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This paper aims to focus on how doctoral students’ emotional arousal influenced their cognition in a challenging online application activity, that of applying for online Institutional Review Board approval for human subject research. Participants were social science doctoral students. Data were collected in two sessions: a video/audio-recorded work session and a follow-up interview. Results are presented in three themes derived inductively from qualitative data analysis.

The authors took a qualitative approach to study the nature of participants’ experiences. Participants were 11 graduate students recruited as they were about to submit an application for approval from the university’s review board charged with ensuring the ethical treatment of research participants. These students were pursuing doctoral degrees in education fields in a research-intensive US university. Data were collected in two sessions: a video/audio-recorded “work session” in which participants worked on their IRB application, and a post-interview session that used the video-record for stimulated recall. For the first session, participants were instructed to narrate aloud what they were thinking and feeling during the activity. Camtasia software was used to capture each participant’s desktop and mouse pointer movements. Cameras simultaneously captured video and audio recordings of the participants’ facial expressions and speech. These work sessions, and the subsequent interview sessions, occurred in a small quiet room with wireless access. Analysis proceeded in four phases. First, the authors made a transcript of the work sessions, screen-capturing participants’ faces whenever they spoke aloud, took action as they interacted with the website or showed some sort of emotion. They referred to these freeze shots as frames. The frames allowed us to track the time individuals spent in different episodes of the application. Second, the authors labelled the emotions they saw, with two researchers working together and bringing any discrepancies to the larger research team for consensus decisions. Third, to these transcripts of the first session, the authors connected interview transcript segments.

Results are presented in three themes derived inductively from qualitative data analysis. Theme 1 indicates that emotions accompanied processes involved in the online application. Theme 2 suggests that new users differed from more experienced users in the amount, valence and intensity of emotions. Theme 3 describes one source of these differences, experienced users’ greater knowledge of the process and equanimity in the face of possible mistakes. These results shed light on emotions as these arise in the course of accomplishing an increasingly common task, that of filling out a Web application that is personally consequential but not user-friendly.

The authors aimed to understand better the emotional experiences of graduate students by moving beyond the more global explorations of graduate students’ cumulative experiences.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

The “Germanwings” air crash in 2015 in which 150 people were killed highlighted the challenges pilots working in the aviation industry face. Pilots regularly work for extensive periods in inhospitable and high-pressure operational conditions, exposing them to considerable work-related stress. This has raised calls for a more systemic cultural change across the aviation industry, championing a more holistic perspective of pilot health and well-being. The study aims to explore how peer coaching (PC) can promote an inclusive psychosocial safety climate enhancing pilot well-being and can mitigate hazardous attitudes and dysfunctional behaviours.

Adopting an interpretative phenomenological analysis (IPA), semi-structured interviews and questionnaires were conducted with military and civilian peer coach/coachee pilots and key industry stakeholders, totalling 39 participants. The research provided significant insights into the perceived value of PC in promoting both pilot health and mental well-being (MW) and flight safety across the aviation industry.

The study highlights four key PC superordinate themes, namely, coaching skills, significance of well-being, building of peer relationships and importance of confidentiality and autonomy. Such combined themes build reciprocal trust within peer conversations that can inspire engagement and effectively promote personal well-being. The contagious effect of such local interventions can help stimulate systemic cultural change and promote a positive psychosocial safety climate throughout an organisation and, in this case, across the aviation industry. This study provides a PC conceptual framework “Mutuality Equality Goals Autonomy Non-evaluative feedback, Skill Confidentiality Voluntary Supervisory (MEGANS CVS),” highlighting the salient features of PC in promoting MW.

The study highlights the salient features of PC and its role in promoting peer conversations that enable personal transition, openness and acceptance. This study also highlights how PC and well-being can be used to encourage inclusivity and engagement, thereby strengthening institutional resilience.

This study highlights how PC that can assist HRM/HRD professionals to embed a more inclusive and salutogenic approach to MW that can reshape organisational cultures. This study highlights the significance and link of workplace stress to hazardous attitudes and dysfunctional behaviours. It further notes that whilst the MEGANS CVS peer coaching framework has been applied to pilots, it can also be applied across all sectors and levels.

This study highlights the value of PC as an inexpensive means to engage at the grassroots level, which not only improves personal performance, safety and well-being but by building peer relationships can also act as a catalyst for positive and deep organisational cultural change.

This study offers the MEGANS CVS framework that exposes insights into PC practice that can assist HRM/HRD professionals embed a more inclusive and salutogenic approach to health and well-being that can reshape organisational cultures. This study highlights the significance and link of workplace stress to hazardous attitudes and dysfunctional behaviours, and whilst this framework has been applied to pilots, it can also have relevance across all sectors and levels. This study calls for a “salutogenic turn,” employing MW and PC to transform organisational capabilities to be more forward-thinking and solution-focused, promoting an inclusive “just culture” where leaders positively lead their people.