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Tackling high reoffending rates in England and Wales is of significant political interest, with education and training being viewed as an important mechanism to achieve change. The purpose of this paper is to present the findings of a small empirical study examining a life skills programme delivered in a Category C prison in the West Midlands.

The study used a multi-method approach incorporating observations of two modules, four focus groups with prisoners enrolled on the programme, questionnaires with programme completers, and semi-structured interviews with staff.

The findings indicate that life skills are an important component in rehabilitation. More specifically, developing the necessary tools to assist prisoners in everyday life, such as recognition, interpretation, reflection, response, and planning is fundamental to rehabilitation.

A limitation of this study was that only prisoners currently at this Category C prison were included. This could be complemented by the inclusion of more participants who had completed the programme; however, access and data protection considerations limited the study to one location.

The key message of this study is that without addressing basic life skills, education and vocational rehabilitation is severely limited.

To reduce reoffending rates, it is important to conceive rehabilitation in broader terms, not simply in relation to education and vocational training.

This paper offers insight into an unreported area of good practice in prison rehabilitation provision.

Implementing effective strategies for the management of online faculty contributes to the experience of online students by ensuring that faculty are prepared to facilitate courses in a manner in which students are engaged and learning outcomes are attained. Additionally, faculty management impacts the experience of online faculty by reducing isolation; providing direction, feedback, and development; and implementing rewards and recognition to increase satisfaction and engagement. Further, best practices for online faculty management impact administrators by improving the learning outcomes of programs and departments, increasing student retention, reducing faculty attrition rates, and building institutional community. Employing best practices for the management of online faculty serves to create efficiencies and improve operations. This chapter will present best practices for faculty recruitment that aim to reduce the potential for bias and increase collaborative decision making. Additionally, key aspects of effective online faculty training will be discussed, in the context of relevant literature. Further, guidelines for the delivery of engaging professional development in the virtual space will be provided. Best practices for supervision and evaluation will be explored, including expectation setting, regular feedback, and formal assessment procedures. The aforementioned facets of online faculty management will be examined through an analysis of six case studies, based on initiatives that were implemented for the online campus of a small university.

The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.

The implementation of the risk management in the development of new car models can contribute to the improvement of the project management performance and project success. The purpose of this paper is to provide evidence about whether project risk management (PRM) and green supply chain management (GSCM) are positively related to project management performance and the project success.

Data were collected from 145 project managers in the Malaysian automobile manufacturing industry and analyzed using structural equation modeling.

The results found that PRM and the GSCM had a positive association with project management performance and the project success.

The effective implementation of GSCM and risk mitigation strategy is strategic solutions to manage sustainable project performance and successful implementation of a project.