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This chapter offers a selective review of the emerging Indigenous Pacific educational research from 2000 to 2018. The Pacific region is home to many and various cultural groups, and this review is an opportunity to celebrate the consequent diversity of thought about education. Common threads are used to weave this diversity into a set of coherent regional patterns. Such threads include the regional value to educational research of local metaphor, and an emphasis on relationality or the state of being related as a cornerstone of education, both in research and as practice. The relationship between indigenous educational thought and formal education in indigenous contexts is also addressed. The review pays attention to educational research centered in home islands and that which focuses on the education of those from Pacific Islands in settler societies since connections across the ocean are strong. Because of the recent history of the region, developments are fast paced and ongoing, and this chapter concludes with a sketch of research at the frontier. Set within the context of an area study, the chapter concludes by suggesting what challenges the region has to offer in terms of re-thinking the field of international and comparative education.

The tertiary environment in Aotearoa New Zealand presents challenges that can affect the wellbeing of Māori students, members of the Indigenous peoples of Aotearoa New Zealand. This is because the values and practices that are normative in the tertiary environment do not always sit well with Māori, who also, in tertiary spaces, are in a numeric minority. Māori leadership and wellbeing are holistically intertwined so that changes that address issues of Māori leadership can support Māori wellbeing and consequently lead to valued outcomes. This chapter describes one change-making endeavor in which Māori leadership is normalized and developed as the “Academy Space.” The Academy Space is approached through one of its research and development arms, the video project Telling It Like It Is.

In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational scholarship literature. The authors, then, provide an overview of the chapters in this handbook, guiding the readers through key aspects that each chapter contributes to the handbook’s collective perspective of efforts, initiatives, and programs that promote wellbeing in the higher education settings.

In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.

In beginning its work at the end of the 1950s, the Aslib Research and Development Department inevitably faced the task of identifying the most significant problems for investigation, at the same time having the need to establish appropriate experimental techniques. Most of the projects undertaken since that time have dealt with current problems, and to an extent the advent of new technologies and techniques to the information world (mechanization in the 'sixties, management studies in the early 'seventies, on‐line working and publication problems in more recent years) is reflected in the work reported below. What follows is a complete bibliography of publications by members of the Department from its formation up to the end of 1977.

In 1966, the Government's Office for Scientific and Technical Information offered to increase its support for Aslib specifically to encourage it to build up a viable research department, to undertake systematic programmes of research into scientific and technical information systems, and to provide consultancy services in this field. In response to an appeal from Lord Kings Norton, then President of Aslib, some twenty member organizations agreed to share with OSTI the cost of this new development during its first three years. The three‐year development period ended in December 1969, and an account of the progress made during this period was published in Aslib Proceedings for May 1970.

West Yorkshire universities together with Yorkshire Forward, the Regional Development Agency (RDA) for Yorkshire and Humberside, are collaborating on a graduate entrepreneurship programme. This paper outlines the national and regional context for the role of entrepreneurial education in producing new business and a climate in which creativity and innovation may thrive.

Aslib has had a Research and Development Department since 1959. It has received powerful financial support from the Office for Scientific and Technical Information (OSTI) and from industry, because it is recognized that a continuing department, accumulating experience, and working in close contact with operational services, is the most favourable environment for the advance of information science. Aslib's subscription income now contributes substantially to the support of the department. With the right pressure and the right encouragement from the Aslib membership, the department will continue to justify the support it receives.