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This article presents the case for creating stronger connections between research on graduate and worker employability. We offer a narrative review of commonalities and differences between these research streams and offer thoughts and suggestions for further integration and mutual learning.

We outline some of the main theories and concepts in the graduate and worker employability domains. Furthermore, we analyze how these show considerable overlap, though they have barely connected with each other yet. We also formulate an agenda for future research that would spur stronger connections between the fields. Finally, we turn to our fellow authors, reviewers, and editors to encourage a more open approach to each other's work that would enable more cross-fertilization of knowledge.

We hope our narrative review, critical analysis and future research suggestions will lead to more collaborations and mutual learning among employability researchers in the educational, career and psychology areas.

We introduce diverse definitions of leadership and its evolutionary history and then we integrate this idea network: strategic thinking, high-trust leadership, blended learning, and disruptive innovation. Following the lead of Marx’s (2014) model of Teaching Leadership and Strategy and Rehm’s (2014) model of High School Student Leadership Development, we identify how the Holland and Piper (2014) Technology Integration Education (TIE) model serves as a complementary guide for assessing the leadership performance of preservice teachers, who will be educating future K-12 leaders. We identify 20 research questions that education colleges and schools can use as evidence-based management in their undergraduate courses and their doctoral programs in education leadership. We conclude by recommending the special leadership role that colleges and schools of education play in sustaining democracy.

This conceptual paper aims to explore the current state of sustainability communication research, focusing on the challenges of communicating inconvenient truths in an era of scientific mistrust. Therefore, this study aims to (1) examine the existing research landscape in sustainability communication, (2) identify unresolved problems and challenges, and (3) propose strategies for counteract misinformation through targeted communication.

For this, the authors conducted a critical literature review and analyzed the resulting sample (n = 473 journal articles) by means of qualitative content analysis to (1) evaluate existing communication approaches dealing with the communication of sustainability's inconvenient truth, (2) identify stakeholder groups involved in sustainability communication, (3) discuss limitations of current communication approaches and (4) present recommendations on (more) effective communication strategies to address the unresolved issues in sustainability communication.

The analysis reveals that when it comes to sustainability communication and its unresolved problems, literature refers to four key stakeholder groups: (1) science deniers; (2) adaptation skeptics; (3) whitewashers and (4) world saviors. Furthermore, the analysis provides valuable insights into the complex dynamics involved in communicating sustainability, emphasizes the need for tailored approaches to engage and address the concerns of each stakeholder group, and exposes limitations in current communication methods and approaches. Accordingly, the analysis highlights the necessity of developing new theories, models and methods specific to sustainability communication to tackle its unique challenges effectively.

Like our society, communication sciences need a fundamental transformation to meet sustainability communication's new challenges induced by the necessary shift toward sustainable development.

This paper provides a comprehensive overview of the current state of sustainability communication in research, specifically addressing the challenges of effectively communicating unpleasant news in the context of scientific mistrust. It fills a gap in existing literature by examining the progress made in addressing these issues and identifying the emerging challenges that need to be addressed.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.

This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates different-race presenter use in in-person diversity training and different-race presenter avatars in online interactions are effective in reducing bias, this paper aims to test the use of simulated Inter Group Social Contact (IGSC) theory in single-session online diversity training. Undergraduate business students at nine United States institutes of higher education participated in an online training module that provided either a same-race or different-race presenter avatar to each participant. Participants then completed the Modern Racism Scale. The data were analyzed using T-tests and an analysis of covariance. Potential drawbacks to the use of different-race presenters and the diversity of the student bodies at participating institutions are considered. Results suggest that the use of different-race presenter avatars in brief online diversity training does result in less racial bias in some groups but is not effective among the groups such training is designed to affect. The results are cautionary. Organizations are advised to use multi-installment training programs when using a different-race presenter avatar to improve the effectiveness of online diversity training.

Participants were asked to answer demographic questions, to view a video with one of two avatars representing the online diversity training presenter, then to complete the Modern Racism Scale questionnaire. Results were evaluated based on school membership, representing the diversity of the school’s student body, gender and self-identified race using Independent T-tests and covariate analysis.

The effect of the use of different-race presenter was minimal and was not uniform across groups. Bias was not reduced in male or nonminority groups. Felt bias of minority respondents was reduced. There was a weak correlation between the diversity of school populations and the effect of different-race diversity presenters.

Participants were undergraduate students invited to participate by their instructors. Participants self-identified their gender and race.

The use of different-race diversity presenters in single session online diversity training is cautioned against.

Though the use of different-race diversity training presenters has been found to reduce bias in multisession online training and in in-person training, the use of different-race diversity training presenters may not be beneficial in single session online diversity training. Thus, this innovation is limited in its use. Specifically, felt bias by the object of bias was reduced, which is considered a negative response to diversity training. Single session online diversity training is more likely to be used by smaller firms which employ much of the workforce.

The effect of different-race diversity presenters had been tested in multisession online training and in in-person training, but not in single-session diversity training.

The purpose of this study is to investigate benefits tourist seek when visiting a nature-based tourism destination to develop a benefit segmentation framework.

The study used quantitative research methods, with 400 self-administered survey administered to a sample of 400 tourists visiting the Kruger, Panorama, and Lowveld areas in Mpumalanga.

Cluster analysis produced two benefit segments. Binary logistic regression benefits that emerged from the cluster analysis were statistically significant predictors of the attractions tourists visited and the activities in which they participated during their stays in Mpumalanga. Factor-cluster analysis and binary logistic regression results were used to develop a benefit segmentation framework as a marketing planning tool.

The study was only based on Mpumalanga Province and therefore, the results cannot be generalised. The study was conducted over one season, the Easter period

The proposed benefit segmentation framework provides a tool that destination management organisations can use to plan effectively for marketing.

Effective marketing may lead to increased tourism growth which can have a multiplier effect on the destination.

This article is based on a master’s study conducted in Mpumalanga and results are presented on this paper.