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This paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.

This paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.

The outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.

This paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.

Employing eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.

This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The origins and meaning of learning gain, and its relation to similar terms, are discussed. The ways in which learning gain has been applied in practice and in research are considered. The issues raised by this practice and research are examined, and the various criticisms made are reviewed. Some conclusions are then drawn.

In the last five years, there has been an increased interest across the globe, and in the United Kingdom in particular, to define, conceptualise and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure ‘excellence’ in teaching. This chapter will review some of the common definitions and the methods employed in research on learning gains. Secondly, we will provide a critical evaluation of the computational aspects of learning gains (e.g., raw gain, normalised gain). Finally, we will critically reflect upon the lessons learnt and what is not yet known in terms of learning gains.

There is an abundance of empirical evidence on the positive effects of employment – and the detrimental effects of unemployment – on individuals’ psychological and physical health and well-being. In this chapter, the authors explore whether and how self-employment or entrepreneurship could be a solution for individuals’ (re)entry to the job market and which (psychological) variables enhance the likelihood of entrepreneurial success. Specifically, the authors first focus on unemployment and its detrimental effects for health and wellbeing, and outline the existing interventions aimed at assisting reemployment and combating the negative consequences of unemployment for individuals’ well-being. Then, the authors will explore entrepreneurship as a potential solution to unemployment and explore the psychological variables that enhance the likelihood of entrepreneurial success. One of the variables the authors highlight as particularly relevant for self-employment is the second-order construct of Psychological Capital (PsyCap; Luthans, Avolio, Avey, & Norman, 2007), as well as its individual components – hope, optimism, efficacy, and resilience. PsyCap is a malleable construct that can be successfully trained, and PsyCap interventions are inherently strength-based and have positive effects on employees’ and entrepreneurs’ performance and wellbeing. Therefore, the authors end the chapter by suggesting that a PsyCap component in existing education and training programs for entrepreneurship is likely to not only increase entrepreneurial intentions and success, but also increases participants’ well-being, self-esteem, and the general confidence they can pick up the reigns and take back control over their (professional) lives.

In this chapter, we review empirical research evidence on the relationship between stressors and catecholamines (i.e., adrenaline and noradrenaline) and cortisol. With respect to acute stressors, both laboratory and field research have shown that the exposure to stressors leads to an increase in catecholamine and cortisol levels. With respect to more chronic stressors, research evidence is less consistent. Chronic mental workload was found to be related to elevated adrenaline levels. With respect to cortisol responses the interaction between workload and other variables seems to play a role. Empirical studies suggest that chronic stressors affect the responsivity to acute stressors. Research showed that after the exposure to stressors catecholamine and cortisol recovery is delayed.

Global virtual teams (GVTs), also known as transnational or distributed teams, are increasingly common as organizations strive to maintain a global presence, find top and diverse talent, and cope with economic constraints. Despite increasing adoption of GVTs, there is a dearth of research addressing whether GVTs are an effective coping strategy for dealing with the world economic crisis and if there are unintended negative consequences on employee well-being as a result of their use. Thus, a focal question guiding the development of this chapter is whether or not GVTs are a sustainable solution for organizations? In this chapter we present a generic framework depicting the cycle by which macroeconomic demands impose changes on organization's structures, which trickle down to the level of the individual who has to cope with the demands the new structure has imposed. We discuss GVTs as an intervention (or cure) for organizations’ dealing with the current world economic crisis and how this organizational intervention inevitably becomes the context (or cause) for the kinds of stressors or demands employees face.

Frontline teams are at the centre of lean transformations, but the teams also transform as they implement lean. This study examines these changes and seeks to understand how lean relates to team psychological safety and learning.

This research setting is the Romanian division of a leading European energy company. The authors collected team-level audit and survey data, which the authors used to test the effect of lean implementation on team psychological safety and learning. The authors’ team-level data are complemented with qualitative interviews conducted with team members and headquarters leaders.

The results of the regression analyses show that leanness is positively associated with team psychological safety, which is in turn positively associated with learning. Thus, this research provides evidence that leanness – mediated by team psychological safety – increases team learning.

Lean changes team dynamics and learning positively by ensuring and promoting an emotionally sound work environment with clear team structures, an appropriate level of autonomy, and strong leadership.

This paper contributes evidence of important psychological mechanisms that characterise team-level lean implementation. Particularly, the authors highlight how team psychological safety mediates the relationship between leanness and team learning.