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This chapter highlights the perspectives, examples, and applications on the current trend in teaching and learning counseling ethics education in a more effective way. The trend utilizes inquiry-based learning concept and educational activities to foster counselor education training programs fast-forward in meeting the social demands and global challenges. The discussion is based on the theme emerged from an interpretive case study research conducted by the authors, in addition to the insightful literature authored by the profound educators and counseling researchers, globally. Teaching and learning counseling ethics education is an integrative effort and is more than just content acquisition from textbooks. In addition, the inquiry-based teaching and learning approach can be a tool in finding solutions for authentic problems through in-depth investigations while learning counseling ethics education. This chapter hopefully will improve counselor educators’ ability, strengthen counselor education training programs’ capability, and expand counseling students ethical competency; for creating innovations and adaptations in teaching and learning counseling ethics education, utilizing inquiry-based learning toward enhanced professional ethical practice in counseling realm.

Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of ‘regionalism’ for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies.

This article explores the contribution of ethnographic studies to our understanding of multinational corporations, through a literature review and through a case study of BMW Plant Oxford. The study considers that ethnographic studies can provide a more complex view of power relations between managers and workers, and can develop embedded perspectives taking into account the influences from outside the firm on its employees’ actions, developing the image of the firm not as a solitary entity, but as embedded in complex global networks and social discourses.

The purpose of this paper is to offer theoretical and methodological guidance for ethnographers of finance and financialization. It critiques the notion of financialization as a macro process and argues for more in-depth ethnographic studies of professional financial actors.

The author analyzes existing ethnographies of financial “elites” and “non-elites” and draws on his years of employment at two contrasting British retail stockbroking firms. The concepts of “identity” and “self” are used to analyze the ways in which professional financial actors are shaped by their activities and working cultures.

The processes through which financial actors are constructed and the consequent ways in which they come to understand their professional selves are influenced by a variety of dynamics: occupational and organizational cultures and practices, the nature of the work itself, technological development, and social interactions with colleagues.

The paper demonstrates the situated nature of financial action and suggests that future research grapples with these dimensions.

The application of an ethnographic perspective to British retail stockbroking and the method of “ethnographic reflection” evoked to achieve this are new contributions. The broad analysis of ethnographies of finance through the lens of identity offers a fresh view of the literature. The paper may be of interest to those wishing to study stockbrokers, financial actors, and financial organizations, as well as those in the social sciences, more generally, who are interested in the micro-dynamics of organizations, financialization, and capital circulation.

The outbreak of the SARS-CoV-2 (COVID-19) pandemic has caused significant disruptions to academic activities in educational institutions across countries of the world. In the context of transnational higher education (TNHE), the pandemic has led to major shifts in face-to-face teaching and learning, students’ support services and student engagement. While a number of scholarly studies have examined the effect of the pandemic on education provision across different educational levels, not much has been done to address existing gaps in how academic leaders could support the transformation of the TNHE sector to respond to current disruptions. In order to address these gaps, the current study adopts a case study approach to examine the complex and evolving academic leadership roles in TNHE institutions in Ghana with respect to remote teaching and learning and virtual team activities. The current study addresses the following questions: What academic leadership approaches are essential to developing innovative practices in host TNHE in order to meet the learning needs of students during and after the pandemic? How can transformational leadership approaches interface with institutional theory to provide new direction for transforming TNHE during and after the pandemic? How can academic leadership roles support the transformation of TNHE during and after the COVID-19 pandemic? As a major contribution for addressing gaps in academic leadership roles in TNHE environments especially during COVID-19, the current study proposes an eight-component transformation model. The study concludes by arguing that the challenges facing TNHE especially during the current period of disruptions will require a transformative and innovative academic leadership approach that would ensure that education delivery addresses current and future students’ learning needs.

This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a mid-sized public Greek University. It describes a multivariate methodology research that investigated how the students, first-hand experienced the unexpected changes from face-to-face on campus to synchronous online education during the lockdown and how they coped with these changes. Change is considered and described as a main component within current life and career trajectories addressing chaotic and unpredictable circumstances while Chaos Theory of Careers (CTC) offers the theoretical background of the chapter. The research followed the mixed methods paradigm: a multilevel embedded sequential explanatory design including a participant selection model and multivariate data analysis methods. A survey (N = 621) was conducted; individual interviews and focus groups’ discussions further explained the quantitative findings. The emerging clusters of students revealed similarities in feelings, motivation, adaptation, and life career skills development. The first cluster comprised of older, digitally high-skilled students, with the required technological equipment, adaptable to change, self-regulated, strongly in favor of synchronous online education; in the second cluster were grouped the younger, digitally medium-skilled students, who regularly participated in both modalities, critically recognized the advantages of either one, feeling strongly in favor of a combination; finally, the third cluster included digitally medium-skilled students who found serious difficulty in using online platforms, dissatisfied with social isolation and distant interaction, strongly preferring face-to-face instruction, valuing direct physical contact, social connection, and networking.

