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The initial purpose of this study was to examine the educational needs and perceptions of students and clinicians in Canadian legal clinics.

The author conducted a literature review of leading educational materials in Canada and the United States focusing on required or preferred competencies for law students. The author then interviewed law students, clinicians, social workers, and community legal workers from across Ontario, Canada, all of whom were working or studying at law school-affiliated legal clinics. Interview subjects were asked a series of questions about their learning experiences in hopes of informing the creation of clinical teaching and learning materials.

The data revealed an under-reliance of the affective elements of teaching, learning, and practice in both existing literature and current teaching practices. The data also revealed deep structural divides between doctrinal and clinical teaching and learning approaches.

Without further integration between these two approaches, students and, ultimately, communities and clients will not reap the benefits possible from an integrated curriculum.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

Drawing on social learning theory, the purpose of this paper is to explore the mediational effect of affective commitment on the relationship between responsible leadership and intention to quit.

This study applied a two-step process of the structural equation modelling technique to test the proposed hypothesised model. A web-based survey was administered to collect data targeting a sample of 200 full-time Australian employees.

The results suggest that responsible leadership significantly influences employees’ affective commitment and their intention to quit. As predicted, both responsible leadership and affective commitment negatively influenced intention to quit. Notably, the direct influence of responsible leadership on intention to quit was found to be partially mediated by employees’ affective commitment.

This study shows how leaders can expect to reduce employees’ intention to quit by leading responsibly through valuing employees’ affective commitment.

This study makes a unique contribution to responsible leadership literature by linking it with social learning theory. Moreover, there are only a handful of studies examining responsible leadership and its influence on employees’ behavioural outcomes. This study extends the limited understanding of responsible leadership and its relationship with affective commitment and intention to quit.

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

This paper aims to understand the nature of affective experiences that can help women to overcome perceived socio-cultural constraints and stimulate entrepreneurship. The paper focuses on rural poor women in India as they represent cultural contexts rich with impediments while also presenting an opportunity for socio-economic development.

A qualitative study with interpretative phenomenological analysis was conducted with participants from women-owned and -managed crafts-based cooperative entrepreneurial ventures from the state of Bihar in India.

Cooperative form of entrepreneurship and sisterhood among its members provides an environment for repeated affective experiences that inspire women to change the status quo. Sisterhood facilitates interactions with role models, mentee-driven mentoring and vicarious incentives, each producing positive affect, whereas cooperatives provide a work environment that fosters equality and helps women find their unique voice, generating affect. Together, the affect allows women to overcome fears associated with deviating from age-old traditions while engaging in entrepreneurial behaviors and sustaining them.

The paper advances knowledge on women entrepreneurship for non-Western cultural contexts, particularly the environments and experiences that stimulate entrepreneurship. The values of cooperative form of entrepreneurship and the homophily among sisters creates an environment which is relaxed and comfortable, where affective experiences can be naturally embedded in daily routines in contrast to those created through formal-structured training programmes. The paper findings are limited to cultural contexts of rural women in eastern states of India with high levels of poverty.

Policies for cooperative entrepreneurship and grassroots support to facilitate an environment to foster cooperatives’ values, and sisterhood can lead to affective experiences necessary for change that endures.

Entrepreneurship for pervasive social change, such as alleviating rural women from poverty, needs theory development, particularly a better understanding of the influence of macro socio-cultural contexts on women’s ability to be entrepreneurial. This paper provides an understanding of contextually relevant affective experiences conducive for rural women entrepreneurship.

This study examines the effect of design quality (i.e. appearance, navigation, information and interactivity) on cognitive and affective involvement leading to continued intention to use the online learning application.

We assume that design quality potentially contributes to enhance the individual's involvement and excitement. An experimental prototype is developed for collecting data used to verify and validate the proposed research model and hypotheses. A partial-least-squares approach is used to analyze the data collected from the participants (n = 662).

Communication, aesthetic and information quality revealed to be strong determinants of both cognitive and affective involvement. However, font quality and user control positively influence cognitive involvement, while navigation quality and responsiveness were observed as significant indicators of affective involvement. Lastly, cognitive and affective involvement equally contribute to determining the continued intention to use.

This study will draw the attention of designers and practitioners towards the perception of users for providing appropriate and engaging learning resources.

Prevalent research in the online context is focused primarily on cognitive and utilization behavior. However, these works overlook the implication of design quality on cognitive and affective involvement.