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There is evidence that both hypnotherapy and virtual reality (VR) can be helpful in reducing perceived stress in the general population. This is a feasibility and acceptability trial of an intervention combining hypnotherapy and VR to establish its acceptability in students. This study aims to establish whether students found the experience acceptable, described any adverse effects and whether they reported feeling calmer after the experience.

The study was testing the hypothesis that students would attend the sessions and find the experience acceptable. A secondary hypothesis was that preliminary qualitative and quantitative evaluation of measures of stress and wellbeing would signal potential improvements.

All participants completed all three sessions. No side effects were reported. Visual analogue scales recorded each day assessing the immediate effect improved. At the end of the intervention, there was an increase in wellbeing of 2.40 (95% CI: 1.33, 3.53, p = 0.006), and a decrease in depression of 0.73 (95% CI: 0.40, 1.07, p = 0.010), reflecting large effect sizes of 0.76 and 0.83, respectively. Qualitative feedback was generally very positive.

This study is small with just 15 students and was over a short period of time. The recruitment method meant there was no way to establish whether the volunteer students were representative of the general student population in terms of mental wellbeing. There was no control arm.

The preliminary results suggest that a larger controlled trial is justified.

This VR experience may have benefit to university students and to the wider population.

This described the evaluation of a novel intervention for perceived stress combining hypnotherapy and virtual reality in a group of healthcare students, with promising results suggesting further evaluation is needed.

Higher education institutions (HEIs), including universities, adult and vocational institutes, and technical and further education (TAFE) centres, faced the challenge of responding to the COVID-19 pandemic with limited data on how best to protect their communities and to continue educating their students. HEIs implemented various measures and adaptations by prioritizing the safety and well-being of students, staff, and the broader community while ensuring uninterrupted educational delivery. The pandemic presented a global educational challenge, requiring institutions to address complex organizational issues. These challenges encompassed topics such as information access, equity, diverse communication infrastructures, collaboration, logistics, the use of digital platforms, decentralization, redundancy, variation in virtual rituals and communication protocols, unstructured digital proxemics, Zoom fatigue, the absence of remote feedback loop models, and COVID-19 management protocols. Among the critical questions posed by the pandemic in the higher education sector in Australia and Canada, whether at universities, technical institutes, or education centres, was how faculty enhanced the learning experience and fostered symbiosis among co-located/on-shore and remote/off-shore students. To gain a deeper understanding of the relationship between HEIs and COVID-19 educational mitigation, we analysed the actions taken by three HEIs in Australia and one in Canada during the crisis years of 2021–2022. This analysis was based on the personal reflections of the authors (academics from various HEIs), a synthesis of which is presented in this chapter.

Cushioning is a useful material property applicable for a range of applications from medical devices to personal protective equipment. The current ability to apply cushioning in a product context is limited by the appropriateness of available materials, with polyurethane foams being the current gold standard material. The purpose of this study is to investigate additively manufactured flexible printing of scaffold structures as an alternative.

In this study, this study investigates triply periodic minimal surface (TPMS) structures, including Gyroid, Diamond and Schwarz P formed in thermoplastic polyurethane (TPU), as a possible alternative. Each TPMS structure was fabricated using material extrusion additive manufacturing and evaluated to ASTM mechanical testing standard for polymers. This study focuses attention to TPMS structures fabricated for a fixed unit cell size of 10 mm and examine the compressive properties for changes in the scaffold porosity for samples fabricated in TPU with a shore hardness of 63A and 90A.

It was discovered that for increased porosity there was a measured reduction in the load required to deform the scaffold. Additionally, a complex relationship between the shore hardness and the stiffness of a structure. It was highlighted that through the adjustment of porosity, the compressive strength required to deform the scaffolds to a point of densification could be controlled and predicted with high repeatability.

The results indicate the ability to tailor the scaffold design parameters using both 63A and 90A TPU material, to mimic the loading properties of common polyurethane foams. The use of these structures indicates a next generation of tailored cushioning using additive manufacturing techniques by tailoring both geometry and porosity to loading and compressive strengths.

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

This study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses how school–university partnerships around school improvement can support teachers with formal leadership roles (i.e. MLs’) leadership development.

Using a two-year longitudinal research design, university staff facilitated middle leadership training in a school-defined improvement initiative on lesson study. Results from a pre-test followed by two post-tests administered at one-year intervals were collected on social networks. Analyses examined changes in indegree and brokerage patterns among groupings of senior leaders (SL), subject leaders, cross-school specialists and teachers.

Accounting for staffing changes, 27 of 67 staff members participated in each survey, yielding 1,623 distinct ties connecting school members. Over the first year, advice-seeking increased by 225%. SLs’ initial propensity to consult peers shifted towards MLs and teachers. Subject leaders advising other leaders and teachers increased tenfold. Teachers’ peer-to-peer consultation increased by 2,000%. Specialists with school-wide responsibilities became the dominant group for advising other leaders, such as SLs and subject leaders. These shifts were sustained over the second year.

The study demonstrates that engagement in the school–university partnership support and the corresponding structural changes stimulated robust cross-school dialogue among teachers and various leaders. Brokerage patterns indicated an enhanced role for MLs in driving the school-defined improvement initiative which corresponded to university-designed development activities.

This paper aims to bridge the extended reality framework and the luxury hospitality literature by providing insights into how immersive technologies using artificial intelligence (AI) can shape luxury value and consumer differentiation.

