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The current study examined the effects of gender and motivation on negotiation strategy and outcome. It was hypothesized that findings suggesting that women obtain lower joint outcomes from integrative bargaining than men may result from women, but not men, entering negotiation settings with a high level of concern for the other's outcomes. Drawing on the dual concern model of Pruitt and his colleagues, it was predicted that situationally induced high self‐concern would result in high joint outcomes for female dyads—ay high as those for male dyads under any conditions. Male dyads were expected to require situationally‐induced self‐ and other‐concern to reach optimal joint outcomes. Where there was no situationally induced concern for either self or other, male dyads were expected to obtain higher joint outcomes than female dyads. Results from dyads bargaining in a laboratory setting were generally supportive of predictions, except that men tended to do well but for where other‐concern alone had been situationally induced. Discrepant findings are discussed in terms of the generally low level of antagonism present in these dyads.

Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.

The strictest definition of teaching and learning is no longer what it used to be with innovation becoming an important component of classroom teaching. The fact that classroom teaching has moved beyond the walls and to the homes of students confined to hand-held device or their computer is in itself a rare feat that academics couldn’t imagine even a few years ago. Innovation in teaching and learning is bringing qualitative change in higher education along with quantitative expansion. Changes are essential part of teaching and learning as it helps in improving the quality and equity in creating learning opportunities for students. Teaching and learning have been undergoing rapid changes and is never considered to be a change averse sector; however, in certain parts of the world, the acceptance toward change has been very slow and they are lagging behind in adopting technology, improving efficiency, and productivity and the quality standard of education.

The book volume highlights some interesting interventions practiced around the world by higher education instructors who were forced to make necessary changes in the conversion from face-to-face instruction to the use of online and virtual platforms owing to COVID pandemic. Instructors took help of modern technology and used virtual exchange platform to create meaningful classroom discussions and lively interactions between learners and faculty. Quality assurance was a priority with regular monitoring of students’ interaction, performance, and involvement in a class. Changes in a conventional way of teaching are the need of the hour and technology is expected to bring some radical improvement in this field.

The purpose of this paper is to contribute a deeper understanding of how natural disasters influence entrepreneurial intentionality as an important antecedent of entrepreneurial intention. It reviews the conceptual and operational backgrounds of natural disaster research and entrepreneurship theories and formulates a distinctive conceptual approach to entrepreneurial intentions in natural disaster settings.

An exhaustive review of research articles published in peer-reviewed entrepreneurship journals is provided and focuses on entrepreneurship, natural disasters, and entrepreneurial opportunities.

Six propositions about the influence of natural disasters on entrepreneurial intentions in ways that are distinct to the specific circumstances of post-disaster environments.

The paper’s findings serve as a useful foundation for future research of post-disaster entrepreneurial behavior. The propositions highlight the relationship between opportunities, self-efficacy, feasibility, desirability, fear of failure, and resilience that complement macro-level research with micro-level antecedents. Implications entail new methodological avenues for future studies of humanitarian and post-disaster entrepreneurial activities.

This paper suggests ways in which public policy and educational, state and community programs can be designed and executed so that entrepreneurial intentions are developed and entrepreneurial action is not hindered. Moreover, it clarifies several ways to achieve more effective action (or inaction) to serve those affected by natural disasters and minimize disaffection.

The study illustrates that natural disasters can and do create opportunities for entrepreneurial behavior even as they generate powerful and sweeping negative effects on socioeconomic systems. Its unique approach explores individual-level variables concerning intent and motivation that drive entrepreneurial decisions in disaster contexts.

How do transnational social movements organize? Specifically, this paper asks how an organized community can lead a nationalist movement from outside the nation. Applying the analytic perspective of Strategic Action Fields, this study identifies multiple attributes of transnational organizing through which expatriate communities may go beyond extra-national supporting roles to actually create and direct a national campaign. Reexamining the rise and fall of the Fenian Brotherhood in the mid-nineteenth century, which attempted to organize a transnational revolutionary movement for Ireland’s independence from Great Britain, reveals the strengths and limitations of nationalist organizing through the construction of a Transnational Strategic Action Field (TSAF). Deterritorialized organizing allows challenger organizations to propagate an activist agenda and to dominate the nationalist discourse among co-nationals while raising new challenges concerning coordination, control, and relative position among multiple centers of action across national borders. Within the challenger field, “incumbent challengers” vie for dominance in agenda setting with other “challenger” challengers.

The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning.

The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the underlying play principles that contribute to the emergence of the ludic learning space are drawn. Then the formation of a ludic learning space through a case study of a pick‐up softball league where for 15 years, a group of individuals diverse in age group, gender, level of education, and ethnic background have come together to play are examined.

The case study suggests that play in a ludic learning space can promote deep learning in the intellectual, physical, spiritual, and moral realms.

This paper uses the play literature to inform the experiential learning concept of the learning space.