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The purpose of this study is to examine the effects of four different sport programs on various social and subjective health outcomes among prisoners.

Four different sport programs (endurance, strength, dance-like martial arts, soccer) were provided in 2020 and 2021 in a German prison. Participants completed paper-pencil surveys before and after the sport programs (n = 134 observations), including questions about potential social health (enjoyment of physical activity, interpersonal exchange, interpersonal trust, self-efficacy) and subjective health outcomes (health status, health satisfaction, well-being). Further information such as prisoner characteristics were added to the data.

Results of regression analyses show that the endurance program had a significant positive effect on interpersonal trust, while the soccer program had a negative effect. Subjective well-being increased significantly after the strength and the soccer program. The weekly sport hours before imprisonment had a positive association with enjoyment of physical activity and interpersonal exchange while being negatively related to health status and health satisfaction. Furthermore, the number of months of imprisonment before the survey, being a young offender, the prisoners’ body mass index, educational level and migration background were significantly associated with several social and subjective health outcomes.

This study analyzed the effects of different sport programs for prisoners on various social and subjective health outcomes, revealing differences across programs and outcomes. The findings suggest that sport can be a way to enhance prisoners’ social and subjective health, ultimately facilitating their rehabilitation process.

Increasingly, schools are embracing action research as an innovative strategy to develop collective teacher efficacy and expertise in a bid to improve learner outcomes. In this chapter, what follows is an exploration of the challenges frequently faced by middle leaders implementing and facilitating action research in schools. These include low levels of collective autonomy, clouded evaluative thinking, and the siloing of success. To support middle leaders in overcoming these challenges, Sarah and Pamela offer an array of practical solutions they have witnessed working successfully in varying contexts. In doing so, they spotlight the work of educational thought leaders, Michael Fullan, Professor Emeritus Helen Timperley, Dr Kaye Twyford, and Simon Breakspear.

The metaverse, through artificial intelligence (AI) systems and capabilities, allows considerable data analysis in the workplace, largely exceeding traditional people analytics data collection. While concerns over surveillance and issues associated with privacy and discrimination have been raised, the metaverse has the potential to offer opportunities associated with fairer assessment of employee performance and enhancement of the employee experience, especially with respect to gender and race, inclusiveness and workplace equity. This paper aims at shedding light on the diversity, equity and inclusion (DEI) opportunities and challenges of implementing the metaverse in the workplace, and the role played by AI.

This paper draws on our past research on AI and the metaverse and provides insights addressed to human resources (HR) scholars and practitioners.

Our analysis of AI applications to the metaverse in the workplace sheds light on the ambivalent role of and potential trade-offs that may arise with this emerging technology. If used responsibly, the metaverse can enable positive changes concerning the future of work, which can promote DEI. Yet, the same technology can lead to negative DEI outcomes if implementations occur quickly, unsupervised and with a sole focus on efficiencies and productivity (i.e. collecting metrics, models etc.).

Managers and HR leaders should try to be first movers rather than followers when deciding if (or, better, when) to implement metaverse capabilities in their organizations. But how the metaverse is implemented will be strategic. This involves choices concerning the degree of invasive/pervasive monitoring (internal) as well as make or buy decisions concerning outsourcing AI capabilities.

Our paper is one among few (to date) that discusses AI capabilities in the metaverse at the intersection of the HR and information systems(IS) literature and that specifically tackles DEI issues. Also, we take a “balanced” approach when evaluating the metaverse from a DEI perspective. While most studies either demonize or celebrate these technologies from an ethical and DEI standpoint, we aim to highlight challenges and opportunities, with the goal to guide scholars and practitioners towards a responsible use of the metaverse in organizations.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

The present study is aimed at developing a multi-level framework for assessing circularity in agri-food industries by providing the user with a step-by-step approach and selecting a customized set of indicators capable of accurately assessing the circular economy (CE) level.

The framework is composed of four stages. In the first stage, a CE theoretical model based on operations, product and services, culture, organization and ecosystem criteria has been implemented and adapted to the agri-food sector. In the second stage, users are required to collect a set of indicators capable of measuring each criterion. In the third stage, a weight is assigned to each indicator using analytical hierarchy process (AHP). Lastly, a geometric multi-criteria decision-making (MCDM) model, called axial distance-based aggregated measurement (ADAM) model, is used to normalize, assess and aggregate the results and produce final scores for the different alternatives to be ranked based on their final circularity scores.

