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The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.

The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.

The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.

The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.

The aim of this study is to report and reflect on the development of a tailored executive education programme rooted in state-of-the-art research and focused on enhancing and embedding project leadership competences in a multi-national project-based organisation.

Through a detailed description of an example of a leadership development programme, the paper reflects on the learning journey. Drawing on research in management education, leadership and project management competence development, the authors present the rationale, design, delivery and participant and organisational experiences.

Reflections on the learning journey identify five key points: a) the fundamental role of a programme champion, b) the importance of balancing rigour and relevance in executive education programme design, c) the importance of attending to the milieu of the clientele in terms of culture, demands and where they are in terms of their learning journey, d) the significant role that reflection can play in personal development and e) the competences necessary for project leadership.

This paper reflects on a single programme for a single organisation and is therefore at risk of being idiosyncratic and not generalisable. This is indeed a limitation. However, the authors are all experienced in delivering executive education – and therefore can use those experiences to view the reflections. Many of the considerations noted here resonate with other programmes (both in support and through experience of omission having detrimental effects).

The paper provides new insights into developing enduring and effective leadership competences in complex project management, i.e. one that has a lasting impact on the organisation and is recognised to provide benefits. The reflections on how the authors charted a course and embarked on a journey are deemed of relevance to academics and industry.

The paper provides, for both industry practitioners and academics, new insights into effective leadership development in complex project management, one that has a lasting impact on the individual and the organisation and is recognised to provide benefits.

The COVID-19 pandemic and technological advancements have enabled employees to telework. Referring to this emerging phenomenon, the authors aim to examine how employees' levels of trust in management mediated by psychological well-being impact their performance as they telework. Deploying the theoretical lens of person-environment misfit, the authors also explore the role of technostress in the trust-wellbeing-performance relationship.

The data was collected from 511 full-time service sector employees across Indian organizations through a structured survey questionnaire. The proposed moderation-mediation model for this study was tested using structural equation modeling and bootstrapping method.

Structural equation modeling results indicate that trust in management significantly impacts employee performance while teleworking. While psychological well-being was observed as a significant mediator, technostress played the moderator role in the trust-performance relationship. The moderated-mediation effect of psychological well-being in the trust-performance relationship was stronger when technostress was low and weaker when technostress was high.

The authors extend the person-environment misfit theory in the context of telework, highlighting the role of technostress that may impact the trust-wellbeing- performance relationship in such work settings.

The study informs leaders and managers on balancing delicate aspects such as employee trust and well-being that significantly impact performance as they telework. The authors also highlight the critical role of managers in respecting employees' personal and professional boundaries to alleviate technostress.

The authors make a novel theoretical contribution to the emerging literature on teleworking by examining the trust-psychological wellbeing-performance link and the role of technostress in this relationship.

A quick search of the headlines of major newspapers reveals a treasure trove of technology procurement gone wrong. While the private sector seems to adopt and implement new technology seamlessly and quickly to deliver for customers, the government struggles to accomplish technology purchases and integrations with the same ease. As governments in the United States are looking to retain their current workforce and attract the next generation of workers, the technological capabilities and ethos of governments will be paramount. With nearly every industry being transformed by technology and Generation T being the first generation to have an ingrained “technology first” mindset, the ability of governments to attract these workers depends, in large part, on the ability to transform their government technology culture, policies, and practices.

In this chapter, the authors examine the administrative branch and observe two key components at the root of most technology failures: poor organizational structure in the bureaucracy and the lack of an empowered Chief Information/Technology Officer. Building upon case studies from Massachusetts and California, this chapter looks at the factors related to failure or success to understand the technology procurement culture. The chapter concludes by presenting four key “best practice” principles of public policy and administration that can be implemented by almost any governmental entity to improve their acquisition and implementation of technology.

This study explored the experiences of Irish emergency medical services (EMS) first responders during the first nationwide restrictions to curb the spread of COVID-19.

A systematic literature review (SLR) of research into healthcare workers' and first responders' experiences during the COVID-19 and 2003 SARS pandemics was performed. The SLR informed the content of an online questionnaire distributed via the Irish Pre-Hospital Emergency Care Council to 2,092 first responders on its live register. Data analysis used both descriptive and content analysis.

EMS first responders faced many challenges including PPE quality, training on its use, issues with decontamination facilities, and organisational effectiveness. Emotional challenges included the anxiety experienced, the impact on families, and ethical dilemmas confronted related to patient care. Positive findings also emerged, such as first responders' dedication to working through the pandemic, collegiality, and the community goodwill displayed.

While investigations of the impact of the COVID-19 pandemic on healthcare workers have been undertaken globally, studies focussing exclusively on the experiences of EMS first responders have been rare. This study addressed this knowledge gap, providing an insight into the challenges and successes experienced by first responders and identifying opportunities for learning that can be applied to future public health emergencies.

Sustainable Development Goal 4 (SDG 4), based on the principle of leaving no one behind, ensures that equitable and quality education, as well as inclusion, are available to all, promoting opportunities for those who are disadvantaged and vulnerable including persons with disabilities (PWDs). The Indonesian government has demonstrated a commitment to the rights of PWDs in education. In this chapter, the history, the present, and the future of inclusive education will be presented following the master plan for the development of inclusive education. Strategies including accessibility, reasonable accommodation, and collaboration will be discussed as well as the challenges in implementing inclusive education.

The purpose of this study is to analyze the properties of Happiness at Workplace (HAW) scale and investigate the validity of the scale in the Indian context using a sample of EdTech employees (knowledge-intensive population). This is consistent with encouraging the happiness literature as well as facilitating positive approaches at the working place in developing economies.

Responses were collected via Questionnaire from the employees of EdTech Companies, and a total of 500 responses were investigated. The factor structures, reliability and validity of the HAW scale were tested with the help of SPSS and Smart PLS Software Version 4.0.8.7.

The findings of this study showed that all the criteria of reliability and validity for validation of HAW scale were met when used in Indian culture, and the higher-order construct of HAW scale was retained.

Because of the differences in work cultures and societal structures among nations, the validation of HAW scale in the Indian context is needed, as the majority of the studies in the field of happiness were conducted in Western countries. So this study contributes significantly by validating the HAW scale in India by using a sample of EdTech employees.