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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.

This study aims to explore the neoliberalization of higher education and its impact on gender-sensitive workplaces for international academic staff. Using a qualitative multiple-case study approach, the research examines how neoliberal policies intersect with gender-sensitive practices within academic institutions, characterized by marketization, privatization and commodification. The theoretical framework integrates Foucault’s concept of governmentality, Bourdieu’s notion of capital, intersectionality from gender theory and paradox theory to analyze the conflicting demands faced by international employees.

This study’s data comes from semistructured interviews with international academic staff and document analysis of institutional policies. The findings reveal that neoliberal policies often undermine gender-sensitive initiatives by prioritizing market-driven objectives over inclusivity, creating paradoxical tensions for international employees, especially women and minorities, who navigate both gender and nationality-based challenges.

The study concludes that while neoliberalization in higher education fosters a competitive environment, it simultaneously complicates the implementation of effective gender-sensitive practices. Institutions must address these tensions by reevaluating their policies to better support diverse international staff.

This research contributes to the literature by highlighting the complex dynamics at the intersection of neoliberalism, gender sensitivity and international employee experiences. It offers insights for policymakers and academic leaders committed to fostering inclusive and equitable workplaces.

Innovation is widely desired within healthcare organizations, yet the efficacy of programs aimed at fostering it remain largely unassessed, with little consideration given to their effects on employee experience. The Veterans Health Administration (VA) innovators network (iNET) was established to provide organizational support to improve and reimagine patient care and processes across the VA. We evaluated participant perspectives on how iNET impacted workplace experience and fostered innovation.

Semi-structured interviews were conducted using purposive sampling to maximize diversity for program roles and site characteristics, reviewed using a rapid matrixed approach, then analyzed using a hybrid inductive/deductive approach that applied a theoretical framework of innovation supportive domains.

21 project investees, 16 innovation specialists and 13 leadership champions participated from 15 sites nationally. Most participants reported strongly positive impacts including feeling re-energized, appreciating new experiences and expanded opportunities for connecting with others, sense of renewed purpose, better relationships with leadership and personal recognition. Negative experiences included time constraints and logistical challenges. Participants’ experiences mapped frequently onto theorized domains of supporting a curious culture, creating idea pathways and porous boundaries, fostering/supporting catalytic leadership and supporting (role) diverse teams. The program’s delivery of ready resources was critically supportive though at times frustrating.

Participants’ experiences support the conclusion that iNET fosters innovation and positively impacts participating employees. In the post-pandemic context of unprecedented challenges of healthcare worker burnout and stress, effective innovation training programs should be considered as a tool to improve worker experience and retention as well as patient care.

The purpose of this paper was to examine how mid- and upper-level police commanders' occupational perceptions shifted after the COVID-19 pandemic, upsurge in police protests, and perceived crime increases in 2020. We assess the extent to which these events altered police leaders' perceptions of stress, satisfaction, burnout and turnover intentions.

This study employs repeated cross-sectional survey data of over 900 police leaders who attended the FBI’s National Academy (FBINA) program. Respondents are distinguished by whether they attended the FBINA program before or after operations were suspended due to COVID-19. Bivariate tests were conducted to compare pre- and post-respondents' perceptions of stress, satisfaction, burnout and turnover intentions.

The findings indicate that post-pandemic respondents had higher turnover intentions than pre-pandemic respondents. The groups had no significant differences regarding stress, satisfaction and burnout perceptions.

The findings suggest that despite facing a global pandemic, police protests and perceived increases in crime, police leaders demonstrated high stability and resiliency. The data comprised law enforcement leaders who participated in the FBINA program; thus, the findings may not be generalizable to all officers.

This study is one of the first to assess changes in police leaders’ work perceptions following the COVID-19 pandemic, the rise in police protests and perceived increases in crime in 2020.

The paper aims to analyse the effects of interplay between entrepreneurial risk-taking behaviour and each of the three components of intellectual capital (IC) on the degree of novelty of new products.

This article studies one of the most recognized dimensions of entrepreneurial orientation (EO) along with knowledge-based assets owned by high-tech firms. In this way, entrepreneurial risk-taking is analysed considering the companies’ intellectual capital endowment, as a contingent variable, to examine the achievement of a higher novelty in developing new products from firms’ EO. The empirical study was carried out on a sample of 155 Spanish knowledge-intensive firms and based on survey data gathered from two different respondents. Hierarchical regression analysis was used.

Findings reveal heterogeneous effects of IC components on the relationship between entrepreneurial risk-taking and innovation novelty. While innovative culture (organizational capital) has a positive interaction with risk-taking in the influence on the degree of novelty of new products, relationships with customers (social capital) have a negative one. And, however, CEO industry experience (human capital) doesn’t have any contingent effect.

This study contributes to shed light on the few empirical studies that analyse internal contingent elements in the relationship between entrepreneurial risk-taking behaviour and the novelty of product innovation in high-tech firms. Concretely, specific manifestations of IC components are examined jointly with entrepreneurial risk-taking.

Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.