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The purpose of this policy piece is to present headline evidence from the equivalent of a decade of research across three projects focused on improving the educational experiences of incarcerated or justice-involved children and young people across 14 countries. The projects demonstrated a positive impact when using the specially designed innovative methods even with disengaged justice-involved children and young people. Each project had a different focus based on the needs of the children and young people, including (re)engaging them with education and learning opportunities re-engaging young offenders with education and learning (RENYO), developing identified social and emotional competencies through sport active games 4 change (AG4C) and developing skills for when transitioning into communities (S4L).

Each of the three projects designed bespoke interventions and materials based on the focus of the project. Combined, these were piloted across a total of 14 countries with 548 children and young people, 225 educators and 21 youth justice settings (custodial and non-custodial). Qualitative and quantitative data were gathered from educators, children and young people to better understand the effectiveness and limitations of the pedagogical approaches, the materials and experiences of the users.

The findings from across the three projects demonstrated that when custodial settings or youth justice settings have greater access to specifically designed tools and resources, with appropriate training to use them, it is possible to re-engage even the most disengaged children and young people with education and learning (RENYO). It was also possible to show a statistically significant increase in social and emotional competencies (social awareness, responsible decision-making, self-awareness, self-management, relationship skills) in participating country settings (AG4C) and to engage children and young people with a Skills4Life Curriculum in preparation for moving back into the community.

Custodial and other youth justice settings vary widely in different jurisdictions with varying levels of resource. Whilst all programmes had success in implementation, this was to different degrees and extents in each of the country contexts. Much of this success will depend on the skills of educators and the willingness of the leadership.

The programmes and interventions in this policy piece can be used in a range of contexts and settings as shown by the wide range of sites they were piloted in. From a practical perspective, these programmes and interventions have been designed to fit into existing structures and timetables with custodial and youth justice settings, making them easily integrated into business as usual.

Planned and strategically delivered interventions by expert educators in a holistic way means there is real opportunity to better support justice involved children and young people to successful transitioning back into communities, thereby potentially reducing reoffending. This is done by (re)engaging them with education and learning on entry, using the authentic inquiry methodology, developing social and emotional competencies through the active games and sport programme, followed by a tailored Skils4Life Curriculum preparing them for transition back into communities.

This paper aims to analyze the impact of green people management (GPM) practices on the development of organizational competencies for sustainability in Brazilian publicly traded companies.

To validate the proposed model and hypotheses, a quantitative-descriptive methodological strategy was adopted, empirically investigated through a survey with publicly traded companies listed on B3 S.A. (Brazil, Stock and Exchange). The collected data were analyzed using exploratory factor analysis and multiple linear regression.

The results indicate that green ability has a positive impact on the development of strategic and systemic competence for sustainability. Green motivation has a negative impact on the development of systemic and economic competencies for sustainability. Green opportunity positively impacts the development of strategic, systemic and economic competencies for sustainability.

In terms of academic contributions, this study allowed for an empirical and comprehensive evaluation of variables related to GPM practices and their impact on the development of organizational competencies for sustainability, in line with the research agenda of the management field, focusing on outcomes for individuals (employees) and organizations.

The identification and possible implementation of certain GPM practices as a way to boost recruitment, selection, evaluation, rewards, recognition and involvement of individuals with green values and objectives, minimizing environmental and societal impacts, represent the main managerial and social contribution.

Student engagement has become increasingly significant in sustainability education for engineers because it enables future engineers to develop competencies, knowledge and values relevant to acting for sustainability. Therefore, this paper aims to examine characteristics of student engineer engagement with sustainability and to discuss the meanings of this concept.

To build a more holistic picture of student engineer engagement with sustainability, this study followed a literature review approach to search, screen and appraise relevant journal articles on this topic. As a result of this research, 30 articles were identified as eligible.

Based on the theoretical framework for student engagement with sustainability, newly synthesized here, and the content analysis of the 30 papers included in this study, four patterns of engagement were identified: intrapersonal engagement, inter-relational engagement, engagement as connection and disconnection and situated engagement.

This review provides practical recommendations about how to support the engagement of student engineers with sustainability at the levels of the individual, staff, educational programmes and associated curricula. Future research directions are also discussed.

This study contributes a theoretical framework synthesizing student engagement theory with sustainability education. It also describes current characteristics of student engineers’ engagement with sustainability.

