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This research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and well-being to overcome stress, leading to positive outcomes for supervisors and students.

Research is in two parts: first, rescrutinising previous work, and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and well-being strategies.

Supervisor professional identity and well-being are aligned with research progress, and effective supervision. Stress and well-being/resilience strategies emerged across three dimensions, namely, personal, learning and institutional, related to emotional, professional and intellectual issues, affecting identity and well-being. Problematic relationships, change in supervision arrangements, loss of students and lack of student progress cause stress. Balances between responsibility and autonomy; uncomfortable conflicts arising from personality clashes; and the nature of the research work, burnout and lack of time for their own work, all cause supervisor stress. Developing community support, handling guilt and a sense of underachievement and self-management practices help maintain well-being.

Only experienced supervisors (each with four doctoral students completed) were interviewed. The research relies on interview responses.

Sharing information can lead to informed, positive action minimising stress and isolation; development of personal coping strategies and institutional support enhance the supervisory experience for supervisors and students.

The research contributes new knowledge concerning doctoral supervisor experience, identity and well-being, offering research-based information and ideas on a hitherto under-researched focus: supervisor stress, well-being and resilience impacting on supervisors’ professional identity.

The purpose of this study is to assess students’ perceptions of four teaching and learning (T&L) methods used in a blended learning Contract Law course, namely, frontal, written assignments, simulations and online asynchronous T&L.

Law students (n = 417) filled in an anonymous questionnaire on their relative satisfaction with the four methods and their preferences. Participation was voluntary. The questionnaire was administered at the end of term, in class, prior to the Covid-19 restrictions. The results were calculated using Statistical Package for Social Sciences.

The students preferred face-to-face T&L in class and ranked online T&L last. Notably, 84% preferred blended learning combining all four methods. These results suggest that the online T&L for this Contract Law course setting was unsuccessful and that teachers should experiment with blending various T&L methods to maximize learning effectiveness and students’ satisfaction.

The results only reflect one course in one year among law students, thus affecting the generalizability of the findings. This is further exacerbated by the convenience sample and the fact that only one type of blending was evaluated. Overall, the findings indicated that the survey participants were not yet ready to embrace online T&L as a primary component of blended T&L.

This study Alternative online solutions should be sought to foster social learning when face-to-face learning is not feasible for reasons, such as geographic distance, students’ disabilities or the current pandemic that prohibits social gatherings. This conclusion is particularly pertinent with respect to the impact of Covid-19 on face-to-face learning. Designers of blended learning programs should listen more carefully to students’ voices, and bear in mind that minimizing face-to-face T&L for various reasons might jeopardize students’ satisfaction, which is likely to decrease learning effectiveness.

It is important that students’ perceptions be considered when building future T&L programs, especially students’ need for collaborative and social learning.

This study assessed four T&L methods administered in one course during the pre-Covid-19 era. This setting, which is rare, enabled a real-life assessment of the effectiveness of these popular methods as perceived by students.

This paper introduces some of the research that has been conducted into staff stress in learning disability services. It also examines how some individual characteristics of service users, particularly challenging behaviour and mental health problems, may influence the levels of staff stress reported. Service changes as a result of the development of supported living are also considered briefly. Some suggestions are made as to how these changes might influence staff. The importance of new research investigating these developments from a staff perspective is highlighted.

Describes research into managers′ experiences of significant organizational change attempts. The research project was aimed at developing frameworks which: describe, illuminate and enable a better understanding of managers′ journeys through organizational change; serve as a template for bringing together the very diverse and fragmented literature relating to individuals experiencing change; highlight issues and pointers for the design and facilitation of effective organizational change initiatives. The first part describes the context, spirit, intentions, sample and methodology of the research. Also, reviews a broad range of literature which can inform our understanding of individuals in change. Propounds the need to open up the “real world” of organizational change, as perceived and experienced by managers, rather than any “ideal” view of how that world is desired or supposed to be. Presents and discusses research findings on the sensed and initiating “primary” triggers for change‐that is, the formal and communicated organizational change objectives; and the perceived and felt “secondary” triggers for change‐that is, the issues raised by, and the implications of, the organizational changes for individual managers. The second part presents a framework depicting the phases and components of managers′ journeys through organizational change. On the framework, the experience of managers can be located, in terms of their thoughts, feelings and behaviours, as the processes of change unfold. While each manager′s journey was found to be unique, the framework proved to be ubiquitous in enabling the mapping of all the managers′ journeys, and it also accommodates literature on phenomena as diverse as learning, personal transition, catastrophe and survival, trauma and stress, loss and “death”, and worry and grief. The findings emphasize the profoundness and deeply felt emotionality of many managers′ experiencing of change in organizations. Finally, identifies the outcomes of managers′ journeys through significant attempts at organizational change. Also presents the reported helping and hindering factors to those journeys. Implications of these findings are pursued, particularly in terms of the leadership and development roles and behaviours required, if the organization and its management are to move beyond simply requiring change towards actively facilitating its achievement.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

This chapter describes the change efforts and action research projects at a Dutch multinational which, over a period of 25 years, produced in one of its businesses a zigzag path toward collaborative leadership dynamics at the horizontal and vertical interfaces. The chapter also identifies the learning mechanisms that helped achieve this transformation. Changing the patterns at the vertical interfaces proved to be a most tricky, complex, and confusing operation. The data show that organizations need hierarchical interfaces between levels, but are hindered by the hierarchical leadership dynamics at these interfaces. The data furthermore show that competitive performance requires more than redesigning horizontal interfaces. A business can only respond with speed and flexibility to threats and opportunities in the external environment when the leadership dynamics at agility-critical vertical interfaces are also changed.

The purpose of this case study was to increase the knowledge base of how research librarians experience and cope with the turbulence of change within their library system. A library belonging to the Association of Research Libraries was selected for case study investigation. Seventeen librarians participated in on-site interviews, utilizing a protocol composed of a clustering technique and semi-structured interviewing. Instrumental case studies of each individual were then developed through a collective case method. The findings presented in this chapter include: the competing tensions between the physical and virtual environments, the speed of change, the search for professional meaning, and coping with the experiences of professional change. Analysis of the findings suggest: the emergence of a hypercritical state, the limiting nature of negative feedback, a complex systems framework for professional thinking, and coping in the hypercritical organization.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Research on coping at work has tended to adopt a between-person perspective, producing inconsistent findings on well-being outcomes. This focus on interindividual differences is in contrast to many theories that position coping as process, hence, as an intraindividual process that unfolds over time in response to job stressors and appraisals. The authors propose that focusing more on the within-person coping processes and integrating them with learning perspectives has the potential to advance our understanding. More specifically, coping behavior and well-being can be seen as an outcome of current and past learning processes. In this chapter, the authors discuss three mechanisms that explain how coping processes can produce positive versus negative effects on well-being, and how coping can be integrated into a learning framework to explain these pathways. First, the stress process entails encoding and evaluation of the situation and, as a consequence, deployment of suitable coping behavior. Over and above the efforts that have to be invested to understand the stressful situation, the coping behavior itself also requires time and energy resources. Second, coping behavior likely co-occurs with learning processes such as reflection, exploration, and exploitation. These learning processes require further time and cognitive resources. Third, although coping behaviors and their accompanying learning processes have the potential to drain resources at the within-person level, they can also build up interindividual coping resources such as a broader repertoire and coping flexibility. These between-level differences equip employees to deal with future stressors.