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This paper aims to analyse the impact of the European Union (EU) Directive on the quality of sustainability reporting under the institutional theory lens. Specifically, the authors evaluate what kind of institutional pressure has the highest impact on the quality of corporate disclosure on sustainability issues.

The authors build a quality index based on the content analysis of sustainability information disclosed, before and after the transposition of the Directive, by Italian and Spanish companies belonging to different industries. The authors use an OLS regression model to analyse the effect of coercive, normative and mimetic forces on the quality of the sustainability reports.

The results highlight that normative and mimetic mechanisms positively affect the quality of sustainability reporting, whereas there is no evidence regarding coercive mechanisms, indicating that the new requirements do not provide a significant contribution to the development of better reporting practices, at least in the two analysed countries.

To the best of the authors’ knowledge, this is one of the few studies assessing the quality of sustainability reporting through an analysis involving the period before and after the implementation of the EU Directive. It enriches the literature on institutional theory by analysing how the different dimensions of isomorphism affect the quality of information disclosed by companies according to the EU requirements. It contributes to a better understanding of the impact of the non-financial information Directive, and the results of this paper can be relevant for regulators, practitioners and academia, especially in view of the adoption of the new Corporate Sustainability Reporting Directive proposal.

The use of mindfulness interventions (MIs) as means to manage unwanted or undesirable affect and behaviour has increased in popularity recently. This has resulted in the trial of MIs as a means to benefit well-being within prisons, with some intention of reducing recidivism. This study aims to examine current research regarding the use of MIs within prisons.

A total of 14 studies were manually selected for review inclusion according to their determined eligibility. All studies were required to have taken place in a prison and to include an explicit mindfulness intervention, including mindfulness theory and practice.

Most interventions reviewed demonstrated success, particularly when tailored to the unique needs of a prison environment. Positive changes reported included improvements in participant mental health symptoms, as well as reduced stress and increased mindfulness skills. Some preliminary evidence was provided to indicate the potential longevity of some of these benefits. This review further highlighted some significant questions regarding the generalisability of the proposed suitability of MIs within prison environments including practical delivery constraints and the lack of acknowledgment of the unique challenges and circumstances faced by prisoners.

The findings of this review show positive potential for the use of MIs within prison populations, where these are well-linked to mindfulness theory and to the needs of inmates. The review also suggest that MIs should be investigated thoroughly, examining potential negative implications alongside positive changes. There needs to be further review of the role of MIs within prison populations to ensure their suitability in the custodial environment.

MIs are somewhat inflated in terms of predicted outcomes and sometimes applied to potentially unsuitable groups. A significant gap within the literature also persists regarding potentially negative implications associated with MIs, particularly within unique prison populations. Prison treatment programmes should be developed with careful consideration of unique prisoner needs in comparison to a general population.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

The aim of this chapter is to introduce the aims of the book, how it is structured and introduce the main concepts of positive psychology and positive education. This includes a brief history of positive psychology and how it led to its application in schools as positive education. The chapter introduces positive education, what it is, why wellbeing is important in education and some of the main frameworks for positive education being used in schools. A rationale for why the focus of this book is on positive education and at all levels of those involved in education in the UK is also provided. Namely, to address whether positive education is too positive for the UK (Robson-Kelly, 2018).

Evidence suggests supported living can improve functioning and reduce need. However, its lack of a clear definition has presented significant challenges to establishing a definitive evaluation of its efficacy. This study aims to evaluate the efficacy of a defined model of supported living using in terms of reductions made to aspects of clinical and social recovery.

A naturalistic, non-controlled assessment was conducting using using the Camberwell Assessment of Need Clinical Scale with a sample of adults with severe and enduring mental illness residing with a UK-based mental health company at 1 of 12 UK locations.

Analysis regarding preliminary outcomes relating to health and social need is presented with comparison between admission and six-months post-admission (N = 90). Additional analysis relating to outcomes at 12 months is also provided (N = 39). Significant outcomes are noted at both timepoints in terms of reducing unmet need and levels of formal and informal help given/required during tenancy.

The findings support that, even in the absence of clinical recovery, opportunities exist to make meaningful and valuable improvements to unmet need and functional independence, with implications for clinical practice in the context of supported living.

The findings provide encouraging early indications of the benefits of the model in making meaningful reductions to functional and psychological needs in individuals with severe and enduring mental illness.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

The purpose of this study is to see if the affirmative results seen in the pilot study of the positive addiction recovery therapy (PART) programme are replicable and durable given a new cohort of participants. PART is a programme of work designed to improve the recovery and well-being of people in early addiction recovery. Its foundation is in the G-CHIME (growth, connectedness, hope, identity, meaning in life and empowerment) model of addiction recovery. It also uses the values in action character strengths and includes a set of recovery protection techniques.

This study uses a mixed method experimental design, incorporating direct replication and a follow-up study. Measures for recovery capital, well-being and level of flourishing are used to collect pre-, post- and one-month follow-up data from participants. The replication data analysis uses the non-parametric Wilcoxon test, and the follow-up analysis uses the Friedman test with pairwise comparison post hoc analysis. The eligibility criteria ensure participants (n = 35) are all in early addiction recovery, classified as having been abstinent for between three and six months.

This study found a statistically significant improvement in well-being, recovery capital and flourishing on completion of the PART programme. These findings upheld the hypotheses in the pilot study and the successful results reported. It also found these gains to be sustained at a one-month follow-up.

This study endorses the efficacy of the PART programme and its continued use in a clinical setting. It also adds further credibility to adopting a holistic approach when delivering interventions which consider important components of addiction recovery such as those outlined in the G-CHIME model.

This study adds to the existing evidence base endorsing the PART programme and the applied use of the G-CHIME model.

Literature about transparency in public-sector organizations has been attracting the attention of scholars for the last two decades. This study reviews the existing literature with the intention of creating a description of the state of the art, categorized by geographical areas, levels of government, topics, and methodologies.

The authors have developed a structured literature review following a rigorous protocol. The initial search was launched on 25 April 2022 on Scopus and Web of Science, resulting in 3,217 articles. After removing duplicates and studies that did not meet all the inclusion criteria specified in the review protocol, the final sample includes 956 articles from 1991 to 2021.

The analyses show a considerable increase in studies since 2005, especially in the last two years, when 30% of the publications have been produced. Most of the studies analyze the national/central level of government. Many authors compare different countries, while other scholars focus on specific countries, overall, the USA and the UK. The local level of government has also been widely studied, especially in the Spanish and Chinese contexts. The most frequently used methodologies are quantitative and empirical techniques, and the most common topics are those associated with accountability.

This study uses a huge sample (956 articles over the period 1991–2021), which has never been used before, to examine the literature on transparency. The structured literature review facilitates the identification of gaps that can be filled by future studies. These include analyzing transparency in specific geographical areas like Africa, Asia, and Latin America, studying transparency at different levels of government, especially at the regional and federal levels, and providing comparative studies and case study collections.