The authors conducted three experimental studies comparing immersive AI versus traditional hospitality across luxury contexts (hotels, restaurants and spas). Study 1 investigates the effect of immersive AI (vs traditional hospitality) on customers’ behavioral intentions and the need for differentiation using virtual-assisted reality. Study 2 tests the underlying mechanism of the need for differentiation and luxury value in an augmented reality context. Study 3 provides additional support for the proposed underlying mechanism using virtual-assisted reality in luxury hospitality.

The findings reveal that immersive AI (vs traditional) luxury hospitality reduces customers’ behavioral intentions of using such services and perceived luxury value. Moreover, the findings indicate that the intention to use immersive AI (vs traditional) luxury hospitality services is contingent upon customers’ need for differentiation.

The findings have important theoretical and managerial implications for immersive technologies in luxury hospitality. They shed light on the dynamics between integrating immersive AI into luxury hospitality and its impact on customers’ differentiation motives and perceived luxury value. The findings reveal the detrimental effect of using immersive AI (vs traditional hospitality) within this context.

A content validation process of an institutional leadership framework is described for leadership educators in higher education. We created this process to further integrate our leadership framework across campus, maintain alignment with advancements in leadership research and ensure it is broadly inclusive and culturally responsive.

Our approach included seven essential design elements and was informed by a review of leadership frameworks in practice and the literature, validation studies and a comprehensive document review.

Our approach yielded a validated leadership framework with modifications to its principles, values, competencies and outcomes. Modifications addressed pre-determined criteria and were deemed relevant to leadership research and our institutional context.

The external content validation process of our leadership framework is novel and serves as a valuable guide for those considering opportunities to strengthen their own institutional approaches to leadership education.

The purpose of this study is to present a theoretical framework that utilizes a success story to elucidate sustainable innovations in Ugandan financial institutions. It provides valuable insights from the standpoint of a developing African nation.

The study utilized a qualitative methodology, specifically in-depth interviews with employees of Stanbic Bank Uganda. A story was constructed to depict their pragmatic experiences, emphasizing the contextual backdrop, actions taken, outcomes and lessons learned. The 12th participant marked the point of data collecting saturation.

The results suggest that financial institutions that use sustainable solutions are able to mitigate operational risks, cut costs, increase revenue and achieve long-term success. Institutional logics exert a significant influence on the behavior, practices and decision-making processes of individuals or organizations, hence impacting their inclination toward innovation and openness to change. While organizational resilience facilitates the ability to change, maintain excellence and remain competitive. Networks facilitate the exchange of information across institutions, enabling them to stay updated on market trends, regulatory changes and emerging risks. This, in turn, assists in making educated decisions.

This study is innovative in its utilization of a success story to exemplify sustainable improvements in financial institutions in Uganda. While several studies exist world over on sustainable innovations, this study is the first to use a success story and proposes a theoretical model that illustrates how institutional logics, networks and organizational resilience contribute to the development of sustainable innovations in a developing country.

Food supply chain resilience is a critical aspect in ensuring the continuous and reliable flow of food, particularly in the face of disruptions. This study aims to address specific gaps in the existing literature by conducting a bibliometric analysis. The primary objective is to identify key areas of concern and lacunae related to disruptions and resilience within the food supply chain. The study also strives to contribute to the field by developing a comprehensive framework that evaluates the factors influencing resilience. Furthermore, the research intends to propose effective strategies for mitigating and recovering from disruptions, emphasizing the urgency of these measures in light of identified gaps in the current body of literature.

To achieve these objectives, the authors extracted the most relevant papers from Scopus and Web of Science (WoS) databases. The analysis parameters included a comprehensive review of current food supply chain practices and an exploration of trending research topics, such as sustainability, adaptability, circular economy and agility. Notably, the study recognized the pervasive impact of COVID-19 on food supply chain disruptions, with a high occurrence in the literature. Using advanced analytics tools like VOSviewer and Biblioshiny, the research delved into the role of modern technologies, including Industry 4.0, the Internet of Things (IoT), artificial intelligence (AI), machine learning (ML) and blockchain in addressing disruptions and enhancing resilience.

The research reveals a significant impact of the COVID-19 pandemic on food supply chain disruptions, underscoring the critical need for strategies to bolster resilience. Notably, the study identifies the pivotal role of modern technologies (Industry 4.0, IoT, AI, ML and blockchain) in mitigating disruptions and enhancing resilience in the food supply chain. The bibliometric analysis conducted through VOSviewer and Biblioshiny provides valuable insights into research trends and focal areas within the literature.

The observed importance of Industry 4.0, IoT, AI, ML and blockchain implies a practical need for integrating these technologies into food supply chain operations. Moreover, the paper discusses strategies for reducing the impact caused by disruptions, providing practical guidance for resilience planning in food supply chains. Researchers can leverage the findings to direct future efforts toward areas with identified gaps and opportunities, fostering advancements in the field and offering practical insights for real-world applications.

By amalgamating insights from bibliometric analysis and the developed framework, this study contributes to a holistic understanding of the challenges and opportunities in fortifying the resilience of the food supply chain. The identified factors and strategies offer valuable insights for researchers and practitioners seeking to address disruptions in food supply chains. The study’s unique contribution lies in bridging theoretical perspectives with practical applications, enhancing the relevance of business-to-business/industrial supply chain theories.