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This paper explored collective grief through the case of a Business Management College which suddenly and unexpectedly went into administration. The aim was to gain and apply insight to future crises in collective grief such as what occurred during Covid 19.

120 EVRE submissions with weekly reflective journal entries and 121 Capstone submissions including reflections were analysed as secondary textual data using content-thematic analysis and inferential statistics.

This study confirms the theory that grief is not linear. However, even though no positive correlation was found between two different cohorts (EVRE and CAPP submissions), who did experience the same crisis in different ways, those people did all seem to share the stage of avoidance.

The textual data was limited in scope as not all students chose to express their grief through the written submission or the Kubler-Ross lens.

This research does suggest that initially, institutional responses to collective grief should address initial stages of “avoidance”.

In responding to collecting grief, such as Covid 19, institutions need to recognise the non-linear process of grief and not expect a “one-size-fits-all” approach to be a viable solution.

There is not much research available looking at student experience and emotional pressures (if at all) collectively during a crisis.

Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).

This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.

WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.

Practitioner use of applying problem-solving models for work-integrated curriculum planning.

We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.

Building on the arguments of expectancy theory and social exchange theory, the present study provides insights into the process by which pay-for-performance (PFP) impacts employee job performance.

Based on a sample size of 226 employees working in a technology company in India, the study examines the relationships between PFP, procedural justice, organizational citizenship behavior (OCB) and employee job performance. Data on perceptions of PFP and procedural justice were collected from the employees, data on OCB were collected from the supervisors and the data on employee job performance were collected from organizational appraisal records.

The study found support for the positive relationship between PFP and job performance and for the sequential mediation of the relationship between PFP and job performance via procedural justice and OCB. Further, procedural justice was found to mediate the relationship between PFP and OCB.

The study was cross-sectional, so inferences about causality are limited.

The study tests the relationship between PFP and employee job performance in the Indian work context. The study shows that the existence of PFP is positively related to procedural justice which, in turn, is positively related to OCB. The study found support for the sequential mediation of PFP-job performance relationship via procedural justice and OCB.

The study provides an insight into the underlying process through which PFP is related to employee job performance. To the best of our knowledge, such a study is the first of its kind undertaken in an organizational context.