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This study seeks to assess how a humane leadership style affects customer service orientation among casual employees of financial service institutions in Ghana. Using job satisfaction as a moderator, this study predicts that a humane leadership style influences casual employees’ customer service orientation.

Survey data were obtained from 328 frontline casual employees of financial service firms. The structural equation modelling technique of partial least squares was used to test the hypothesised relationships.

The study found that a humane leadership style positively and significantly drives customer service behaviour. Job satisfaction also had a positive effect on customer service orientation among casual employees.

The study appears to be the first of its kind to explore the moderating role of job satisfaction in the connection between humane leadership and customer service orientation from the perspective of casual employees. The study highlights insightful practical implications for corporate managers, HR practitioners and marketing academics.

This chapter considers the challenges of applying engineering practices to knowledge. Knowledge cannot be managed like other forms of capital because it is tacit and intangible. Research has identified economic properties and behaviors that set it apart from physical and financial capital. The authors translate the economic typology of human, structural, and relational capital to Blackler’s four forms of characterizations: embrained, embodied, embedded, and encultured. Knowledge elicitation techniques are discussed, and aligned with Blakely’s four forms of characterizations.

This study examines the ethical and social consequences of the accelerated adoption of new technologies. An empirical approach is employed to explore the impacts of rapid technological integration on societal norms, ethical considerations, and individual behaviours. Responses from 305 participants are analysed using partial least squares structural equation modelling (PLS-SEM), focusing on perceived usefulness, ease of use, relative advantage, personal innovativeness, and fear of missing out (FOMO). The findings unveil intricate interactions between technological advancements and ethical–social dynamics, underscoring challenges and opportunities. This study offers critical insights for policymakers, technology developers, and society at large, aiming to encourage a more ethically informed and socially conscious approach to technology adoption.

This study investigates the relationship between mental well-being (MWB) and social support (SS) whilst addressing the paucity of research on students' support for emergency contact schemes (ECSs) and their views on how and when such schemes should be implemented.

In total, 113 students recruited via opportunistic sampling completed an online survey including the Interpersonal Support Evaluation List - shortened version (Cohen et al. 1985), Warwick–Edinburgh Mental Wellbeing Scale (Tennant et al. 2007) and questions about ECS. A correlational design used the Pearson product-moment correlation to explore the relationship between MWB and SS. A between-subjects design using independent measures t-test investigated differences in SS and MWB between those with and without a “trusted person” (TP).

The preferred name was “Named Trusted Person Scheme” (NTPS), the preferred TP was parent/guardian or partner, and the preferred means of contact was Personal Tutor to mobile phone. Most students (96%) supported the use of an NTPS when serious concerns were raised about mental or physical health, personal safety or student engagement. Those opposed were concerned about a loss of agency, identifying a TP or the TP worsening the situation. MWB was positively correlated with SS, and those with a TP had higher levels of MWB and SS than those without.

This study addresses the under-explored area of students' support for ECS, whilst enhancing our understanding of the relationship between MWB and SS especially amongst those without a person they can trust. This research provides valuable insights for universities looking to implement or refine such schemes, with the potential to improve students' MWB, academic achievement and retention by enhancing support.

The purpose of this qualitative study is to explore how high school social studies teachers perceive and address controversial topics in politically polarized suburban classrooms. Research indicates that political polarization significantly affects both teachers and students, with suburban communities being some of the most politically divided in the U.S. By examining the experiences of teachers in these suburban settings and their approaches to handling controversial topics, this study aims to shed light on how the political climate influences teaching practices, discussions of controversial issues and teachers' curriculum-related decisions.

This is a qualitative research study. I interviewed six suburban Long Island high school social studies teachers over the 2021–2022 school year. Each teacher was interviewed twice, with interviews ranging from one to two hours. The interviews were semi-structured and asked the teachers about the purposes of teaching social studies, their communities, their experiences teaching controversial political topics, obstacles around teaching controversial political topics and the ways in which their communities received the teaching of controversial political topics. I used thematic analysis to analyze the interviews. Each interview was analyzed inductively and deductively and coded over three iterative cycles.

These “controversial” topics come with both explicit and implicit pressure to avoid discussion and deliberation in the classroom. The first finding in this section centers on explicit and implicit pressure on teachers to avoid controversial topics. The second finding highlights the consequences of that pressure on teacher curricular decision making. The third and fourth findings are focused on participants' responses to explicit and implicit pressures to avoid controversial topics. The third finding articulates on the role of tenure in approaching controversial topics in polarized communities. The final finding defines and explores teacher use of political opaqueness.

This work adds to the existing literature on social studies education by providing an analysis of how controversial topics are understood and enacted in the suburban environment. By adding the specificity of context to my research I examine the ways in which controversial topics are defined part by their environment, and teacher interpretation of that environment. Further, this work adds to the literature on deliberative pedagogies and controversial topics by considering the roles that contemporary local and national politics play in enacting controversial topics, and the consequences on the classroom and teaching.

In this chapter, the authors explore how the academic work on VR has defined presence to better understand what elements of that theoretical mire are practically useful for designers. The authors scope out the word ‘presence’ as distinct from related terms like immersion and embodiment. The authors unpack the layers of what it means to be present in an experience, connecting that theory to practice with case studies of three games – Assetto Corsa, Dungeons of Eternity and A Fisherman's Tale. The goal of this analysis is to integrate academic insights with practical design strategies, offering a comprehensive approach to enhancing player experience in VR. Presence in VR is a multifaceted concept encompassing self, physical and social dimensions. This chapter aims to translate these academic insights into actionable design principles. By examining how different types and layers of presence manifest in actual games, the authors provide a framework that designers can use to create more engaging and immersive VR experiences. The analysis of the selected games highlights the importance of narrative coherence, realistic interactions and player agency in fostering a sense of presence. Ultimately, this chapter bridges the gap between theory and practice, helping designers to craft VR games that not only engage but also deeply immerse players in their virtual worlds.

Immigrant youth face both unique and disproportionate barriers to sexual health. Targeted sexual health education to redress these disparities requires creative and inclusive approaches that consider personal and community challenges and strengths. This study piloted a novel intervention: SExT: Sex Education by Theatre, a theatre-based, culturally-relevant, participatory action research programme delivered in an immigration destination neighbourhood in Toronto, Canada.

Nineteen youth were trained as peer educators. They participated in theatre-based workshops on sexual health topics which culminated in a performance for local peers. Mixed methods evaluation included surveys which investigated changes in personal and social development over three time-points (pre, post, 4-month follow-up). The impact of the intervention on peer educators was explored in greater depth using qualitative peer interviews and focus groups.

Quantitative study findings indicated that peer educators experienced significant improvements in personal growth, social inclusion and social engagement after participating in SExT and these improvements were maintained at follow-up. Thematic qualitative analysis further indicates that meaningful involvement in a sex education theatre intervention may protect against adverse outcomes and promote self-actualization, connection and active citizenship.

This research stands out for its innovative approach to addressing sexual health disparities among immigrant youth in Toronto using culturally relevant theatre-based peer education. SExT may serve as a model for sexual health interventions for newcomer youth and other priority groups in diverse contexts.