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This paper aims to explore how service organizations can improve the effectiveness of well-being creation efforts given the pressing societal issues and global crises. In this paper, the authors examine two essential dimensions (dignity and vulnerability approach) to develop a theoretical framework. This framework can be used to increase the effectiveness of well-being outcomes created by transformative service initiatives (TSIs) and minimize their negative unintentional consequences.

Drawing on social marketing and humanistic management literature, this paper develops a framework for TSIs based on whether human dignity is recognized or ignored and whether a deficit-based or strength-based approach to vulnerability is used. This framework explains different types of TSIs and provides real-life examples.

The framework developed in this paper discusses four different types of TSIs: (1) exclusionary, a deficit-based approach where dignity is ignored; (2) opportunistic, a strength-based approach where dignity is ignored; (3) paternalistic, a deficit-based approach where dignity is recognized; and (4) humanistic, a strength-based approach where dignity is recognized. The paper also identifies five pathways that service organizations could use to implement these approaches, including two traps (utility and charity) and three opportunities (resourcing, humanizing and full awakening) embedded within these pathways.

This paper provides examples of service industries and specific companies to exemplify the framework developed. Also, it discusses the well-being implications and potential well-being outcomes associated with each type of TSI.

This paper offers a novel framework based on two dimensions that are relatively new to the service literature, i.e. dignity and vulnerability approach. This paper also highlights the importance of including these two dimensions in future service research.

This paper offers a novel framework based on two relatively new dimensions to the service literature: dignity and strengths-based approach. This paper also highlights the importance of including these two dimensions in future service research.

Complex cost structures and multiple conflicting objectives make selecting an appropriate cloud service difficult. The purpose of this study is to propose a novel group consensus decision making method for cloud services selection with knowledge deficit by trust functions.

This article proposes a knowledge deficit-based multi-criteria group decision-making (MCGDM) method for cloud-service selection based on trust functions. Firstly, the concept of trust functions and a ranking method is developed to express the decision-making opinions. Secondly, a novel 3D normalized trust degree (NTD) is defined to measure the consensus levels. Thirdly, a knowledge deficit-based interactive consensus model is proposed for the inconsistent experts to modify their decision opinions. Finally, a real case study has been carried out to illustrate the framework and compare it with other methods.

The proposed method is practical and effective which is verified by the real case study. Knowledge deficit is an important concept in cloud service selection which is verified by the comparison of the proposed recommended mechanism based on KDD with the conventional recommended mechanism based on average value. A 3D NTD which considers three values (trust, not trust and knowledge deficit) is defined to measure the consensus levels. A knowledge deficit-based interactive consensus model is proposed to help decision-makers reach group consensus. The proposed group consensus model enables the inconsistent decision-makers to accept the revised opinions of those with less knowledge deficit, rather than accepting the recommended opinions averagely.

The proposed a knowledge deficit-based MCGDM cloud service selection method considers group consensus in cloud service selection. The concept of knowledge deficit is considered in modeling the group consensus measuring and reaching method.

The effects of government expenditure on the shadow economy have been investigated. However, the effect from a moderating factor that affects this relationship has been largely ignored in the existing literature. This paper investigates how fiscal deficit moderates the effects of government expenditure on the shadow economy for 32 Asian countries for the past two decades since 2000.

The authors use various techniques, which allow cross-sectional dependence and slope homogeneity in panel data analysis, to examine this relationship in both the long run and short run. The analysis also considers the marginal effects of government expenditure on the shadow economy at different degrees of fiscal deficits.

Empirical findings from this paper indicate that an increase in government expenditure and fiscal deficit will increase the shadow economy size. Interestingly, the effects of government expenditure on the shadow economy will intensify with a greater degree of the budget deficit. The authors also find that enhancing economic growth to improve income per capita and extending international trade appears to reduce the shadow economy in the Asian countries.

The authors consider that policies targeting reducing shadow economy should follow conventional economic policies on economic growth, unemployment and inflation.

To the best of the authors’ knowledge, this is the first empirical study conducted to examine the moderating role of fiscal deficit in the government expenditure–shadow economy nexus in Asian countries.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

This paper aims to examine how character strengths have an important dual role in mental health in both promoting well-being and mental wellness and also in reducing symptoms and suffering. While there are many studies that have touched upon variables that character strengths can enhance for mental well-being or reduce for suffering, the author actually knows very little about how character strengths might relate to or impact mental health.

A large-scale study of 12,050 individuals was conducted to explore the self-perceived character strengths that are most helpful for mental health, for handling physical adversity, for handling social adversity and for fostering psychological well-being.

Some character strengths showed a general effect – showing a strong perceived impact across multiple domains – such as love, perspective, kindness, hope, humor and curiosity. Other character strengths showed a specific effect in that there was a strong perceived impact in one domain, such as perseverance and self-regulation for physical health, spirituality and social intelligence for social health and creativity for mental health. A strength-based approach to understanding and managing emotions was substantially more preferred than cognitive or behavioral approaches. Other findings examined the character strengths most desired to be improved upon for mental health.

The research strategy was cross-sectional, thereby causality cannot be determined. Because of the large sample size, researchers are encouraged to consider examining the findings in intervention studies.

This study indicates that character strengths are highly relevant for mental health, all 24 character strengths are possible pathways to impact mental health (some more than others) and individuals can readily connect ways they can use their character strengths to positively improve their well-being and manage their suffering.

Character strengths and their substantial positive potential provide an avenue for public impact on a large scale.

To the best of the author’s knowledge, this is the first known study to directly examine multiple intersections among mental health and character strengths in a large sample.

Introducing the concepts of equality, diversity, and inclusion (EDI), the chapter provides an overview of frameworks and approaches used to manage workforce diversity. First, the authors introduce the notion of the old deal based on the uneven relationship between human diversity, nature, and technological innovation. The chapter then explores the new deal between humans, nature, and technology. The authors are providing cases from the EU, Ecuador, Bolivia, and Iceland to show the emergence of the new deal in managing diversity.

Critical Race Theory (CRT) is about understanding and acknowledging when racism has impacted a policy, person, system, and our history. This chapter examines CRT as a tool to understand what has happened in our history and educational system and as a tool to dismantle our current system to bring about true inclusive and authentic schools. It serves to analyze the practical use of CRT in our current public K-12 educational system. The purpose is to fast forward our discussion on race and to explicitly illustrate the dire need for an inclusive education fundamentally girded in an abolitionist mindset for school systems, educators, parents, and students. Although CRT has branched out to be inclusive of many populations, the core purpose was to examine anti-Blackness in America and how that has stained our education system. Inspired by the dissertation conducted by Ayanna Blackmon-Balogun, the aim of this chapter is to draw our attention to that essential purpose of CRT so that schooling can become more liberatory and meaningful to all.

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.

This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.

These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.

Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.

This study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.