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Capstone subjects which link students approaching graduation with significant experiential learning and relevant industry placements, have the potential to be very valuable to students. This is particularly evident if they are able to critically reflect on the experience. In light of this, the School of Business at the University of Notre Dame Australia, Fremantle campus, sought to embed reflective practice and reflective writing within its Business Internship (capstone) subject. This paper aims to discuss this.

The paper presents a case study approach.

Significant challenges emerged in relation to the student learning experience. Some students did not perceive the value of an internship, or of engaging in a professionally reflective process. Business students' differing academic literacy standards became apparent, as did the diverse experiences of international students. It became evident that students required explicit teaching and more thorough training to understand the value of reflection and to write reflectively where required. Subsequently, reflective writing workshops were trialled and embedded in the subject. Reflective practice enabled students to move to a deeper level of understanding, rather than submitting a superficial retelling of their internship experience.

The value of reflective writing is widely recognised in many disciplines, although its application in Business capstone subjects is relatively new. This merits further scholarship, particularly as capstone subjects are increasingly being used to demonstrate assurance of learning for accrediting agencies in Australia.

In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational scholarship literature. The authors, then, provide an overview of the chapters in this handbook, guiding the readers through key aspects that each chapter contributes to the handbook’s collective perspective of efforts, initiatives, and programs that promote wellbeing in the higher education settings.

The purpose of this paper is to report on the web_access project, funded through the EC Lifelong Learning Programme. The paper aims to provide a context for the proposed study programme and describe current work in the development of the curriculum and content.

Analysis has been undertaken of the state of the art in education and training for accessible web design in the English language, starting with the national situation in the UK and then further‐a‐field by highlighting international resources. The main outcome of the two‐year multilateral, multi‐partner project is to develop a joint study programme in accessible web design.

While there is evidence of the inclusion of design for all in ICT teaching, as well as the provision of free and commercial tutorials and workshops, analysis has found provision to be fragmented and none to date has been identified as leading to a professional qualification or certificate in accessible web design that is recognised by industry or employers. The proposed curriculum for the study programme described in this paper aims to address this issue.

While there is evidence of the inclusion of design for all in ICT teaching, as well as the provision of free and commercial tutorials and workshops, analysis has found provision to be fragmented and none to date has been identified as leading to a professional qualification or certificate in accessible web design that is recognised by industry or employers.

This article explores the impact of crises, such as the coronavirus pandemic, on service industries, service customers, and the service research community. It contextualizes pandemics in the realm of disasters and crises, and how they influence actors' well-being across the different levels of the service ecosystem. The paper introduces a resources–challenges equilibrium (RCE) framework across system levels to facilitate service ecosystem well-being and outlines a research agenda for service scholars.

Literature on disasters, crises, service and well-being is synthesized to embed the COVID-19 pandemic in these bodies of work. The material is then distilled to introduce the novel RCE framework for service ecosystems, and points of departure for researchers are developed.

A service ecosystems view of well-being co-creation entails a dynamic interplay of actors' challenges faced and resource pools available at the different system levels.

Service scholars are called to action to conduct timely and relevant research on pandemics and other crises, that affect service industry, service customers, and society at large. This conceptual paper focuses on service industries and service research and therefore excludes other industries and research domains.

Managers of service businesses as well as heads of governmental agencies and policy makers require an understanding of the interdependence of the different system levels and the challenges faced versus the resources available to each individual actor as well as to communities and organizations.

Disasters can change the social as well as the service-related fabric of society and industry. New behaviors have to be learned and new processes put in place for society to maintain well-being and for service industry's survival.

This paper fuses the coronavirus pandemic with service and well-being research, introduces a resources-challenges equilibrium framework for service ecosystem well-being and outlines a research agenda.