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The purpose of this study was to propose a benchmark model for the process of post-migration social adjustment based on the points of view and experiences of young individuals from forced-migration backgrounds.

Twelve young adults (18–24 years) living in Australia with an experience of forced migration and from various ethnic and cultural backgrounds were recruited. Semi-structured interviews were conducted and analyzed through thematic analysis.

The results showed that post-migration social adjustment requires effective interactions within individual, family and community domains. The participants proposed specific characteristics, enablers and barriers for each domain that can affect the process of social adjustment after the experience of forced migration.

Based on the reported points of view and experiences of participants in this study, the authors proposed an ecological model that can be considered as a preliminary benchmark to inform policymaking, research and services focusing on the social adjustment of young refugees. The practical implications for resettlement programs are discussed.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.

Despite being one of the most used dependent variables in expatriate management research, no clear-cut understanding exists of what expatriate success means. Thus, this study aims to propose an integrative definition of expatriate success by providing an overview of expatriate success's dimensions, antecedents, and their interplay.

A systematic literature review (SLR) was conducted to achieve the purpose. A total of 249 empirical studies (quantitative 111, qualitative 50, mixed-methods 17), literature reviews (67) and meta-analyses (4) on expatriate success were reviewed from Web of Science and Scopus databases published from 1990 until December 2021. The study selection criteria followed the PRISMA flowchart steps, and then descriptive and network analyses were performed to identify expatriates' success dimensions, antecedents and their interplay.

The findings show the interplay among antecedents and dimensions of expatriate success across three levels (individual, interpersonal and organisational) to clarify the concept of expatriate success. Also, the study offers a comprehensive definition of expatriate success based on the dimensions identified.

The suggested definition of expatriate success elucidates the “atheoretical”, multidimensional and socially constructed nature of the construct and hence, calls for more “theoretical”, multidimensional and subjective considerations of the term to ground human resource management practices addressed to attain expatriates' success.

This paper provides an integrative definition of expatriate success, giving greater insight into the construct, in addition to critically reflecting on it.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

This study aims to develop and test a multivariable psychosocial prediction model of subjective well-being in Ukrainian adults (n = 1,248) 1.5 years after the 2022 Russian invasion of Ukraine.

The research design followed the “Transparent reporting of a multivariable prediction model for individual prognosis or diagnosis” checklist. The online survey combined a questionnaire on sociodemographic characteristics and specifics of living in wartime, as well as validated self-reported inventories: The Modified BBC Subjective Well-being Scale, Acceptance and Action Questionnaire – Version 2 and Connor–Davidson Resilience Scale-10.

The initially developed model was tested through regression analysis, which revealed nine variables as predictors of the subjective well-being scores within the sample, explaining 49.3% of its variance. Among them, the strongest were living with a friend and receiving mental health care systematically. They were almost twice as influential as forced displacement abroad and trauma exposure, which predicted lower well-being, and living with a spouse, which forecasted higher well-being scores. Two resilience subscales – adjustment and restoring and resistance – as predictors of better well-being and perceived unsuccess in life and age as predictors of lower well-being were relatively weaker but statistically significant.

The obtained results support the previous evidence on the essential role of accessible mental health services and social support in times of war, as well as the deteriorative effect of trauma exposure and forcible taking refuge on subjective well-being.

The extant literature on expatriate adjustment primarily highlights the role of host country nationals (HCNs) in supporting expatriates during international assignments. However, there is a dearth of research exploring the expatriates’ socialization process in establishing interpersonal relationships with HCNs. Additionally, the pivotal element of expatriates seeking credible HCN sources, fundamental for fostering these relationships for adjustment, remains largely unexamined in the context of expatriate literature. Thus, this study addresses these gaps by proposing a conceptual model to provide a more comprehensive understanding of the expatriate adjustment process.

This conceptual paper draws upon the theoretical framework of social identity theory to elucidate how socialization processes initiated by the parent organization and the expatriate shape the expatriate’s perception of HCN credibility. This perception, in turn, serves as the foundation for building a robust support system, ultimately leading to expatriate adjustment.

The proposed model explores the nuanced dimensions of expatriate adjustment, emphasizing the complex dynamics between expatriates and host country nationals during individualized socialization. This model aims to assess the credibility of HCNs in the eyes of expatriates and understand the role of the institutionalized socialization process. Further, the model investigates the influence of perceived similarity traits in the examined relationship, shedding light on the interplay of these factors and their impact on the expatriate’s adjustment to the international assignment.

The study’s findings offer practical insights for organizations looking to enhance their support systems for expatriates, emphasizing the importance of nurturing interpersonal relationships and the credibility of HCNs.

This study contributes to the expatriate literature by shedding light on the often-overlooked interpersonal relationship between expatriates and HCNs. Doing so opens new avenues for further research, offering a fresh perspective on the expatriate adjustment process.

This study aims to investigate the relationship between individual-level psychological resources and team resilience in the context of expatriate project management teams. It seeks to understand how personal psychological resources contribute to team resilience and explore the dynamic evolution mechanism of team resilience. The goal is to enhance team resilience among expatriates in a BANI (Brittle, Anxious, Nonlinear, and Incomprehensible) world, where organizations face volatile and uncertain conditions.

An online survey was applied for data collection, and 315 valid samples from Chinese expatriates in international construction projects were utilized for data analysis. A structural equation model (SEM) examines the relationships between personal psychological resources and team resilience. The study identifies five psychological factors influencing team resilience: Employee Resilience, Cross-cultural Adjustment, Self-efficacy, Social Support, and Team Climate. The hypothesized relationships are validated through the SEM analysis. Additionally, a fuzzy cognitive map (FCM) is constructed to explore the dynamic mechanism of team resilience formation based on the results of the SEM.

The SEM analysis confirms that employee resilience, cross-cultural adjustment, and team climate positively impact team resilience. Social support and self-efficacy also have positive effects on team climate. Moreover, team climate is found to fully mediate the relationship between self-efficacy and team resilience, as well as between social support and team resilience. The FCM model provides further insights into the dynamic evolution of team resilience, highlighting the varying impact effects of antecedents during the team resilience development process and the effectiveness of different combinations of intervention strategies.

This study contributes to understanding team resilience by identifying the psychological factors influencing team resilience in expatriate project management teams. The findings emphasize the importance of social support and team climate in promoting team resilience. Interventions targeting team climate are found to facilitate the rapid development of team resilience. In contrast, interventions for social support are necessary for sustainable, long-term high levels of team resilience. Based on the dynamic simulation results, strategies for cultivating team resilience through external intervention and internal adjustment are proposed, focusing on social support and team climate. Implementing these strategies can enhance project management team resilience and improve the core competitiveness of contractors in the BANI era.