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We examine how authorities' use of fair decision-making procedures and power benevolently shape workers' impressions of them as competent and warm, which serve as a mechanism whereby authorities' behaviors shape workers' emotional responses. We investigate how the role of these impressions differs depending on authority gender and consider whether emotional responses differ for male and female subordinates.

We conducted a between-subjects experimental vignette study in which we manipulate an authority's behaviors and gender. We use multigroup mediation analysis to test our predictions.

Authorities who employ procedural justice and benevolent power elicit reports of heightened positive emotion experiences and intended displays and reports of reduced negative emotion experiences and intended displays. These behaviors also enhance views of authorities as competent and warm. The mediating role of impressions differs by authority gender. Authority behaviors prompt reports of positive emotions through conveying impressions that align with authorities' gender stereotypes (competence for men, warmth for women). In contrast, warmth impressions mediate effects of behaviors on reported negative emotions when authorities are men, whereas when authorities are women, benevolent power use directly reduces reported negative experience, and procedural justice reduces negative display. Female respondents are more likely to report positive emotion experience and display toward male authorities and negative display toward female authorities.

By examining competence and warmth impressions as mechanisms, we gain insight into how the process by which authority behaviors affect worker emotions is gendered and shed light on micro-level dynamics contributing to gender inequality at work.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

This chapter shares the experiences of two graduate students as they navigated higher education during the pandemic. Engaging in graduate study during the pandemic shaped their socialisation experiences, challenged their understanding of themselves as scholars and impacted their relationships with mentors. This chapter shares personal reflections of their experiences and explores their sense of professional identity and aspirations for the future.

Our study aims to explore the interplay between dysfunctional cognitive schemas and rationality for decision comprehensiveness in organizational strategic decisions.

We used a cross-sectional design in which we evaluated individual decision rationality using an objective decision competence test and dysfunctional cognitive schemas in a sample of 270 managers (145 women with an average age of 41 years old). In addition, we asked managers to rate the decision comprehensiveness of their organization’s strategic decision processes.

Our findings support the detrimental impact of dysfunctional cognition in strategic decision-making in such a way that the association between individual managerial rationality and the comprehensiveness of organizational strategic decisions was positive only when managers reported low dysfunctional cognition, while when managers reported high levels of dysfunctional cognitive schemas, the association between rationality and comprehensiveness was negative.

Our study provides initial empirical evidence for the interplay between dysfunctional cognition and managerial rationality in strategic decision processes, and it opens venues for future research to explore the detrimental role of dysfunctional cognitive schemas in strategy processes.

This paper aims to present new evidence from the Cambridge Study in Delinquent Development (CSDD) showing the extent to which obstetric (e.g. abnormal birth weight, confinement at birth, severe abnormality of pregnancy, etc.) and early childhood and family factors (illegitimate child, unwanted conception, family overcrowding, etc.) have predictive effects on psychopathic traits measured later in life at age 48 years.

Data collected in the CSDD are analysed. This is a prospective longitudinal study of 411 London men from age 8 to age 61 years.

The results suggest that none of the obstetric problems were predictive of adult psychopathy. However, some other early childhood factors were significant. Unwanted conception (by the mother) was significantly associated with high psychopathy. The likelihood of being an unwanted child was higher when the mother was younger (19 years or less), and when the child was illegitimate. The poor health of the mother and living in an overcrowded family were also significant in predicting psychopathy in adulthood, as well as both psychopathic personality (F1) and psychopathic behaviour (F2).

These findings suggest the influence of very early emotional tensions and problematic social background in predicting psychopathic traits in adulthood (at age 48 years). They also emphasise the importance of investigating further the very early roots of psychopathic traits.

This study explores how a small minority of social entrepreneurs break free from third sector constraints to conceive, create and grow non-profit organisations that generate social value at scale in new and innovative ways.

