathered through a questionnaire and focus group.

Introducing circular design early is highly beneficial to the development of knowledge on sustainability issues, critical design thinking and creative solution generation. Examples of beneficial teaching approaches include building systems thinking, facilitating collaboration, supporting learning-through-making, using simple analogies and referencing best-practice examples.

This research builds on limited existing circular design literature for built environment fields and through practical insights fills a significant knowledge gap on ways to introduce a complex and dynamic topic such as the circular economy to early-stage architectural design students as they develop fundamental discipline-specific knowledge, skills and competences.

Explains that creating solutions for children is a difficult process, as they reject much of what is offered to them. Introduces Kid Science: this is essentially a catch‐all term for various relevant disciplines like Psychology, Anthropology, Biology, and Sociology, backed up by Hypotheses (What if...? “). Moves on to empowering children by the Junior Board of Directors that Kids Industries has established which allows children to behave as “mini‐directors” of the company, and the Reverse Engineering framework; this involves taking a product and analysing what makes it work for children. Concludes with the Kids Forum, which involves the children’s parents being briefed about the project and repeating the exercise with the child’s friends shortly after.

The purpose of this paper is to provide a conceptual framework that demonstrates the mechanisms through which talent management (TM) leads to the various dimensions of employee performance.

A literature-based analysis was employed by combining concepts from TM and employee performance. The syntheses of these two concepts lead to the development of the conceptual framework.

The findings show that, implementation of a TM system leads to employee performance, but a TM output mediates the relationship between TM and employee performance.

This paper has contributed to the conceptualisation of TM and employee performance which will help to improve theory, research and practice in all fields concerned with individual work performance.

Current global business challenges and circumstances are responsible for the need for global talent management (GTM) within multinational corporations (MNCs). Social media and networks are becoming key channels for global communication and collaboration. For GTM in MNCs, an effective usage of social media can potentially result in a competitive edge and create value. The purpose of this study is to answer the question of how.

By means of the Delphi method, three groups of experts were interviewed with questionnaires in two rounds: HR managers, HR researchers, and students following a Master of Science program in Business Administration.

The findings show that all groups assessed the necessity of GTM in MNCs. The HR managers and HR researchers agreed on the areas of focus and instruments that are essential for a successful GTM system. But concerning the application of social networks, the groups have different views. The graduate students are especially open-minded about social networks, and therefore they advocate the use of this tool. The HR managers, however, are skeptical toward this new media and even now have not integrated social networks into GTM to a great extent.

This study presents a GTM model for MNCs based on the combined findings from the literature review and the Delphi study. To our knowledge, this is a new approach. The model helps researchers and practitioners to align GTM in MNCs with the support of social media.

This paper seeks to examine the pivotal guiding role of “marketing thinking” in an organization, to identify the obstacles to marketing thinking, explaining how they hinder its implementation, and offering strategies to minimize those negative effects, and thereby, to enable improved marketing thinking and enhanced performance.

Relevant literature is synthesized, to derive a definition of marketing thinking before a conceptual framework is developed, on the basis of which to discuss the potential obstacles.

In viewing marketing thinking as type of questioning, potential obstacles are found to be: what is “familiar” typical questioning practices, and a “static” orientation. Identification and examination of the source and impact of each obstacle can in turn allow for enhanced understanding of both the detrimental effects and the potential benefits of effective counter‐action.

Three types of obstacles to marketing thinking are identified and discussed, but there is no intended implication that only those three exist. If marketing planners will treat marketing thinking as a type of questioning behavior, the identification of additional obstacles is not only possible but likely. Future research can move the agenda in that direction.

Understanding marketing thinking as a special type of questioning is key to developing strategies and plans which allow for maintaining a meaningfully differentiated position in a constantly changing environment of continuously differentiated products and services. Confronting the obstacles to marketing thinking will facilitate that objective.

New strategies are offered to enable practitioners to work around the obstacles to marketing thinking, thereby improving its value as a tool in marketing intelligence and planning.