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Working mothers experienced dramatic changes to their daily routines during the COVID-19 pandemic. Many began to work from home as they simultaneously tried to balance work demands with tending to their children. The purpose of the current study was to examine working mothers’ experiences during the pandemic.

In order to examine working mothers’ experiences of telework during the pandemic, we conducted a focus group study. 45 working mothers participated, and they answered questions about their experiences.

Three themes emerged from the focus groups: (1) motivation shifts amongst working mothers; (2) difficulty balancing roles as mother and employee; and (3) workplace expectations and support. Many mothers reported that their overall motivation as employees had decreased and that they experienced difficulty in fully attending to their work and their child(ren)’s needs. As mothers navigated the stress of working during the pandemic, they reported varying levels of workplace support and many credited working with other parents as a primary contributor to feeling supported.

The findings from the current study add to the growing body of literature documenting the dark side of teleworking for mothers who struggled immensely with work–life balance. This study builds on past research by allowing mothers to share their experiences in their own words and offering suggestions for how organizations can support mothers in navigating these ongoing challenges as teleworking continues to remain prevalent. The narratives collected hold important implications for practices and policies to best support the needs of mothers as they continue to work and care for their children within the home.

Divers were contracted to carry out a detailed baseline survey which will form the Environmental Impact Assessment. This report presents information about the biodiversity of Cawsand Bay and the impact of installing a subsea tidal energy module. Subsequently, this addresses some of the SDG14 targets: 14.5, conserve coastal and marine areas; 14.7, increase the economic benefits from the sustainable use of marine resources to small island developing states and less developed countries; and 14.8, increase scientific knowledge, research and technology for ocean health. Contracted from November to December 2021 over a four-week period, five SCUBA divers conducted baseline transects over regular intervals of five meters at Cawsand Bay in each cardinal direction. Water and sediment samples were analysed to better understand the habitat and benthos at Cawsand Bay. Sediment samples established the biotope by identifying the benthos: sublittoral seagrass beds (SS.SMp.SSgr.Zmar). The data also revealed Zostera marina, commonly known as eelgrass (seagrass), is the most abundant species in the area, resulting in a high oxygen content within the water samples. In turn, this helps establish an environment capable of sustaining high levels of biodiversity for this time of year and is a more efficient support ecosystem.

Research shows that most faculty do not receive training before being promoted into administrative and leadership roles. This lack of training and awareness of what their new role entails can lead to feelings of anxiety and reduced confidence, which can also negatively affect their wellbeing. The chapter details findings from a case study in one Canadian university setting regarding the factors and practices that contribute to success and flourishing of academic leaders in the higher education (HE) contexts. Data analysis demonstrated that having positive perceptions of the academic leadership role and experiencing mentorship and positive role modeling were crucial factors to the effectiveness of leadership development and a sense of academic leaders’ flourishing in their work. Upon describing the pertinent literature on academic leadership development, the authors detail the case study methodology, discuss the findings, and offer implications for further research.

This study aims to investigate the use of voluntary disclosure on mainstream social media platforms to examine strategic responses to the COVID-19 pandemic. It examines the influential factors and institutional pressures organisations faced when making disclosures on social media during the pandemic.

A two-stage qualitative approach was adopted. Stage one used content analysis to examine voluntary disclosures made by international organisations on social media during the emergence of the COVID-19 pandemic. Stage two comprised semi-structured interviews with individuals who were involved in the decision-making process around the social media disclosures.

This study’s findings reveal significant changes in disclosure practices due to COVID-19-related pressures. In addition to the utilisation of social media for signalling conformance with new pandemic-related norms and connecting with stakeholders, the evidence also reveals how organisations made use of strategic responses to COVID-19-related institutional pressures.

The findings reveal how social media was used as a means of timely voluntary disclosure during the examined crisis. The findings can inform the development of organisational guidelines and policies for the use of social media as a disclosure medium.

This study reveals how organisations used voluntary disclosure on social media as a strategic response to institutional pressures and the COVID-19 pandemic; this context is under-researched. The study also extends the application of the strategic response framework regarding voluntary disclosure via social media.