Six narrative case histories of innovative social enterprises were developed based on documents and semi-structured interviews with founders and long serving executives. Data were coded “chrono-processually”, which involves locating thoughts, events and actions in distinct time periods (temporal bracketing) and identifying the processes at work in establishing new social ventures.

This study presents two core findings. First, the paper demonstrates how successful social entrepreneurs draw on their lived experiences, private and professional, in driving the development and implementation of social innovations, which are realised through application of their capabilities as analysts, strategists and resources mobilisers. These capabilities are bolstered by personal legitimacy and by their abilities as storytellers and rhetoricians. Second, the study unravels the complex processes of social entrepreneurship by revealing how sensemaking, theorising, strategizing and sensegiving underpin the core processes of problem specification, the formulation of theories of change, development of new business models and the implementation of social innovations.

The study demonstrates how social entrepreneurs use sensemaking and sensegiving strategies to understand and address complex social problems, revealing how successful social entrepreneurs devise and disseminate social innovations that substantially add value to society and bring about beneficial social change. A novel process-outcome model of social innovation is presented illustrating the interconnections between entrepreneurial cognition and strategic action.

This study aims to explore the experiences of non-offending partners (NOPs) of men who perpetrated contact and non-contact sexual offences.

In-depth semi-structured interviews were carried out with eight women and analysed using interpretative phenomenological analysis.

Findings yielded two superordinate themes, eight subordinate themes and an overarching theme. The first superordinate theme “Paying for their Husband’s Transgressions” captured many ways in which the women’s lives were impacted by their husbands offending. The second superordinate theme “Navigating the Darkness” encompassed the women’s experiences of trying to adapt to their new lives. The overarching theme “A Contaminated Life” pertained to the shared experiences of the women who all described encountering instant and profound consequences. This research highlighted the need for immediate signposting to support services for NOPs. The value of a humanistic counselling approach paired with forensic expertise was also identified. Future research with cross-cultural samples and same sex-couples would enrich the current understanding of this experience.

This research highlighted the need for immediate signposting to support services for NOPs. The value of a humanistic counselling approach paired with forensic expertise was also identified.

Qualitative research on the experiences of NOPs of men who perpetrated sexual offences is sparse. Furthermore, existing research focuses on the experiences of women who’s own children were abused, with the partners of men who have perpetrated extra-familial or non-contact offenses remaining largely neglected.

This paper aims to propose a conceptual model which can be used in tourism and hospitality organizations to nurture human behavior change in favor of people and the planet's well-being.

A detailed review of the relevant theories and previous studies was conducted in this study.

Eight propositions have emerged in this research illustrating the mechanisms through which spiritual leadership within organizations can lead to a sustainable recovery of people and the planet during and post-pandemic era.

In line with the United Nation's agenda for sustainable development goals, this paper provides important insights for managers, policymakers, and practitioners on a soft transition toward sustainable business practices as an attempt toward the social, environmental, and economic prosperity for people and the planet.

This research is one of the few studies exploring the contribution of spiritual leadership in tourism and hospitality organizations to the well-being of people and the planet.

The number of university students exhibiting mental health concerns have surged considerably in the past decade. Amongst a number of potential contributing factors, this study aims to assess the role of a broader societal phenomenon; the shift in emphasis in our interactions from the physical to the virtual environments. Specifically, a decrease in nature contact and a contrasting increase in smartphone use are identified as two pathways in which this shift may impact negatively on mental health. Previous research evidences both facets as consistent correlates of depression, although limited research extends these associations to the student population or attempts to establish an interaction between the two.

The current study recruited a sample of 380 first-year undergraduate students, via an online survey, to assess if problematic smartphone use (SAS-SV) and nature contact (NCQ) were significant predictors of depression (PHQ-9).

Nature contact frequency and smartphone use were significant predictors of depression.

This is the first study to concurrently assess the impact of smartphone use and nature contact in a student population.

This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.

Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.

Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.

The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.