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Diversity, equity and inclusion ideology is the latest appeal of individual compassion, institutional legitimacy and enlightened society. Specific to higher education, diversity, equity and inclusion is an honorable ideology, value and mission. This paper aims to (1) empirically recognize the differences in the level of importance between the university’s and faculty’s diversity, equity and inclusion initiatives, (2) identify the diversity, equity and inclusion outcomes, such as university brand image and student intention to engage postgraduation, (3) uncover the moderating role of university brand preference attainment and (4) validate the mediating role of student identification in diversity, equity and inclusion literature.

A survey of 1,027 usable responses was employed to perform two moderations, four mediations and two confidence interval analyses.

The university’s diversity, equity and inclusion initiatives are significantly more rewarding than the faculty’s diversity, equity and inclusion initiatives for the university brand image and students’ intention to engage postgraduation. Findings uncover the mediating role of student identification and the moderating role of brand preference attainment.

Focusing on diversity, equity and inclusion at the institutional level is more impactful than at the faculty level. In industries where frontline employees have significant autonomy, such as higher education, the positive brand performance outcomes are related to the faculty’s diversity, equity and inclusion awareness, not the faculty’s diversity, equity and inclusion advocacy. Diversity, equity and inclusion initiatives should align with the student’s shared values.

The study relies on institutional theory to underscore the asymmetric importance of the university’s and faculty’s diversity, equity and inclusion initiatives in achieving perceived brand image and engagement.

Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023; Newman, 2015). Schools are an optimal setting for intervention as most individuals access the school setting. However, traditional support to facilitate postsecondary transition effectively, such as transition plans, is currently lacking (Greene, 2018; Hughes et al., 2023). The authors of the present chapter conducted a systematic review to identify school-based interventions available for autistic youth intended to support the transition from high school to higher education, entrepreneurship, and employment. The data extraction methods used by the authors identified 19 articles on interventions. Across all studies, the authors found variation in the extent to which researchers addressed entrepreneurial skills and identified two key skill development areas across different intervention modalities: employability skills and interpersonal communication skills. Based on these results, the authors discuss available school-based programming intended to prepare autistic youth for postsecondary careers and entrepreneurial opportunities and the implications of existing interventions for practitioners and researchers interested in improving outcomes for autistic students as they transition to the workplace, particularly entrepreneurial endeavors.

Obtaining accurate and reliable information from witnesses and victims of crime is essential for guiding criminal investigations and for the successful prosecution of offenders and beyond. Here, the purpose of this study is to investigate the impact of prosocial rapport behaviours and retrieval environment on mock eyewitness memory with an emphasis on the qualitative nature of information recalled in terms of persons, actions, objects and surroundings.

One hundred participants from the general population took part in mock witness research using a 2 (Environment: face-to-face; virtual) × 2 (Rapport: present; absent) design. Participants individually viewed an event depicting a fight in a bar and were then interviewed 48 h later according to condition.

Rapport and environment variously emerged as impactful, resulting in significant improvements in correct recall of persons, actions and object information when rapport was present and in virtual environments (VEs) when communicating via avatars. In many instances, the benefits of rapport and environment were additive, but not always. Surroundings information remained consistent across all conditions. Erroneous recall was extremely susceptible to inflation in face-to-face interviews when rapport was absent, in some instances increasing by over 100%. However, virtual interview spaces appeared to dilute the negative effects on retrieval when rapport was absent.

This study concurs with others who have argued that comfortable witnesses are “better” witnesses; however, understanding what “comfort” looks and feels like remains a challenge.

The results, alongside the findings of others, have implications for applied and social cognition and reveal avenues for future research centred on widening access to justice and professional interview training.

This study reveals that prosocial rapport behaviours and VEs significantly enhance the accuracy of eyewitness recall. The findings suggest that virtual interviews can mitigate errors in the absence of rapport, offering valuable insights for criminal investigators and legal professionals. This research is crucial for improving witness interviewing techniques, thereby aiding in the accurate prosecution of offenders and broadening access to justice. The paper is valuable for criminal investigators, legal professionals, forensic psychologists and researchers focused on improving the reliability of eyewitness testimonies and interview methodologies.

A synthesis of integrated care models classified by their aims and central characteristics does not yet exist. We present a collection of five “archetypes” of integrated care, defined by their aims, to facilitate model comparison and dialogue.

We used a purposive literature search and expert consultation strategy to generate five archetypes. Data were extracted from included articles to describe the characteristics and defining features of integrated care models.

A total of 25 examples of integrated care models (41 papers) were included to generate five archetypes of integrated care. The five archetypes defined include: (1) whole population models, (2) life stage models, (3) disease-focused models, (4) identity group-based models and (5) equity-focused models.

The five presented archetypes offer a conceptual framework for academics, health system decision makers and patients, families, and communities seeking to develop, adapt, investigate or evaluate models of integrated care.

Two cross-cutting themes were identified, including (1) minimal reporting of patient, caregiver and community engagement efforts in integrated care development, implementation and evaluation, and (2) the nuanced emphasis and implementation of electronic data sharing methods across archetypes, and the need for further definition of the role of these data sharing methods.