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Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

This study investigates theoretical relationships among personality characteristics, preferences for different types of rewards and the propensity to choose a job in auditing by management-related higher education students. Specifically, the authors consider motivation, locus of control (internal and external) and self-efficacy (SE) as personality characteristics and financial, extrinsic, support and intrinsic as types of rewards.

Data were collected through a questionnaire targeted at management-related higher education students in Portugal. Partial least squares structural equation modelling was used to analyse the data.

The full sample results show that different types of motivation, locus of control and SE are related to different reward preferences. The authors also find a positive association between a preference for extrinsic rewards and the propensity to choose a job in auditing. Moreover, when the authors consider the role of working experience in the model, the authors find that the reward preferences that drive the choice of an auditing job differ according to that experience.

This study enriches the literature by assessing preferences for different types of rewards, considering multiple personality characteristics and a comprehensive set of rewards. Furthermore, the authors identify the reward preferences that drive the choice of an auditing career. This knowledge empowers auditing firms to devise recruitment strategies that resonate with candidates’ preferences, which boosts the capacity of these companies to attract new auditors.

Inclination angle has been reported to have an enhancing effect on the thermal-hydraulic characteristics and entropy of some thermal systems. Therefore, this paper aims to numerically investigate the effects of inclination angle, volume concentration and Reynolds number on the thermal and hydraulic characteristics and entropy generation rates of water-based Al₂O₃ nanofluids through a smooth circular aluminum pipe in a turbulent flow.

A constant heat flux of 2,000 Watts is applied to the circular surface of the tube. Reynolds number is varied between 4,000 and 20,000 for different volume concentrations of alumina nanoparticles of 0.5%, 1.0% and 2.0% for tube inclination angles of ±90o, ±60o, ±45o, ±30o and 0o, respectively. The simulation is performed in an ANSYS Fluent environment using the realizable kinetic energy–epsilon turbulent model.

Results show that +45o tube orientation possesses the largest thermal deviations of 0.006% for 0.5% and 1.0% vol. concentrations for Reynolds numbers 4,000 and 12,000. −45o gives a maximum pressure deviation of −0.06% for the same condition. The heat transfer coefficient and pressure drop give maximum deviations of −0.35% and −0.39%, respectively, for 2.0% vol. concentration for Reynolds number of 20,000 and angle ±90o. A 95%–99.8% and 95%–98% increase in the heat transfer and total entropy generation rates, respectively, is observed for 2.0% volume concentration as tube orientation changes from the horizontal position upward or downward.

Research investigating the effect of inclination angle on thermal-hydraulic performance and entropy generation rates in-tube turbulent flow of nanofluid is very scarce in the literature.

The purpose of this study is to review the work–life balance (WLB) among academics. Academics are the pillars of higher education institutions’ (HEIs) mission to provide quality education to students and the community, supporting socioeconomic development. Most academics today are overworked and overburdened with duties, forcing them to work longer hours on weekends and at odd hours. This eventually affects their work–life balance and causes boundary conflicts between work and personal life.

This study proposes a bibliometric analysis to investigate the underlying knowledge structure of this phenomenon by uncovering the past and present themes and predicting future trends of WLB in academia. This review adopts two analyses (bibliographic coupling and co-word analysis), presenting the knowledge structure network. A total of 307 journal publications were retrieved from the Web of Science (WoS) database, revealing significant clusters and themes.

Findings identified central themes, including the issue of women in academia, predictors and the impact of WLB in academia.

Implications towards research and practice relevant to scholars and practitioners are discussed, particularly in balancing academics, professional work and personal life.

This study presents a state-of-the-art bibliometric analysis by uncovering the knowledge structure of academics’ work–life balance in HEIs.

This research examines how universities enhance the virality of their social media messages among students. Specifically, we explore whether and how positive affective content in universities’ social media posts can influence sharing behavior. We also investigate the mediating roles of perceived effort and positive emotional reaction, as well as the moderating effect of visual content (i.e. photos).

Drawing upon the emotions as social information model, we conducted (1) an online experiment (N = 222) and (2) text analysis of 1,269,798 Twitter posts extracted from the accounts of 94 UK universities over 11 years (2010–2020) to test our hypotheses.

The findings show that social media posts containing positive affective content encourage sharing behavior and the relationship is mediated by both perceived effort and positive emotional reaction. An additional finding suggests that the use of visual content (photos) strengthens the relationship between positive affective content and sharing behaviors through an interaction effect.

This study contributes to the scant research focusing on positive affective content in the higher education context. The findings shed light on how universities could create social media communications that engage current and prospective students.

