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The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

Comparative and International Education is a dynamic and growing field facing extraordinary challenges in every corner of the world. World Education Patterns in the Global North surveys the educational responses and new educational landscapes being developed as a consequence of powerful global forces demanding change within the Global North’s educational contexts, including North America, Central and South-East Europe, and East Asia,

These forces include the ecological crisis, the population explosion, the changing nature of work, the rise of knowledge economies, economic internationalism, the Fourth Industrial Revolution, the technology revolution, changing social relations, the empowerment of minority interest groups, the rise of multicultural societies, the diminishing stature of the nation-state, and the rise of supra-national and international political structures.

Comparative and International Education is a dynamic and growing field facing extraordinary challenges in every corner of the world. World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South’s educational contexts, including Central and South-East Asia, Latin America, and the Caribbean,.

These forces include urbanisation in the Global South, the rise of the informal economic sector in the Global South, the changing presence of religion, the Creed of Human Rights, democratisation, and the rise of supranational and international political structures on the one hand and, on the other, sub-national and decentralised structures.

The healthcare industry is one of the largest and fastest-growing service industries in the world. The respective merits of public and private healthcare systems are continually debated, but a third system – that of healthcare cooperatives – is rapidly emerging as a universal, community-focused and cost-effective alternative. Rooted in remarkable examples from every corner of the world, World Healthcare Cooperatives highlights both the challenges a successful healthcare cooperative may face, as well as its proven effectiveness in making a difference.

Understanding that, for many, especially in developing countries, private hospitals and healthcare insurance plans are expensive and out of reach, and that globally many public healthcare systems are under-resourced, chapters demonstrate how healthcare cooperatives have a critical role to play in providing services sustainably and at an affordable cost. Addressing the persistent gap between supply and demand in the healthcare sector, the authors highlight the capability of healthcare cooperatives to create a positive impact. With examples from Canada, Argentina, Japan, Africa, Brazil, Columbia, Sri Lanka, Spain, and India, chapters showcase the services that cooperatives can offer their communities, including the establishment of hospitals, medical facilities, and other infrastructure, as well as opportunities in biotechnology and information technology research.

Considering more than 100 million households worldwide that have benefitted from healthcare cooperatives, this pioneering collection triggers a new direction of research to support those seeking to establish healthcare infrastructure in developing and least developed countries in achieving universal healthcare for all.

Launching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities' missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation?

Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university’s ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation?

Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.

Cultural perspectives impact governance, and certain cultures may prefer hierarchical and centralized forms of governance, while others may lean towards more democratic and participatory ones. Governance, guided by ethical worldviews, ensures transparency, accountability, and integrity in decision-making. Worldviews significantly impact leadership styles, and a leader who holds a collectivist perspective would prioritize team building and community outcomes. Leaders' values influence the institution's vision and mission and impact curriculum development, research, and innovation goals. Institutions' approaches to professional development are shaped by their worldviews on continuous learning and improvement. Organizations prioritizing innovation are more likely to allocate greater resources toward advanced training initiatives. Values shape the distribution of resources for capacity building.

The chapters presented here link theory, policy, and practice using various research methods. This volume on Worldviews and Values in Higher Education examines the profound influence of worldviews and values in shaping institutional governance, leadership, and capacity building. Integrating worldviews and values into institutional policies ensures that governance, leadership, and capacity building initiatives are coordinated and mutually supportive. Organizations have the ability to evaluate the effectiveness of governance, leadership, and capacity building programs by examining how closely they adhere to the declared values and objectives. This includes the assessment of student achievement, research outcomes, community influence, and the institution's long-term viability.

By acknowledging and carefully incorporating worldviews and values, higher education institutions may establish effective, streamlined, equitable, inclusive, and forward-looking settings.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. This edited collection explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, Worldviews and Values in Higher Education delves into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution’s ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution’s mission, vision, and values statements.

The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities. They also explore how broad forces, such as globalization and internationalization, have accelerated cross-border education and impacted the presumptive universality of rights and responsibilities. The chapters demonstrate, through different countries’ perspectives, how educational rights are evolving across the academic landscape. This book is for any educator interested in higher education institutions' educational development.

