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This paper synthesises international research on effective mentor training, education and development (MTED).

An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.

Our meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.

The study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.

The original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

Digital platforms that offer on-demand gig work, while providing work opportunities in the economy, have raised social and economic concerns. Though extensive research on regulation of the gig economy exists, the effect of economic regulations on the welfare of the workers is not well understood. In this work, this paper aims to specifically study the effect of minimum wage and leisure regulations on the unemployment rate and offered wages. This paper also analyses the effect of up-skilling of the workers on unemployment and wages.

This paper builds an agent-based model of the labour market with heterogeneous workers and online platform firms that interact to match supply and demand. This paper also interviewed online workers in the two under-studied markets in online beauty and house maintenance services in India and included salient observations in to the model. This paper further validates the model findings with the interview observations.

Extensive simulations of the model indicate that the regulator's intervention on minimum wage and leisure reduces unemployment and offers better wages/leisure in the short term. However, these cannot be sustained unless the workers upgrade their skills, thereby improving their value to the employers. This paper also corroborates the authors’ interview observations on platforms deviating on stated worker contracts by simulating the same in the model. This paper finds that when platforms deviate on their stated incentive schemes, the unemployment rate tends to increase. This paper also finds that the emergence of online platforms in an erstwhile off-line market decreases the average unemployment rate with a moderate increase in the offered wage and leisure.

In this work, the focus has been to determine the worker-platform dyadic relationship. However, this is affected by consumer-related attributes such as ratings and associated reputation systems to promote trust between different stakeholders. Examining such a triadic relationship between consumers, platform and workers is required to comprehensively address the challenges of online gig economy.

Skilling and training are critical for worker mobility across tasks and jobs, especially in the gig economy. Gig workers, in general, seek to improve their skill level through self- or platform-enabled training programmes. The workers are able to generate more revenue through the new skills and hence can improve their reservation wage as well. This in turn increases average offered wages and reduces the overall unemployment in the sector. Despite attempts to classify gig workers as formal workers by labour laws across countries, there is resistance from online platforms. This is due to increased liability and responsibility that the platforms have to incur that possible increase their costs and expenses. This study shows that regulations, such as minimum leisure or minimum wage, increase the average wage or leisure in the market and increase unemployment. However, this might be a short-term phenomenon. In the long term, the gig workers benefit by enhancing their skills to not only stay employed but also bargain for better wages and leisure. The governments can play a larger role by facilitating upskilling programmes for the gig workers.

An extensive literature survey indicates that while most of the work on gig economy regulation emphasises the social and legal aspects, this work is unique in modeling the techno-economics of gig work. Further, while most of the economic research on gig work, focuses on consumers, this work focuses on the under-researched area of worker welfare. This paper also validates the model results with findings from the interviews with gig workers.

The use of the concept of “agency,” in the sense of action that is to some extent free of “structural” constraints, has enjoyed enormous and growing popularity in the sociological literature over the past several decades. In a previous paper, we examined the range of theoretical rationales offered by sociologists for the inclusion of the notion of “agency” in sociological explanations. Having found these rationales seriously wanting, in this paper we attempt to determine empirically what role “agency” actually plays in the recent sociological literature. We examine a random sample of 147 articles in sociology journals that use the concept of “agency” with the aim of identifying the ways in which the term is used and what function the concept serves in the sociological explanations offered. We identify four principal (often overlapping) uses of “agency”: (1) purely descriptive; (2) as a synonym for “power”; (3) as a way to identify resistance to “structural” pressures; and (4) as a way to describe intelligible human actions. We find that in none of these cases the notion of “agency” adds anything of analytical or explanatory value. These different uses have one thing in common, however: they all tend to use the term “agency” in a strongly normative sense to mark the actions the authors approve of. We conclude that “agency” seems to serve the purpose of registering the authors' moral or political preferences under the guise of a seemingly analytical concept.

This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.

This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.

We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.

Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.

