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The purpose of this paper is to describe the main forms and components of future consciousness, to identify the important values for enhancing future consciousness, and to describe a variety of educational strategies for heightening future consciousness.

This paper presents a historical review of the development of future consciousness and a psychological review of recent theory and research on its components and benefits, and argues for a teaching philosophy and strategy based on positive psychology and the development of virtues and wisdom.

Future consciousness is multi‐dimensional and involves all the major capacities of the human mind. A set of different forms of future consciousness has evolved over time, encompassing practical and social intelligence, mythic narrative, rationality and emotionality, science fiction, and future studies. Psychologically, future consciousness involves human emotion and motivation, learning and memory, all major forms of cognition, and self‐identity. Psychological processes that contribute to expansive, optimistic, and creative future consciousness can be effectively taught. The development of virtues necessary for enhanced future consciousness can be facilitated through future‐focused self‐narrative activities.

This paper provides a succinct and comprehensive review of the major historical forms of future consciousness and its basic psychological components, and develops an educational approach to teaching future consciousness based on this comprehensive review. The approach is unique in that it is grounded in comprehensive historical research, contemporary psychology, and recent thinking in the study of the future, and creates a virtue and wisdom based approach to teaching future consciousness that subsumes and transcends all traditional educational approaches.

The purpose of this paper is to demonstrate that, given contemporary global challenges and trends, the central goal for the future of higher education should be to facilitate the development of wise cyborgs.

Contemporary global challenges are identified. A theory of wisdom and wisdom‐based education is outlined, highlighting the development of character virtues and enhanced future consciousness. It is demonstrated that a wisdom‐based education is necessary for addressing global challenges. The intimate evolutionary connection between human intelligence and technology is described, including a general definition of a cyborg. The concept of a wise cyborg is described. Examples are provided regarding how to facilitate the educational development of the wise cyborg.

Solutions to modern global challenges require a synthesis of holistic, integrative, future‐focused, and ethical thinking – all qualities of wisdom. The qualities of wisdom can be described analytically and addressed educationally. Humans have purposely enhanced their functional capacities through technology throughout history. Humans are cyborgs and the intimate functional synthesis of the biological and technological will further develop in the future. Wise people in the future will be wise cyborgs. Educational methods can be identified that facilitate the development of wise cyborgs.

Wisdom, a concept traditionally associated with philosophy and spiritual thinking, is connected with technological evolution. An educational approach is described which synthesizes wisdom and character virtues with future consciousness and technological proficiency. This educational model is applied to creating individuals who can successfully address the problems of today and tomorrow.

The purpose of this paper is to emphasize the role of education as the formal means for preparing people for the future, outlining the need for interdisciplinary and systemic use of new learning technologies to re‐align with present learning needs.

Using the lens of Miller's Living Systems Theory, such a collaboration between learning scientists, educators, and policy makers is now both possible and necessary because of emerging learning technologies.

Using these learning technologies across the curriculum throughout a learner's life will assist them to adapt within increasingly fast‐paced, interconnected, and complex systems.

Administrators should collaborate with teachers, organizations, learning scientists, and students, themselves to integrate these new learning technologies in substantive new ways that enhance future conciousness.

The paper provides a potential bridge between the abstract notion of future consciousness and the proliferating use of new learning technologies. Educational leaders may find here ideas for situating their institutional visions, missions, and strategic directions.

The purpose of this paper is to highlight trends affecting student writing and studying in the twenty‐first century and, as a consequence, the changing nature of literacy in this digital era.

The paper uses Thomas Friedman's concept of “flattener” technologies that are creating new levels of access and participation around the globe to emphasize changes that learners and schools need to use to become literate. Making use of a vignette followed by discussion of the research relevant to these developments, the features and distinguishing characteristics of these literacies are explored.

Six overarching recommendations for capitalizing on present and future innovations in technology and communication that provide new potential for twenty‐first century learning and future consciousness are made: competence; convergence; curriculum; customization; collaboration; and connectivism.

The paper provides an overview and insight into some of the many changes and challenges impacting on the world of education due to the large‐scale availability and use of digital text and digital media. The exploration of strategies to capitalize on the media rich environments in which our students live is compelling and evidence‐based.

