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This chapter examines the role extracurricular activities have in developing higher education (HE) student’s entrepreneurial competencies and capabilities. Specifically, this chapter examines: What type of students participate in extracurricular activities? Why do students choose to participate? and What activities offer for entrepreneurial competency and capability development. An electronic survey (e-survey) collected pre- and post-data from two groups: Group A – students participating in extracurricular enterprise and entrepreneurship (EEEx) activities (n = 119); and Group B – students engaged in non-enterprise-related extracurricular activities (n = 72). Findings indicated that students in both groups were motivated to engage in extracurricular activities to enhance their skills, fulfil personal interests and enhance their employability. Utilising Morris, Webb, Fu, and Singhal’s (2013) entrepreneurial competencies list as a model, there were found to increase in all but one competency (creativity) for Group A, yet for the control group, most competencies decreased. Independent sample T-tests demonstrated that there was no significant difference in the final ratings of entrepreneurial capability between Group A and Group B, however, the degree of improvement for perceived entrepreneurial capability, pre-to-post, for those participating in enterprise activities was substantially higher than the control group. Finally, students participating in EEEx activities were more likely female, studying a programme within the Business School, and in the second or final stage of their programme. This chapter demonstrates the value that EEEx activities provide in a competency context for students and tasks educators with considering how to develop and signpost specific entrepreneurial competencies and capabilities.

Ecotourism is a sustainability approach that has emerged as an alternative to the negative environmental impacts of tourism, where natural, cultural and historical values are used as sources. Ecotourism is a nature-based tourism activity that ensures the sustainability of natural resources and promotes the economic development of local populations. It also preserves sociocultural values and protects the ecological system for future generations. However, if ecotourism is well-controlled, it can positively affect nature, natural life, local people and the local and national economy. This study highlights the importance of ecotourism for sustainability in the tourism industry. It examines ways to deal with the ecotourism phenomenon. In this direction, the study defines the concepts of ecological tourism and sustainability. It describes the general characteristics of ecotourism and sustainable tourism and the developing and potential environmental impacts associated with them. The study highlights that any tourist activity that does not have a sustainable quality cannot be long-term and will increase awareness on this topic.

This chapter presents the findings of an extracurricular online beta test of a competition between students of the University of Wales Trinity Saint David and the International University of Malaya-Wales. The competition is intended to promote the concept of harmonious entrepreneurship and the creation of student-led harmonious enterprises that address the global sustainability challenge and deliver a triple bottom line in which profit, people, and planet are in harmony. It reveals that extracurricular learning can attract students from disciplines other than business and can educate the participants, both staff and students, not just about harmonious entrepreneurship but also how to identify and launch an innovative harmonious enterprise that addresses a sustainability challenge. The test identifies how the competition may be improved prior to its global launch and makes recommendations for students, educators, mentors, providers, and universities as to how it might best be implemented. Once revised and launched the competition will be further tested to better understand how extracurricular learning can help advance the delivery of both entrepreneurship and sustainability education in universities and colleges around the globe.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

In conventional discourses on sustainability, the relationship between economics and ecology is central. A number of nations' economies benefited from responsible tourism following these conferences. By supporting local businesses and attractions, ‘green’ tourism helps communities achieve their natural and cultural objectives while also preserving their limited resources. In terms of sustainable travel, Kerala was an early leader. This study looks at RT initiatives in various stages, with an emphasis on green tourism's sustainable responsible travel practises. The green economic development bottom line method was used for this descriptive research. These results highlight the difficulties inherent with RT implementation. Our review of secondary data shows that the first rollout of RT was unsuccessful, but that subsequent stages showed great promise. In order to create sustainable tourism on a worldwide scale, the study also highlights the necessity for more research in other culturally distant places.

This research seeks to unpack a relevant, hitherto overlooked connection between employees' perception that family incivility is undermining their work and their displays of submissive behavior. The authors predict and test a mediating role of employees' work alienation beliefs and a moderating role of their ego resilience in this connection.

The research hypotheses were tested with survey data collected in three rounds, separated by three weeks each, among employees who work in the education sector in Pakistan. The statistical analyses relied on the PROCESS macro, which supports the simultaneous estimation of the direct, mediation and moderated mediation effects that underpin the proposed theoretical framework.

An important reason that victims of disrespectful treatment at home fail to fight for their rights at work is that they develop parallel beliefs of being disconnected from work. This intermediary role of work alienation beliefs is less prominent though when employees can rely on their personal resource of ego resilience.

For human resource (HR) managers, this research offers a critical explanation, related to a sense of being estranged from work, for why family-induced work hardships might cause employees to exhibit subservient behaviors at work. It further reveals how this process can be contained if employees have the capability to adapt flexibly to different situations.

This study contributes to extant research by explicating how and when family-induced work hardships might escalate into work responses that mirror employees' experiences at home.

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.