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Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

It has long been recognized that overwhelmed employees of bureaucratic organizations use a variety of strategies to cope with demand for their services, often at the expense of their clients. One such strategy involves discouraging clients from taking action by making references to complex bureaucratic procedures and routines. While the public management literature has a well-developed research program focusing on the mobilization of such administrative burdens, organization theory seems to be lagging behind in the analysis of that type of misconduct. In this chapter, we explain how references to the representational dimension of routines can be used to discourage clients from taking action, what are the boundary conditions of such a strategy, and its possible consequences for clients.

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

Imprisonment can severely impact and disrupt women’s childbearing and parenting experiences. Building on Sykes’ (1958) “pains of imprisonment” and the expanded “gendered pains of imprisonment” proposed by feminist scholars, this chapter examines the pregnancy and mothering experiences of 18 Filipino incarcerated women. This study has illuminated women’s diverse and distinct situations expressed in three broad themes: (a) lack of control and autonomy, (b) disrupted mothering role, and (c) social networks as coping resources. The findings demonstrated how women’s institutionally imposed “prisoner identity” overshadows their pregnancy status and mothering role, exacerbated by their experiences of systemic scarcity, restricted contact with family, and limited autonomy. Finally, the results illustrated how emotional and material support from social networks (family and prison peers) helped women cope with the pains of imprisonment.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

We are long overdue for a conversation about ethical treatment of student researchers. Ethical treatment of research participants has been carefully defined through decades of public conversation, and ethical practices have been institutionalized through mechanisms like mandatory ethics trainings and Institutional Review Boards. Student researchers deserve the same level of consideration. While there are many types of ethical violations of student labor in research projects, there are two that are of particular concern to social movements researchers: use of volunteer labor without clear academic or professional benefits, and failure to ensure the safety of student researchers. The first of these ethical violations is especially common in social movements research because of the emergent nature of protests: new rounds of protests begin and researchers seek to rapidly collect data on a tight timeframe, making grant funding to pay student researchers challenging. The second situation emerges when faculty researchers do not consider the ways students' race, gender identity, or other characteristics, or the nature of the protests themselves might create potential risks for students.

In this paper, I propose using the Belmont Report principles to create guidelines for ethical treatment of student researchers. While these principles were developed for the purposes of protecting research participants, the principles of respect for persons, beneficence, and justice help us to clarify the risks and benefits for student researchers, to find ways to maximize the benefits of student research participation, and to understand and address the inequalities that plague graduate student training.

This chapter provides personal – autoethnographic – reflections on an understanding of authenticity in line with Charmaz's concept of social constructivism. The author reflects on her thinking in pursuit of what is true, authentic and genuine, to develop a new concept of ‘authentic power channelling of the self’. ‘Authentic power channelling of the self’ explains how different identities can constitute a unified entity to achieve a consensus and balance. Schaefler calls for research to explore authenticity from the perspective of a leader rather than an external perspective based on employees' perceptions, conjecturing that understanding mechanisms of the self can help leaders to be authentic.

This chapter tests theoretically and empirically the existence of a stable relationship between energy consumption and CO2 emissions. Based on microeconomics and physics, a model has been specified and applied to annual data for twenty countries, which representing 61 percent of the world’s population in 2018, over the period 1995–2015. The data are from the International Energy Agency (2019) and econometric techniques including panel data and causality tests have been used. The results indicate that there is a causal relationship between energy consumption and CO2 emissions. In general, consumers cannot directly change emissions caused by production processes, but they can act on emissions caused by their own domestic energy consumption. Approximately three quarters of domestic energy consumption is due to heating and domestic hot water consumption. Taking into account the lower emissions and the lower economic cost of the initial investment, four potential energy systems have been selected for use in heating and domestic hot water. Their social returns have been assessed across nine of the twenty countries in the sample over a lifecycle of 25 years from 2018: France, Portugal, Ireland, Spain, Iceland, Germany, United Kingdom, Morocco and the United States. Cost-benefit analysis techniques have been used for this purpose and the results indicate that the use of thermal water, where applicable, is the most socially profitable system among the proposed systems, followed by natural gas. The least socially profitable systems are those using electricity.