This paper aims to explore why harmonisation, given its potential, is so difficult to achieve. It analyses the issues and challenges in achieving harmonisation of training and development across an industry.

The approach was a meta-analysis of six research projects undertaken in the Australian rail industry. These projects varied in duration from 12-24 months. Between 2009 and 2013, rail employees in varying roles and levels of seniority, including middle managers, front-line supervisors, rail incident investigators, track workers and drivers, were interviewed (n = 176) and surveyed (n = 341).

The meta-analysis identified a range of characteristics associated with harmonisation. It uncovered three categories of harmonisation, seven types of risk modelled in a layered risk pyramid and analysed key structural, environmental and organisational barriers to harmonisation. The paper concludes that harmonisation struggles to gain strategic significance and is hampered by operational pragmatism.

There are few published papers examining harmonisation across companies or based on meta-analyses, especially qualitatively. Despite limitations of insufficient detail to allow close analysis, potentially variable quality data across projects from which to develop a meta-analysis and the danger of comparing apples with oranges, more attempts using this approach would be helpful in gaining nuanced insights into an industry.

Achieving industry harmonisation requires significant change in the mindset of executives. To enhance the chances of harmonisation, there is need for a strong national entity with overview of the entire industry, high-quality training and development resources and activities and cost-benefit analyses and active campaigns. A major outcome of this research is the risk pyramid, which can be used by managers as a strategic evaluation tool. By using such tools based on sound research, leaders can be equipped to make informed decisions and reduce downstream risks.

This research has value in extending the literature in two main ways: through examining the notion of harmonisation across an industry as distinct from within organisations that has been the focus of most studies and through using qualitative meta-analysis in a field dominated by quantitative approaches. It analyses the grey areas between rhetoric about its potential and difficulties in its achievement.

This chapter considers whether and how race/ethnicity can be examined using experimental methods.

We begin by discussing the highly contextual nature of race/ethnicity and reviewing the properties of experiments. After examining existing experimental literature that focuses on race/ethnicity, we turn to our current study that uses the incompatible complexity condition to examine the multilevel interactions of diverse racial/ethnic groups composed of Mexican American and White participants in Texas and Black and White participants in Ohio.

We argue that experiments, when guided by formal theoretical approaches that allow for general inquiries of theoretical principles, are especially suitable for studying interactional characteristics such as race/ethnicity.

We suggest a particular approach that emphasizes interactional aspects of race/ethnicity and how these aspects can be utilized to diminish inequality in group processes.

This article is written in two parts and is presented as research-based insight on the growth of formal workplace mentoring programs and the alignment of mentoring with workforce development strategy.

The research is taken from a two-year study conducted in the Australian rail industry aimed at establishing a harmonized approach to the use of workplace mentoring. Using mixed-methods and an interpretive approach seven major rail organizations from Australia and New Zealand contributed to detailed case studies, on-line surveys and in-depth interviews. Responses were obtained from all levels and functional areas within the organizations.

Research findings support the literature and show a growing interest in the use of formal workplace mentoring to deal with a wide range of organizational issues such as employee retention, engagement, absence and turnover. Importantly, mentoring was found to be highly valued in the area of knowledge transfer and especially across multi-generational groups. In parallel with other traditional industries, rail organizations in Australia are about to lose large volumes of highly qualified and long-serving Baby-Boomers. Therefore, workforce development strategies will need to facilitate the transfer of tacit knowledge to a new generation of rail employees who are eager to learn, but less conformable with formal training courses. Mentoring is becoming an effective option for delivering this change.

The findings are contextual and may not fit all settings, but they offer a comparative account of workplace mentoring in an industry facing perpetual change, economic challenges and an impending shortage of skills in key areas.

These articles have practical implications for human resource practitioners and professionals involved in the implementation of workforce development projects. Mentoring is an old concept enjoying new fame, but the intrinsic nature of mentoring, such as the need for highly-trusted relationships and confidential meetings means that organizations should tread carefully as they can engage mentees at a deep psychological level.

These articles will be of value to human resource professionals and managers, assisting them to think differently about workplace mentoring and consider how the characteristics of mentoring are interdependent with the broader goals of workforce development.

This issue is a selected bibliography covering the subject of leadership.