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Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Migration has become a challenging issue in the field of education and an ongoing crisis for many countries. The migration crisis and education have a reciprocal relationship in that the influx of migrants puts a strain on educational systems, particularly regarding resources, funding, and linguistic and cultural differences. However, education can play a crucial role in addressing some of the challenges associated with migration, such as the need to integrate, skill acquisition and cultural awareness in host countries, as well as brain drain in the countries of origin. It is crucial to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development. This chapter targets analysing relevant scholarship and aims to illustrate the broad patterns of relevant scholarly sources on migration in the field of education indexed in the Web of Science between 2015 and 2022, explore their collaboration trends, and reveal the conceptual structure of these studies in the context of international sustainable development. A bibliometric methodology is employed for the exploration and analysis of the publications; 991 studies on migration in the field of education are descriptively analysed in terms of distribution of publications with their citations, topics at the micro level, journals, and the number of authors contributing to these papers. The results contribute to picturing the characteristics and collaboration trend of the scholarly sources on migration in the area of education as a challenging disabler or a driving force that contributes to societal development within the scope of international sustainable development.

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.

Little is known about the leadership educators who work in more than 2,000 leadership programs worldwide. This phenomenological study of 13 experienced leadership educators from four states and 11 universities explored the lived experiences of becoming and being a leadership educator in higher education. Four sub themes emerged from participants’ understanding of becoming a leadership educator: (a) Impact; (b) Serendipity; (c) Fake it till you make it; and (d) Developing others. And, six sub themes emerged from participants’ understanding of being a leadership educator: (a) Being a helper; (b) Being experimental; (c) Being an advocate; (d) Being a role model; (e) Being passionate; and (f ) Being an agitator.

Metacognition is linked to academic achievement and personal development, especially as it relates to leadership education. The current study investigated the impact of a course in metacognition. Two hundred and fifty one undergraduates were surveyed for metacognitive ability using the Metacognitive Awareness Inventory (MAI) and Metacognitive Rubric (MR) before and after participating in a course either involving metacognitive training or alternative coursework. While minimal demographic differences were found, results showed significant improvement among students who trained in the metacognition class. Curricular development in the area of metacognition is recommended as it relates to leadership education.

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

To examine the perspective of third-level university students in the context of the value proposition of construction apprenticeships in Ireland.

The research uses a qualitative method, conducting semi-structured interviews with 20 third-level university students enrolled on a Bachelor of Science (Honours) degree program in Construction Management in Ireland.

The results highlight six themes. These include that society appears to be directly and/or indirectly steering students towards university. This is driven by what appears to be a prevailing stigma in that apprenticeships are not seen as an achievement by society. Also, apprenticeships are seen as a limited career choice, while also being one which appears to repel female entrants.

If the shortage of new skilled workers entering the construction industry continues, construction organisations will not have the necessary resources to tender for, and subsequently, complete new work.

The perception of what could have been seen as potential new apprenticeship entrants, but ultimately chose university, is worth examining further with a view to industry addressing the shortcomings identified. This therefore can provide an opportunity to stem the tide of reducing apprenticeship numbers, while also providing a viable alternative to university for those who wish to pursue alternative routes of entering the sector.

The paper uniquely focuses on the third-level university student's perspectives and what influenced their decision to pursue third-level university education over that of an apprenticeship within the built environment; an area which has yet to be investigated.