Peer work would previously have been associated with having a lived experience of mental health conditions and working with people in a relatable way to model that context. However, peer support work has since embraced a wider composition from the generic context, seeing that ethnic minorities face many health, social and psychological challenges, especially those deemed Refugees/Asylum Seekers (International Protection Applicants) on their journey to resettlement in host countries. The Health Service Executive's Social Inclusion office plays a crucial role in responding to the health needs of service users from underserved communities. The health and care needs of people from diverse ethnic, cultural and religious communities fall within the remit of the Health Service Executive Social Inclusion office nationally. The context for peer work in ethnic minority communities is that it is a pilot programme evaluated and endorsed as a national programme by the National Intercultural Health Group. It is evidence-based and aligned with national strategy/policy, with training options available to peer support workers. In the Southeast region of Ireland, communities vulnerable to health inequality targeted by the Social Inclusion team would range from Roma to Refugees and International Protection Applicants – formally known as Asylum Seekers. This chapter will focus on these ethnic populations and how peer support work is delivered in these contexts.

Green HRM practices in the hospitality sector are now receiving growing interest. However, the extent to which these practices contribute towards employee non-green workplace outcomes remains largely unknown. This study explores the relationships among green HRM practices, happiness at work, employee resilience, and feedback-seeking behaviour.

The study employs two-wave data from a sample of 306 five-star hotel employees in India. Using partial least square-structural equation modelling, the relationships are tested.

The study’s results demonstrate that green HRM practices positively impact happiness at work, employee resilience, and feedback-seeking behaviour. Additionally, the relationship between green HRM practices and feedback-seeking behaviour and employee resilience is mediated by happiness at work.

Drawing on the Job Demands-Resources Theory, Social Exchange Theory, and Broaden and Build theory, this paper proposes that green HRM practices can contribute to happiness at work, employee resilience, and feedback-seeking behaviour.

To establish a positive connection between green HRM practices and employee outcomes, organizations must recognize the vital role played by happiness at work as a mediator. This means that organizations must implement green HRM practices and ensure their positive impact on employee happiness at work.

The originality of this research lies in its holistic approach to green HRM outcomes, suggesting that the benefits of these practices extend beyond environmental impacts to influence the psychological and behavioural dimensions of employees.

The purpose of this study is threefold: firstly, to compare Pakistani and French consumers’ perceptions of well-being; secondly, to investigate how consumers in both countries relate to food; and thirdly, to assess whether they associate food with well-being.

Thirty participants (15 French and 15 Pakistani) between the ages of 24 and 35 were interviewed, using convenience and snow bowling sampling. Data triangulation was performed by combining three qualitative techniques, word association, photo-elicitation-based interviewing and open-ended questions to explore consumer perceptions of well-being, food and food well-being.

The study’s findings suggest that well-being is a broad concept in which food is an ingredient. Food and well-being share common elements, and food well-being can be defined as an individual’s psychological, physical, social and societal relationship with food ascribed by affordability and food literacy.

Pleasure, sharing and respect emerged as dimensions of food well-being that can be applied to transfigure consumer behaviour and reduce over-consumption, food waste and hunger. The dimensions of well-being and food were explored for both countries to understand their cultural nuances and determine the influence of food on well-being. This comparative analysis will help researchers understand consumers’ preferences for food in various aspects from two regions. This study can potentially contribute to scale development in food and well-being, which can help researchers measure the effects of food and well-being in different sectors of the economy, particularly in health care. The most aspiring aspect of the current research is the insights unveiled during interactions with research participants, which will help develop consumer baseline feelings.

The purpose of this paper is to investigate the impact of blended working (BW) on individual payoffs like psychological ownership (PO), affective organizational commitment (AOC) and digital stress (DS). Additionally, the study also examines the moderating role of organizational optimism (OO) on the relationships stated to determine the boundary condition of the relationship between BW and the individual payoffs.

A longitudinal field survey based on executives employed in the Indian service industries (comprised of state-owned banks, three healthcare and four MNCs) was conducted. Levels of BW, AOC, PO, DS and OO were measured through a validated scale, and the relationships' significance was explored.

The result indicated that BW positively influences AOC and DS, while OO influences PO positively and DS negatively. OO also moderates the influence of BW on PO and DS.

This research extends its contribution to the extant literature by (1) exploring the unique context of research in work conditions (BW) across India, (2) examining macro level factor (OO) in the linkage between BW and psychosocial factors, (3) investigating the moderating effect of OO and (4) considering a relatively large sample for empirical analysis in several waves to study BW and its individual pay-offs.

This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.

The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.

Using inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.

Mentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.