The model can be a useful tool to support corporate decisions in the CE, making entrepreneurs aware of their starting level. It indicates the extent to which companies are implementing circular business models across different dimensions and, thus, where they are still lacking.

Beyond the attempts to measure the circularity of corporate performance from a purely environmental perspective, the study adopts a holistic view, considering the complexity and disruption of all the principles of the CE.

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

This paper aims to explore the stages and processes of work identity reconstruction following a major health-related career shock.

In-depth case study and interpretive phenomenological methods are used to allow for deep reflective self-analysis of post-career shock stages. The paper explores the identity processes and stages a Chief of Human Resources of a multinational firm experienced after being deprived from his main working abilities as a result of a brain stroke.

Post-shock work identity stages and processes are identified, as long as the importance of identity threat, liminality, identity internalization and relational recognition in the reconstruction process. The findings propose new coping responses that may allow individuals to escape a diminished work identity: identity shedding and identity implanting.

While career shocks play a significant role in career development, there is currently little understanding of how career shocks may affect individuals' work identity or sense of self, particularly over time. The paper provides a nuanced understanding of this phenomenon, through process data collected at several points in time over a period of 14 years.

The teaching and learning of anatomy has experienced a significant paradigm shift. The present study assessed the level of knowledge in anatomy in medical postgraduate students and explored the impact of interventions in the form of anatomical videos on knowledge obtained. An awareness of the importance of human anatomy for clinical skills was created to ensure a certain level of competence be achieved by the end of the anatomy course.

Postgraduate medical students were recruited from various specialties on voluntary basis. The first step was to conduct a preliminary screening exam to determine the level of anatomical knowledge. The students were then divided into two groups at random, one of which received no intervention (the control group), and the other of which watched the videos with content that was pertinent to the practical demonstrations (intervention). To assess the effects of the video intervention, a post-test was administered to all students.

Both spot tests (SPOTs) and short answer question (SAQ) components for scores of all the regions from the intervention groups were comparable to the scores obtained by the post-test control group, although the findings were not significant (p > 0.05). However, the intervention group from the abdomen (ABD) region did perform significantly better (p < 0.05) than the screening test score.

The results of the research study imply that interventions like anatomical videos can bridge the postgraduate trainee’s anatomy knowledge gap in a practical method which will immensely help in increasing their knowledge.

The purpose of this paper is to assess the combined impact of the Industry 4.0 blockchain and industrial internet of things technology (IIoT) technologies on the development of supply chain linkages associated with power, benefits and risk reduction and the ultimate impact of the linkages on supply chain performance.

A structural model with blockchain and IIoT as antecedents to the supply chain power, benefits and risk reduction linkages and the linkages as antecedent to supply chain performance is theorized. Data collected from 303 US manufacturing managers are analyzed using a covariance-based structural equation modeling (CB/SEM) methodology.

The CB/SEM results indicate that blockchain technology does not directly impact implementation of the linkages. Rather, implementation of blockchain technology supports implementation of IIoT technology, which strengthens supply chain linkages, thereby improving supply chain performance.

To the best of the authors’ knowledge, this study is one of the first to provide empirical evidence that Industry 4.0 technologies such as blockchain and IIoT strengthen linkages among supply chain partners related to power, benefits and risk reduction and that those stronger linkages lead to improved supply chain performance. It should be noted that this study is based on data from managers representing only one sector (manufacturing) and one country (USA). Replication based on data from other sectors and countries is needed to support generalization of the results.

Practitioners are provided with empirical evidence that the implementation of Industry 4.0 technologies such as blockchain and IIoT support supply chain management. These technologies facilitate data and information sharing among supply chain partners, enabling the integration and coordination of business processes throughout the entire supply chain.

The ultimate customers of supply chains benefit when supply chain partners work together efficiently and effectively. The implementation of blockchain and IIoT digital technologies lead to improve linkages among supply chain partners driving improvements in both efficiency and effectiveness, thus benefiting customers and society.

Industry 4.0 technologies are relatively new with the promise of improved supply chain performance. The efficacy of Industry 4.0 technologies as mechanisms to enhance information sharing is demonstrated based on the results of this study.