Writing is a necessary skill that allows people to communicate their ideas. For this reason, writing evokes change, and our words persist long after we are gone. We celebrate heroes of the past by the words they leave behind. Writing for Rights is a basic writing workbook ideal for undergraduate instruction. Lessons about writing are presented in a context of social justice to engage even reluctant writers through a sensibility for equity and community action. The workbook is a timely and relevant instructional document perfect for students at minority serving institutions like the nation’s 100 historically Black colleges and universities. 

Writing is a necessary skill that allows people to communicate their ideas. For this reason, writing evokes change, and our words persist long after we are gone. We celebrate heroes of the past by the words they leave behind. Writing for Rights is a basic writing workbook ideal for undergraduate instruction. Lessons about writing are presented in a context of social justice to engage even reluctant writers through a sensibility for equity and community action. The workbook is a timely and relevant instructional document perfect for students at minority serving institutions like the nation’s 100 historically Black colleges and universities. 

Digital media and mobile-based technologies have changed how young people interact in different spheres of their experiences. Considering the centrality of digital media in young adults’ lives, Young Adulthood Across Digital Platforms explores how they engage with mobile applications, incorporating them into their everyday lives and embodying them in their daily practices.

Rooted in an intersectional and feminist approach, authors incorporate a future focus on new horizons for researching youth uses of apps and their (re)negotiation of gender and sexual identities from a Media Studies perspective. Adopting a critical lens towards contemporary digital media, chapters consider how young adults navigate digital technologies and mobile applications' technicity and conceptual underpinnings, seamlessly integrating them into their daily routines and utilising them to create engagement between communities that promote health and deconstruct myths of disinformation disorder.

As sociocultural products actively reshape gender relations, sexual practices and other core aspects of young people’s lives, Young Adulthood Across Digital Platforms posits technology as a potent generator of meaning, subjectivity and agency intricately intertwined with power dynamics.

Young women are a group often neglected even in feminist scholarship. Interrogating conceptual ideas around power, punishment and abandonment with specific reference to the experience of young women, this book examines the particular challenges that young women face within the criminal justice system, and traces their journeys in, out and beyond confinement.

Contributing ethnographic insights from multiple sites of incarceration to explore how secure care, prison and closed psychiatric facilities impact on young women's lives, Schliehe's study goes further than individual carceral spaces by delving into the wider context of young women's journeys through different types of institutional spaces and beyond. The exploration of these journeys challenges and re-develops our understanding of extreme mobility, and showcases how this can lead to the abandonment of a group of young people who live on the margins of social and legal norms. Merging theoretical and empirical findings to highlight how age and gender matter in discourses on crime and justice, Schliehe demonstrates how we have to look beyond institutions to understand confinement in our age of prison crisis, austerity and marginalization.

Curating findings from across human geography and criminology, this book fills an important gap in the literature, offering up essential reading for practitioners and researchers interested in gender, age and confinement.

Acting as a bridge between the academic and policymaking communities, Young, Gifted and Missing sets the stage for addressing critical issues around why African American men are absent in the STEM disciplines. 

The authors track the experiences of African American male students in STEM at every level of the educational system in order to produce successful models of achievement. The number of African American males who enroll in STEM degree programs as opposed to the lower numbers that ultimately graduate portends poorly for U.S. communities and democracy. The road to economic success and global participation requires a rich, educated community that must include African American males. There is a state of urgency to address this critical challenge. Action must happen now. An educated public, not just for some, but one for all is a must. 

Graduate students in STEM, education, and business disciplines, as well as executive leadership in education, corporate and non-profit entities stand to benefit from reading this volume. Lastly, those looking to research the successes of African American males in STEM disciplines would find this book purposeful.

The African continent is colloquially referred to as the youngest in the world. Seizing on a topic underexplored in African research, Youth Development in South Africa: Harnessing the Demographic Dividend confronts the issues, challenges, and opportunities facing South Africa’s youth, resulting in a rich exploration of the South African corpus on youth development.

Bringing together a diverse range of topics and research methodologies, contributors focus on the demographic dividend, South Africa’s relatively large population of young people, and the implications of harnessing this for economic growth and development within this country. Analysing model institutional and policy initiatives for youth development, contributors present a unique translation of ideas into practice, as well as attention to solutions. Highlighting challenges such as health pandemics, social media, and climate change, chapters cover questions surrounding youth aspirations, employment, and inclusivity.

