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While comprehensive study abroad preparation encompasses a wide array of elements, the purpose of this study is to highlight a short-term study abroad (STSA) teacher’s preparatory learning experience documented through self-reported video diary reflections.

The study uses a self-study methodology, using a series of self-recorded video diaries focused on preparation learning. The video diaries serve as visual and auditory self-reflective stimuli, providing insights into preparation practices that may benefit novice STSA teachers.

The findings highlight the importance of understanding both the “self” and ensuring early expectations through video reflections, which can enhance traditional methods in STSA professional development.

This study presents an alternative STSA professional development approach using self-recorded teacher video diaries to advance practice and share insights.

This paper aims to describe characteristics of individuals known to an integrated intensive support team (IST) for adults with intellectual disabilities (age, sex, ethnicity, level of intellectual disability, diagnoses). This paper also aims to report on community service input, the use of Dynamic Support Database-Clinical Support Tool, Care and Treatment Reviews and admissions and discharges from mental health hospitals.

A retrospective cohort study using routinely collected data over a two-year period.

Around 90 individuals aged 19–73 years were rated as at risk of admission to mental health hospital, using the Dynamic Support Database-Clinical Support Tool. There were more men (62%) than women. Almost half (47%) had a mild intellectual disability, and around a third (37%) were autistic. Of the 63 individuals known to the team who were rated red (imminent risk of admission), three individuals were admitted to hospital. Therefore, 95% of potential admissions were avoided.

This adds to the emerging evidence of the utility of ISTs integrated within community learning disability teams in reducing admissions to hospital.

To the best of the authors’ knowledge, this study is the first to evaluate IST outcomes using the Dynamic Support Database-Clinical Support Tool.

Although existing research demonstrates that the health and wellbeing of prison staff is affected by many factors, the current academic evidence base for effective support is limited. The aim of this study was to explore the experiences of prison staff who had been involved in the Spark Inside Prison Staff Coaching Programme to understand the perceived benefits of this intervention.

An exploratory approach using in-depth semi-structured interviews with 17 staff who had experienced coaching was used.

Perceived benefits included personal and professional growth, a positive sense of self and improved relationships. A positive influence on health and wellbeing and staff retention was noted.

The research details the perceived benefits of coaching for prison staff and adds to the evidence base about what interventions can usefully support the health and wellbeing of correctional staff. The findings have implications for prisons as well as broader occupations who experience challenges with staff retention.

To facilitate a goal of hiring more employees with work passion, this research investigates the content job seekers include in recruiting messages to determine if this content changes with job seekers’ work passion.

Study participants were full-time professionals who wrote recruiting messages for their current jobs and answered questions about their work passion and work histories. These recruiting messages were content analyzed for themes. The percentages of recruiting message content for each theme were entered as endogenous variables in a structural equation model with harmonious and obsessive work passion are exogenous variables.

A significantly positive relationship was found between participants’ harmonious work passion and the amount of passion-related content in their recruiting messages.

Findings suggest that organizations may consider including more passion-related content in recruiting messages, if their recruiting strategy aims to attract more high-work-passion job applicants.

This is one of the first studies on the role of work passion in recruiting messages. This study also uses a unique combination of qualitative and quantitative analyses.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

In a context in which disabled people are stigmatized, the school-to-work transition threatens the occupational identity to which disabled individuals aspire. This study highlights how students with a disability face and react against identity threat, using identity management strategies and, specifically, identity threat responses when intending to integrate into the workplace.

Students in transition or having recently integrated into the workplace were interviewed to relate their transitioning experience, resulting in a qualitative study based on 31 semi-structured interviews.

The study reveals that identity threat is experienced during the school-to-work transition process and that disabled individuals do not remain passive but actively fight against it. The participants used four identity management strategies to attempt to counteract such threats. The strategies displayed include identity threat mechanisms such as identity-protection and identity-restructuring responses. The outcomes of these strategies are presented in terms of their positive and backlash effects.

This research contributes to the identity management literature and, more specifically, to the identity threat literature by showing how disabled individuals combine several identity threat responses, which they use as resources to reduce potential harm. New identity threat responses that are particularly crucial in a career management strategy are also highlighted.