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The purpose of this paper is to examine how individual differences influence employees’ attitude toward organizational change. Specifically, the present study examined how and why proactive personality, dispositional resistance to change, and change self-efficacy influence employees’ perceived fairness about the organizational change.

Structural equation modeling was utilized to analyze the survey data obtained from a sample of 140 food service employees after some organizational changes in leadership, menu offerings, and facilities.

The results revealed support for two micromediational chains predicting change fairness: first, change self-efficacy leads to less uncertainty and second, dispositional resistance to change leads to less communication regarding change resulting in employees perceiving they have fewer opportunities to voice concerns about the changes.

The cross-sectional design prevents causal inferences and the generalizability of the present findings beyond similar samples experiencing similar changes is unknown. However, the predictions were based on theories that apply to all employees regardless of the changes or the employees’ occupations or workplace.

Employees with particular personality traits are more receptive to change, suggesting that organizations should consider the impact of individual differences when facing large-scale change. To ensure the success of organizational change, organizations should communicate with employees and encourage employee input before implementing change which in turn improves the chances that employees will have favorable reactions to the change.

This is the first study to examine how and why individual difference variables influence employees’ perceptions about organizational change fairness.

In recent decades, the use of capital punishment has declined, but in its place, a ‘new death penalty’ has arisen: life without parole (LWOP), which is being used far more frequently and for more crimes than capital punishment ever was. Yet, LWOP has received far less scholarly attention than the death penalty. Because of its greater scale, assessing the effects of LWOP on crime has important policy implications and is a better test of extreme penalties. Existing studies of LWOP focus on humanitarian issues and ignore its potentially reciprocal relationship with crime. Therefore, we use available LWOP data to fill these gaps in the literature, using models specifically designed to control for potential reciprocal effects. The results indicate there is no reciprocal causation between LWOP and violent crime and, at best, LWOP’s impact on crime is small, temporary, and, most importantly, no greater than the impact of life with parole.

This study aims to investigate the tensile strength and elastic modulus of custom-designed polymer composites developed using voxel-based design. This study also evaluates theoretical models, such as the rule of mixtures, Halpin–Tsai model, Cox–Krenchel model and the Young–Beaumont model and the ability to predict the mechanical properties of particle-reinforced composites based on changes in the design of rigid particles at the microscale within a flexible polymer matrix.

This study leverages the PolyJet process for voxel-printing capabilities and a design of experiments approach to define the microstructural design elements (i.e. aspect ratio, orientation, size and volume fraction) used to create custom-designed composites.

The comparison between the predictions and experimental results helps identify appropriate methods for determining the mechanical properties of custom-designed composites ensuring informed design decisions for improved mechanical properties.

This work centers on multimaterial additive manufacturing leveraging design freedom and material complexity to create a wide range of composite materials. This study highlights the importance of identifying the process, structure and property relationships in material design.

NOT for a long time have books and libraries featured in the correspondence columns of The Times and other newspapers as regularly as they have in 1960. Earlier in the year Sir Alan Herbert's lending rights' scheme had a good run, and we have clearly not yet heard the last of it. Indeed, a Private Member's bill on the subject is to have its second reading in Parliament on December 9th. More recently, the Herbert proposals have had a by‐product in the shape of bound paperbacks, and a correspondence ensued which culminated in Sir Allen Lane's fifth‐of‐November firework banning hard‐covered Penguins for library use.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

Given that this book places the interconnectedness of international sustainable development and education particularly in times of crises at the centre of attention, it is impossible to disregard the nuanced nature of this crisis context. Based on a review of relevant literature, this chapter focuses on the following four main areas. First, it analyses the complex nature of the definition of the crisis, as multiple attempts to understand the phenomenon of crises and their various classifications have been consensual in recognising that crises are multidimensional and interrelated, that they are integral to the process of change and that they present a range of interconnected factors that distort the normal operation of people, organisations, their relationships, resources, etc. Second, this chapter explains the phenomenon of glocalisation in relation to crises to further detail how intertwined different crises are. When applied to the analysis of crises, the phenomenon of glocalisation is paramount in understanding how locally born crises can trigger globally reaching effects and vice versa. Third, this chapter discusses the impact of crises on international sustainable development. Finally, it is proposed in this chapter that education should be viewed as an important tool in tackling crises and, thus, easing the progress towards sustainable development internationally. This chapter provides important contextualisation regarding the evolving multidimensional and intertwined crises against the background of which the discussion in this book embarks on in its subsequent parts.

With increasing ethical issues and global corporate scandals, many organisations are now looking to employ well-rounded professionals, who take ownership of their workplace while leading with their heart and soul. These organisations seem to be more concerned with relationship building and future employability (Cunha, Rego, & D’Oliveira, 2006) and are interested in the concept of spirituality with the hope that it could address ethical issues influencing their businesses.

‘Spirituality and ethics are core values that have shaped human life from time immemorial’ (Mahadevan, 2013, p. 91). Ethics and spirituality are interrelated but different as ethics is about customs and habits, while spirituality is concerned with personal meaningful experiences and differs from person to person, making it hard to define.

Organisations moving towards spirituality require leadership that can develop a spiritual climate and their learning and development has to be top priority (Pawar, 2009).

This requires management education to appreciate the concept of spirituality and like some universities globally, incorporate it within their programmes (Harris & Crossman, 2005).

To explore whether spirituality could be incorporated within the higher education curriculum, my PhD researched academic’s viewpoints in selected faculties within a regional university in Australia. This paper reports some of its findings from the data gathered through semi-structured interviews, with a focus on leadership, its relevance to ethics and the teaching of spirituality. Results indicate that academics support the inclusion of spirituality but the programmes need to be carefully designed.