Showcasing the voices of researchers from across South Africa and the larger African continent, Youth Development in South Africa: Harnessing the Demographic Dividend is a compelling snapshot of thirty years of South Africa’s democratic dispensation and what it has meant for the youth of the country, as well as how its demographic dividend can be harnessed for a fairer society in the future.

The existential exclusion of youths from the mainframe of the current global order is an increasingly pressing issue. Research to date has proven youths struggle to survive and be relevant within current systemic and institutional arrangements, resulting in a major existential and generational problem. The second of two volumes filling a gap in the literature in understanding and responding to this grand challenge, this edited collection focuses particularly on the impact and complex consequences of migration, youth experiences and the functioning of digital spaces, and the shaping of youth identity through exposure to both.

Addressing youth issues from around the world, Youth Exclusion and Empowerment in the Contemporary Global Order engages with practical, pragmatic, intellectual and policy perspectives. Delving into the lived experiences of young people in many countries, the chapters bring together a rich collection of research from diverse methodologies. Revealing how young people appear trapped, strategically excluded, and helplessly frustrated by the supposedly supportive institutional frameworks of society, the authors tackle this question: how can young people become empowered and socially active in this context?

The original materials, literature and data collated across both volumes of Youth Exclusion and Empowerment in the Contemporary Global Order, addressing policy and practice issues for youth, present a cutting edge and innovative major contribution to the field of global youth studies.

The existential exclusion of youths from the mainframe of the current global order is an increasingly pressing issue. Research to date has proven youths struggle to survive and be relevant within current systemic and institutional arrangements, resulting in a major existential and generational problem. One of two volumes filling a gap in the literature in understanding and responding to this grand challenge, this edited collection focuses particularly on contexts of economic, educational and governance concerns that confront youths, the complex consequences of these issues, their experience of exclusion, and sustainable pathways forward.

Addressing youth issues from around the world, Youth Exclusion and Empowerment in the Contemporary Global Order engages with practical, pragmatic, intellectual and policy perspectives. Delving into the lived experiences of young people in many countries, the chapters bring together a rich collection of research from diverse methodologies. Revealing how young people appear trapped, strategically excluded, and helplessly frustrated by the supposedly supportive institutional frameworks of society, the authors tackle this question: how can young people become empowered and socially active in this context?

The original materials, literature and data collated across both volumes of Youth Exclusion and Empowerment in the Contemporary Global Order, addressing policy and practice issues for youth, present a cutting edge and innovative major contribution to the field of global youth studies.

The point of leaving care has been identified as a potentially critical turning point at which services might moderate later outcomes. While there is growing evidence identifying social support and identity development as crucial elements, there remains a gap in the understanding of the care-leaving process from the perspective of young people. Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support presents a newly developed theoretical framework for understanding this process.

Supported by research from a qualitative longitudinal study of leaving state care at the age of 18, Dr. Natalie Glynn presents an intimate account of the personal circumstances and structural elements influencing the transitions of rural and urban young people in Ireland using three illustrative cases that break new ground by centering on the voices of young people and their distinct yet interconnected experiences. Pulling together agentic and structural elements in the transition to explain how young people’s choices and reactions are influenced by their personal journeys and socio-cultural contexts, Glynn creates a new theoretical framework that social workers and researchers can use to comprehend this transition period when working with care leavers.

Utilizing Ireland as a case study of the increasingly prevalent model of aftercare provision, Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support details broad policy implications and presents an opportunity to understand how this approach to supporting care leavers works in practice.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Success is envisioned as beating the competition to generate a financially strong and profitable organization while building stakeholder satisfaction.

“C” Leadership style is a new management theory derived from the research and science leading to the unification of conflicting traditional leadership models. Presenting a unique approach to address the needs of all stakeholders as they contribute to the success of the organization, “C” Leadership unifies task-centered styles with people-centered styles for managing talent.

Authors Jim and Lori Spina bring a track record of success and achievement in the fields of Education, Consulting and Business. Their “C” Leadership: A New Way to Beat the Competition and Manage Organization Stakeholders introduces this revolutionary and unique leadership style management system, offering a strategy geared to beat the competition by addressing the needs of all stakeholders who contribute to the success of the organization.