The closure of schools and nurseries during the COVID-19 lockdowns triggered the re-insourcing of childcare to the home, sparking extensive public debate and academic research on the pandemic's potential impact on gender equality (see, for example, Burgess and Goldman, 2021; Vandecasteele et al. 2022). My PhD research, which explores parents' decision-making influences when planning care during their child's first year in the UK context, coincided with COVID-19. The coinciding of my data collection with COVID-19 (seven online discussions with a total of 36 participants and 12 follow up interviews, 10 which include partners) created microcosms in which wider public debates were echoed. My research draws on the Capability Approach (CA) (Sen, 2009) to conceptualise parents' capabilities to share leave as they aspire to and employs dialogical narrative analysis (DNA) (Riessman, 2008) to explore how gendered parenting norms are constitutive of parents’ care capabilities. In this chapter, I draw on feminist ethics of care to explore the disruption of gendered parenting norms, in the COVID-19 context, within parents' decision-making and a possible ‘reimagining’ of the value attributed to care (Ozkazanc-Pan and Pullen, 2021; Tronto, 2017). My findings support anticipation of what the promise of greater flexibility could bring as a result of increased visibility of caregiving during COVID-19. However, I also find evidence which supports the caution previously recommended of the need to reflect on work cultures and the predominance of masculine ideal worker norms in the UK (Chung et al. 2021).

With the opportunity to co-author this chapter, we chose to trace the arc of sport hazing by situating ourselves both under and outside its shadow over the last 25+ years. When reading through our individual narratives, you will learn of our personal experiences with hazing in sport in both Canada and the United States of America, narrated from different points in our sport history and from our vantages while embodying different roles. We draw on research, practical experience, history and narrative to unpack and present where we have been and where we believe we are going with regards to this aspect of sport culture. We reflect on the societal changes that form the contextual background of those decades as well as personal changes that impacted our perspective, drawing on cultural touchstones as points of reference. All of this provides the foundation of our stories. Of particular note, there has been a stream of events cascading across the globe that have had an amplifying effect for voices calling for social change, both in and outside the culture of sport. These events included the #MeToo and #BlackLivesMatter (BLM) movements and the COVID-19 pandemic. This chapter weaves together our personal, professional and academic journeys that have led us on our joined path to interrogate and eradicate hazing in sport.

This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.

A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.

Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.

Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.

This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.

The circular economy (CE) has been endorsed as representing a model that is able to achieve environmental protection through decreased use of raw materials, together with changing economic values and social inclusion thanks to its demand for a wide variety of skill profiles. This has motivated many policy initiatives to support the implementation of the CE. The purpose of this study is to follow such policy initiatives in three geographically anchored industry-specific networks.

The study contributes to the research debate on the CE through a spatial approach with a focus on how the implementation of the CE is conditioned by spatial and regional contexts. The authors investigate three different networks in Sweden for CE with different locations and industrial profiles.

The findings reveal the difficulty that exist in relation to the implementation of the CE. The network and support functions in combination with private industry are vital. The risk of sustaining an uneven regional economic development is evident.

Although research on the development of the CE has proliferated, geographical approaches to this development are comparably rare to date. The authors seek to contextualise the strategy development and policy implementation of a CE policy.

This research aims to investigate the relationship between internal motivations and consumer upcycling intention, and how these motivations relate to purchase intention of upcycled products.

This research is based on an online survey with a sample of 470 US consumers. Structural equation modeling with Mplus was applied to test the proposed relationships.

Perceived competence is the strongest internal motivation related to consumer upcycling intention, followed by waste prevention and frugality. Consumers who have motivations of waste prevention, social connectedness and emotional attachment for consumer upcycling have higher intention to purchase upcycled products.

The generalizability of the findings might be limited due to the US-based survey sample. Future research could validate and extend these findings in different cultural contexts.

The findings enable policymakers and business practitioners in the circular economy to develop effective strategies to promote consumer upcycling as well as the purchase of upcycled products.

First, this research addresses the dearth of literature studying upcycling and the broader circular economy from the demand side (i.e. the consumer). Second, by identifying perceived competence as the strongest internal motivation for consumer upcycling, this research offers a new perspective on how to promote consumer upcycling. Third, by demonstrating that certain internal motivations for consumer upcycling can explain purchase intention of upcycled products, this research validates for the first time the connection between consumer upcycling and upcycling businesses empirically.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.