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India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment.

Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year.

Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal “hidden” rather than the “formal” curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students’ worldwide sustainability literacy.

To the best of the authors’ knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the “formal” and the informal “hidden” curriculum to SE by students and staff at an Indian university.

The importance of emotional intelligence (EI) for management success has been established. This paper aims to examine the influence of increased EI capabilities on project success.

This paper first examines the literature in relation to EI then reports on a case study conducted in the defence contracting sector in the USA. The qualitative, case study approach is supported by pre‐ and post‐training surveys. Regression analysis was conducted to test the effect of the training on EI competencies and the impact of the increase in competencies on employee satisfaction and project success.

Results of the case study and survey indicate that developing EI capabilities will contribute to increased project management success.

The research reported upon in this paper is limited to one organisation within the defence contracting industry in the USA.

The aim of every project leader is to develop their intended project benefit. The results of the study reported in this paper will have implications for project leaders and project team members as it provides insights into capabilities which have the potential to further improve project performance.

Although the value of EI skills for employees, especially managers and supervisors, has been established, no specific study of the impact of these skills on project performance, using pre‐ and post‐tests, has previously been reported. It will provide a valuable point of comparison for similar research in other non‐defence contracting environments to build a body of knowledge on EI and project performance.

Project‐based learning has been used in a number of disciplines to provide undergraduate students with the opportunity to simulate professional activities and apply theory to practice. It has been identified as an effective way to develop a range of transferable skills required by employers. This article aims to report a novel application of project‐based learning, which provided students with an opportunity to work on an international collaboration, facilitated by videoconferencing and Web 2.0.

Drawing on a number of data sources, this article examines the contribution that project‐based learning made to the development of key skills which employers within the media industry expect graduates to possess.

Conclusions suggest how project‐based learning can be used more widely to develop a range of employability skills. The international context and the use of new technologies were also seen by students to be important aspects of the project. Students offered some original insights into how these may enhance project‐based learning.

This study deals with a novel application of project‐based learning, which gave students an opportunity to work on an international collaboration, facilitated by videoconferencing and Web 2.0. Students offered some original insights into how the international context and the use of new technologies may enhance project‐based learning.

We examine yield spreads, defined as the difference between the yield to maturity of the risky bank bond and that of a risk-free bond with similar maturity and other characteristics, after controlling for market, liquidity and tax factors. We use senior bonds issued by banks since one of the goals of the Dodd–Frank Act (DFA) is to reduce the possibility of a full-fledged bailout of banks. If markets do not believe that banks will be bailed out, senior bondholders will bear a higher exposure to default risks, and such risk perceptions will be reflected in the yield spread levels.

We use generalized method of moments (GMM) for parameter estimation with standard errors corrected for autocorrelation and heteroskedasticity using the Newey–West (1987) procedure with five lags.

Our results indicate a discount of 133 basis points in yield spreads due to the TBTF or too-big-to-fail factor prior to the DFA. However, the market charges a net premium of 36 basis points for the TBTF factor immediately after the DFA (a total change of 169 basis points). We examine commercial banks and noncommercial banks (primarily investment banks and insurance firms) separately. For commercial banks, the discounts observed prior to the DFA changes to a premium after the DFA. For investment banks, the higher premium charged prior to the DFA is reduced after the DFA.

Not all banks issue bonds and not all issued bonds trade in the secondary market frequently.

After the Great Recession, there is a sustained effort across the globe, to remove the possibility of a bailout of very large banks. With systemic risk monitoring, improved capital regulation, stress testing and other regulations on banks and other shadow banking organizations, the question of whether market perceives implicit guarantee of very large financial institutions. We have examined a new security that is not treated as capital.

If taxpayer bailouts are avoided, such resources can be used for other developmental purposes. The moral hazard problems of bank manager are also reduced.

We are the first to exclusively examine the senior bonds issued by banks around the enactment of the DFA, 2010.

Letters and opinions published in the Chronicle of Higher Education were analysed to identify metaphors relating to libraries used by faculty, academic administrators and librarians. Metaphors used in communications are assumed to reflect conceptual models held by the communicators. The qualitative methodology used in this study was built on the works of Schön, Reddy and Green. In this exploratory study, fourteen models of libraries were identified through linguistic examination of the appearance of the word stem ‘librar’ among published communications from academics. Differences were found in the conceptual models of libraries held among faculty, academic administrators and librarians. The study's findings suggest that to administrators in this case, libraries are contributors to the social structure of an academic environment, while to faculty, libraries are the repository for physical information resources to support their research. Librarians in the study tend to attribute an activist role to libraries, and to express a conceptual model of a library as a storehouse. The identification of metaphors about libraries, cited by academics, offers library managers insights into academic library users' conceptualisation of libraries.

Drawing on Coburn and Turner's framework for research on data use, this study looks at how contextual factors support interactions around data. In so doing, the authors contribute to the emerging body of literature on administrators supporting high school students' social-emotional learning (SEL).

This two-site case study “follows the data” that were shared with administrators at two high schools based on a longitudinal study of students' SEL. One author of this study has been leading a research project of high school students' SEL in two high schools from two different districts in a Midwest university town since 2017. This study follows what happened in both high schools after the author shared students' SEL data with district personnel.

Findings showed that participants were invested in increasing SEL programming. However, SEL data moved in different ways through the two schools, and all individuals had different ideas about which data were important. Each district dealt with a specific set of organizational norms, existing inequities, and beliefs systems that influenced which SEL data were noticed and how, if at all, data spurred action.

Specific aspects of organizational contexts support and constrain SEL data use. Both cases suggest researchers can guide data use practices that can advance students' SEL. However, each district dealt with a specific set of educational inequities, which influenced which data were noticed and how, if at all, data spurred action. Importantly, data-driven decision-making must be conducted from an equity lens, lest the process replicate existing inequities.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

This article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.

A literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.

Findings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.

Given the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.

This article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.