To summarize and build on research that explores the influence of culture on team dynamics, particularly over time. Specifically, we explore culture and teams from a dynamic perspective by providing a framework for understanding both how culture influences team dynamics over time, and where interventions should be targeted at different points to maximize the potential benefits of cultural diversity.

Drawing from a prominent model of team development (Kozlowski, Gully, Nason, & Smith, 1999), we provide mechanisms through which culture exerts an influence, as well as the practical approaches that will be best suited for mitigating potential negative effects at different points in time.

We focus on the following phases: team formation, task compilation, role compilation, team compilation, as well as team maintenance. At first, surface-level characteristics and subgroup formation should be closely monitored along with interventions to develop a group identity when teams are being formed. Later on, emergent states (e.g., trust, conflict) can come to the forefront as team members can develop multiple memberships or yet be resistant to performing in an adaptive manner.

We identify key avenues for future research to serve as a foundation for those studying the cultural diversity within teams via temporal lens, including the role of context and going beyond Hofstede’s cultural dimensions.

Albeit research has started to accumulate regarding how culture influences teams through conflict, communication, trust, cohesion, and creativity, this chapter goes beyond current development to address when different cultural elements influence team dynamics.

The issue of trust in Industry 4.0 is extremely important from an organization’s perspective. The dynamic development of 4.0 technologies implies wide-ranging changes, which, in order to be implemented effectively, require cooperation based on trust. The purpose of this literature analysis is to identify key research areas regarding trust in Industry 4.0 and to identify further research directions.

Based on a comprehensive literature analysis, the most prominent areas of research on trust issues in Industry 4.0 will be presented (k=36). This chapter will also identify and discuss directions for further research.

The results of the analysis enable to illustrate the trends of science development in the area of Industry 4.0, as well as to identify key issues related to trust. Moreover, the research problems for further studies on the analyzed issue will also be indicated.

The research presented here identifies key Industry 4.0 technologies that are based on trust.

The review provides a valuable resource for practitioners regarding the critical aspects of implementing Industry 4.0 with respect to trust.

This is the first comprehensive literature review diagnosing research areas, technologies, and directions for future research on trust in Industry 4.0.

To operate with high efficiency and minimise the risks of power failures, power systems require careful monitoring. The availability of real-time data is crucial for assessing the performance of the grid and assisting operators in gauging the present security of the grid. Traditional supervisory control and data acquisition (SCADA)-based systems actually employed provides steady-state measurement values which are the calculation premise of State Estimation. More often, however, the power grid operates under dynamic state and SCADA measurements can lead to erroneous and inaccurate calculation results. The introduction of the phasor measurement unit (PMU) which provides real-time synchronised voltage and current phasors with very high accuracy is universally recognised as an important aspect of delivering a secure and sustainable power system. PMUs are a relatively new technology and because of their high procurement and installation costs, it is imperative to develop appropriate methodologies to determine the minimum number of PMUs as well as their strategic placements to guarantee full observability of a power system. Thus, the problem of the optimal PMU placement (OPP) is formulated as an optimisation problem subject to various constraints to minimise the number of PMUs while ensuring complete observability of the grid. In this chapter, integer linear programming (ILP), genetic algorithm (GA) and non-linear programming (NLP) constrained models of the OPP problem are presented. A new methodology is proposed to incorporate several constraints using the NLP. The optimisation methods have been written in Matlab software and verified on the standard Institute of Electrical and Electronics Engineers (IEEE) 14-bus test system to authenticate their effectiveness. This chapter targets United Nations Sustainable Development Goal 7.

The progress of a nation is quite closely linked with the quality of education it offers its citizens. The onus of nurturing future leaders, the students, lies significantly with higher educational institutions (HEIs) and the academic staff associated with such institutions. Therefore, HEIs need so that these engaged employees may go on to look beyond regular extrinsic motivators to ensure employee engagement to mentor students effectively. In this study, we attempted to investigate the influence of an important predictor of employee engagement, leadership, specifically servant leadership style mediated through job satisfaction. A structured questionnaire was administered to the academic staff of the top 25 universities in India. The data collected and the proposed hypotheses were tested using structural equation modeling. The results confirmed that job satisfaction mediates the relationship between servant leadership and work engagement. The study offers insights into the importance of servant leadership to foster employee engagement and thereby institutional effectiveness in the educational sector.