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Purpose: Since its inception in 1987, the literature on the VUCA that represents the volatile, uncertain, complex, and ambiguous nature of the business environment has progressively increased. This study systematically evaluates the vast literature on the VUCA world. Since review-based studies have been criticised as biased, this study uniquely amalgamates bibliometric analysis with content analysis, thereby taking a research triangulation discourse.

Need of the Study: This study was conducted to consolidate the literature about the VUCA environment and uncover the foundational and emerging themes for future research agendas.

Design/Methodology/Approach: This study conducts a performance analysis and science mapping of 193 carefully selected articles (using PRISMA) published in various sources during 2012–2023. Articles for the study were procured from the SCOPUS database. While performance analysis focused on analysing publication and citation evolution, thematic evolution, leading publications, country publication analysis, and most relevant authors and sources. On the other hand, science mapping revealed conceptual structures (keyword plus co-occurrence analysis and thematic maps) and intellectual structures (co-authorship analysis). VOSviewer and Biblioshiny (R-tool for comprehensive science mapping) were used for this study’s choice of application.

Findings: This chapter concludes with future research agendas using content analysis of the ‘scope for the future research’ section of selected publications and bibliographic coupling (to unearth emerging themes).

Practical Implications: The work presented in this chapter will help the researchers gain a structured conceptual, intellectual, and social understanding of the vast literature on the VUCA environment.

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.

Introduction: The concept of diversity encompasses not only an individual’s self-perceptions but also perceptions of others. It exerts an influence on individuals’ social interactions. The promotion of workforce diversity within an organisation holds considerable importance for several reasons. These include the impact of globalisation, the amalgamation of ideas stemming from diverse ethnic groups, the inclusive progress facilitated by individuals from varying economic and religious backgrounds, and the unique perspectives brought to work by those hailing from different regions of the country.

Purpose: Literature exhibits that the perception of organisational justice is a crucial factor in elucidating the dynamic between subordinates and their supervisors, and its consequential effect on the long-term viability of the enterprise.

Methodology: The research reports responses from 107 Delhi NCR employees. Before the main investigation, a pilot study with 20 employees was conducted for assessing the scale’s reliability and validity.

Findings: The current study has provided evidence indicating that different dimensions of organisational justice have a significant impact on individual work behaviour, specifically task performance behaviour (TP), employee silence (ES), and organisational counterproductive behaviour (CBP). Moreover, this impact is influenced by several factors, including emotional intelligence (EI), social desirability, and the age of employees.