The present study examines the interplay between age, marital status, alpha female status and various adaptive performance dimensions among a cohort of 380 female professionals.

This study adopts a positivist approach to collect and analyse the data, utilizing appropriate statistical techniques to explore the relationships between the variables of interest.

The study elucidates the significant role of alpha female status in predicting adaptive performance. It finds that alpha females possess distinct competencies, particularly in learning and training, indicative of proactive behaviour and self-efficacy. While older participants tend to demonstrate higher performance levels, the study reveals no significant correlation between age and alpha female status, suggesting that leadership traits may develop independently of age. Furthermore, marital status exerts a modest influence on adaptive performance. The interplay of age and marital status significantly affects adaptive performance, potentially due to the Cumulative Advantage Paradigm, which is the accumulation of advantages or disadvantages throughout an individual's life course.

This study contributes to the existing literature by providing a nuanced understanding of how demographic factors converge to influence adaptive performance in professional settings. It highlights the importance of recognising and nurturing alpha females in organizations and considering the interactions between age and marital status when designing career development programmes and support systems.

Every organization must deal with new challenges such as automation, digitization, or structural transformation, which requires a highly resilient and engaged workforce to stay competitive. Strong leadership in a firm and specific abilities of the leader are necessary to manage uncertainties and to be able to react to certain changes. Various studies regarding organizations and resilience focus on large enterprises, while studies on small- and medium-sized enterprises (SMEs) are lacking. SMEs account for 99.6% of all companies in Austria and are largely run by entrepreneurial owners and their families. Based on transformational theory, the theory of resilience as well as positive psychology, we investigate five SME owners and their personal resilience in an exploratory study. The owners were selected by purposive sampling with the aim to develop a framework with recommended actions for the personal resilience of SME leaders.

Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development.

An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups.

Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches.

The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered.

This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes.

This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.

Virtual goods consumption has risen dramatically in recent years. Recognizing the benefits of virtual goods in generating revenue for online game companies, marketers strive to understand the motives behind virtual goods purchases. We investigated the direct and indirect effects of functional, emotional, and social values through player satisfaction on purchase intention toward virtual goods among online players.

In total, we surveyed 332 online game players utilizing a structured questionnaire. We employed a multi-analytic approach combining partial least squares structural equation modeling (PLS-SEM) and necessary condition analysis (NCA) to examine the proposed relationships.

The findings show that all dimensions of value and player satisfaction significantly affect the intention to acquire virtual goods. However, social value does not exert a significant effect on player satisfaction. Moreover, we confirmed that player satisfaction mediates the relationships between functional value, emotional value, and purchase intention. Furthermore, NCA results indicated that all predictors in the model are necessary conditions of purchase intention for virtual goods.

These findings contribute to an enhanced understanding of purchase intentions among online game players from a symmetric (PLS-SEM) and asymmetric (NCA) perspective by proposing a multi-analytic approach.

This study applies Garfinkel’s (1967) concept of ‘breaching experiment’ to explore the impact of COVID-19-induced disruptions on the ‘emotion management’ practices of residential care workers in the United Kingdom and Germany. It examines the influence of professional feeling rules on workers, emphasizing the prescribed importance of displaying affective, empathetic concern for residents’ health and well-being. Findings demonstrate that authenticity and adherence to professional feeling rules in relation to emotional management are not mutually exclusive. The authors underscore how adherence to professional feeling rules upholds authentic care by reinforcing a professional ethos, which acts as a cornerstone motivating residential care workers. Ultimately, the study showcases how a professional ethos substantiates altruistic motivations, guiding proficient emotion management practices among care workers. It highlights how these workers drew upon their personal understanding and experiences to determine the appropriate emotions to express while providing care for residents amid the unprecedented challenges of the pandemic.

The current research elucidates the role of empathy in design of artificial intelligence (AI) systems in healthcare context, through a structured literature review, analysis and synthesis of academic literature published between 1990 and 2024.

This study aims to advance the domain of empathy in AI by adopting theory constructs context method approach using the PRISMA 2020 framework.

The study presents a current state-of-the-art literature to review the connections between empathy and AI and identifying four clusters showing the emerging trajectories in the field of AI and empathy in healthcare setting.

Despite a rise in empirical research, the potential pathways enhancing AI accountability by incorporation of empathy is unclear. The research aims to contribute to the existing literature on AI and empathy in the healthcare sector by carving out four distinct clusters depicting the future research avenues.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.