The purpose of this paper is to define artificial intelligence (AI) and examine its history, positive and negative impacts, ethical and social implications and implementation within management education. This paper offers various suggestions for the use of AI, as well as context surrounding the current AI landscape.

The paper uses a narrative review (Sylvester et al., 2013).

This paper identifies several areas of AI innovation, including AI tutoring systems, feedback systems for student papers, utilization of AI for innovative lesson plans and the use of AI to predict potential student dropout from a course or institution. In addition, there are significant concerns regarding the lack of ethical guidelines with current AI.

Practical implications include the ability to immediately use certain AI tools to enhance lesson plans as well as enhance student work using AI as a tool.

This paper was originally created as a conference presentation and presented at the society for advancement of management (SAM) International Business Conference before being reworked to be submitted to the journal. All content in this paper is original in their creation.

This research aimed to fill several gaps in the tipping literature which has overlooked the server's perspective in identifying and understanding variables that influence a tip amount and therefore where they concentrate their efforts during the service encounter. Furthermore, the extant literature has theorized how or why certain variables influence the tip amount, but these studies fail to capture insight from server's which would supplement the theory and provide a more in-depth understanding of the mechanisms at play.

This study adopts a grounded theory approach using semi-structured one-on-one interviews with tipped restaurant employees who were identified and selected using snowball sampling. Content analysis is employed to code and categorize the data.

The content analysis revealed five categories where servers focus their time and effort to earn tips: service quality, connection, personal factors, expertise and food quality. The server's personality was identified as a variable the tipping literature has largely ignored as a determinant of the tip amount. Server's shift their style of service for groups of eight or more people, and for regular customers, who must dine in the restaurant at least once per week. Lastly, despite the many drawbacks associated with working for tips, servers would not want to replace it with any other method of compensation.

This is the first qualitative study focused on understanding the server's role in the service exchange relationship since McCarty et al. (1990) study. The results provide new insights on the often-studied variables from the tipping literature.

In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches to CCSE exist which encompasses curriculum, campus, community and culture. Drawing on conceptualisations of the ecological approach to teacher agency we explored the ways in which the leadership of a whole-school approach to CCSE was implemented across four case study schools.

Four case study schools were identified as having implemented CCSE across the areas of classroom, culture, campus and community, with opportunities to share good practice. During visits to each school, we completed a series of 15 interviews with teachers who had roles leading geography (n = 4) and science (n = 4) curricular; school leaders (n = 4) and sustainability coordinators (n = 3). We engaged with a range of school curricula and policy materials and toured each site.

At the heart of an effective approach to whole-school CCSE are leaders who create the conditions for teachers to achieve agency and enact curriculum making as a social practice. School leaders themselves are critical in ensuring the culture, professional norms and expectations are established and nurtured. Over time, teachers are able to identify and create spaces of agency in relation to CCSE which reach beyond their immediate communities.

This research brings together teacher agency, curriculum making and leadership practices to better understand why some schools achieve agentic cultures as part of whole-school CCSE.

In an age of educational reform which incentivises increased digitisation and standardisation, teachers are expected to embrace the rise of ‘new’ tools and pedagogies with limited agency to inform, question or direct what ‘newness’ must be brought into their classrooms. Drawing on my research with English as a Foreign Language (EFL) educators in South Africa and using an ‘excessive entitlement’ lens, I showcase how teachers' lack of agency can result in ‘defensive’ and ‘coercive’ practices in the classroom which are a far cry from the education transformation imagined according to either global and local imaginaries for teaching and learning. If we are interested in an educational revolution, I argue that a fundamental reorientation in education recognising teachers' agency in informing change is necessary. To do so requires theoretically driven intervention methodologies which view the competing demands placed on teachers as entry points to developing their agency and volition to find practices which work for them and their students in the classroom. To that end, I illustrate how Cultural-Historical Activity Theory (CHAT) informed interventions like Change Laboratories could aid in this fundamental repositioning for teachers regarding transformational efforts and their far-reaching potential for educational revolution becoming conscious of and overcoming their feelings of excessive entitlement.

In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.