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Apparently, scholarly attention is shifting to Society 5.0. The study of Industry 4.0 (I4.0), including its impacts on industrial productions and services, is saturated. However, there is a need for scientific investigations of the relatively new emerging concept of Society 5.0, especially regarding its relationship with I4.0. Given this necessity, the chapter conceptually examines Society 5.0 new normal and its antecedent – I4.0, with a value of the economically productive society in the post-coronavirus pandemic era. The chapter further elucidates the strategic role of emotional resilience and I4.0 collaborative partnership. Society 5.0 aims for a new society based on the notion of a human-centred economy and inclusivity. Consequently, new sets of innovative and artistic jobs will possibly emerge, driven by human competencies in collaboration with technology. In other words, Society 5.0 new normal is targeting a balanced or blended economic approach that favours a fit between society and industry and ensures that all citizens live a high-quality life by eliminating the delimiting effect of technology such as artificial intelligence (AI) on the physical space and wellbeing of the people. Hence, I4.0 collaborative partnership and emotional resilience are perceived as strategic and influential in achieving the feat of a Super Smart Society.

Although organizational citizenship behaviour (OCB) is a concept associated with significant values within the modern workplace, many employees find it challenging to exhibit some necessary extra-role behaviours, such as helping co-workers complete their duties when a situation demands it. Currently, in the South African workspace, fostering OCB among employees is a concern to people practitioners. Specifically, extra-role types of behaviour are declining among professionals as 21st-century technologies promote remote-working policy, leaving employees to work robotically with computers and having no colleagues around to seek or render assistance with their duties. Moreover, professionals are overwhelmed with the timely and endless obligations received frequently and hardly have time and energy for extra-role behaviours. In addition, physical and psychological health-related concerns such as technology stress and career worries are among the contemporary issues affecting human resource (HR) management in this present time. This necessitates more scholarly actions in the niche of OCB, especially identifying and arresting its hindrances. However, a thorough review of the literature on OCB revealed a paucity of scientific reports in the areas of relationships between technostress, career concerns and OCB. Hence, the proposed chapter seeks to bridge the gap in the literature of OCB by theoretically exploring the relationships between technostress, career concerns and OCB in the professional services context in South Africa.

Mentoring has been shown to positively affect student engagement, confidence, leadership, and skills. It is through the development of relationships, knowledge sharing, increased engagement, and a sense of belonging that mentors gain confidence and build leadership skills. However, little is known about the types of leadership, practices, and behaviors that mentors develop when undertaking the mentorship role. The purpose of this study is to examine the development of exemplary leadership practices that the mentoring role nurtures in undergraduate female student mentors. In particular, this study adopted the Kouzes and Posner (2002) transformational and servant leadership practices model to collect data from undergraduate female mentors (n = 94) and mentees (n =142). Results demonstrated significant correlations among all Student Leadership Practices Inventory Scale (S-LPI) subscales – Inspite a shared vision, Model the way, Challenge the process, Enable others to act, and Encourage the heart – and provided evidence for the association of the mentoring role with the development of transformational and servant practices. However, among the five transformational leadership practices, Inspire a shared vision was not correlated with the mentoring role. Based on the findings of this study, it is recommended that curriculum developers of undergraduate programs create curricula containing an array of peer teaching/mentoring experiences based on clear roles and job descriptions for mentors. Further research is recommended to explore the impact of mentoring programs with a wider sample of students from diverse backgrounds.

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Informed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.

Quantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.

Better understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.

This research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

This chapter presents the key results of a research project that explored managing service productivity in Sub-Saharan Africa through the lens of lived experiences of bank executives employed as ‘knowledge workers’ in the Nigerian banking sector. The study adopted a qualitative phenomenological research design. Data was gathered from 16 Nigerian top bank executives purposively selected using semi-structured face-to-face interviews. Trans Positional Cognition Approach (TPCA), a new phenomenological research method, was used to analyse the data gathered. The study data analysis yielded five themes; micromanagement practices, use of dysfunctional strategies to drive service operations, deposit mobilisation target as a productivity measure, managerial indifference to potential nescience economy issues and master-servant (power culture) strategy, which epitomises fundamental managerial approaches adopted in the sector. The study identified critical service productivity management issues grounded in reality that influence the capability and potentiality of the study knowledge workers. It also contributes the novel, ‘official knowledge worker lived experience of service productivity model’ for use by decision-makers in the banking sector. Thus, it sets an agenda for these ‘knowledge workers’ line managers’ and bank regulators in the research setting. The study extended the viable system model by applying it in this phenomenological enquiry and using it to explain/deepen our understanding of the findings that emerged. The output of this work contributes to scholarly knowledge on service productivity management from the sub-Saharan African banks’ perspective. It can be generalisable in countries with similar financial and economic characteristics like the research setting.

In terms of the concept of broken home as a juvenile delinquency risk factor, whilst Nigeria and Ghana are culturally different from western nations (Gyekye, 1996; Hofstede, 1980; Smith, 2004), parental death (PDE) and parental divorce (PDI) have been previously taken-for-granted as one factor, that is ‘broken home’. This paper aims to deconstruct the singular model of ‘broken home’ and propose a binary model – the parental death and parental divorce hypotheses, with unique variables inherent in Nigerian/Ghanaian context.

It principally deploys the application of Goffman’s (1967) theory of stigma, anthropological insights on burial rites and other social facts (Gyekye, 1996; Mazzucato et al., 2006; Smith, 2004) to tease out diversity and complexity of lives across cultures, which specifically represent a binary model of broken home in Nigeria/Ghana. It slightly appraises post-colonial insights on decolonization (Agozino, 2003; Said, 1994) to interrogate both marginalized and mainstream literature.

Thus far, analyses have challenged the homogenization of the concept broken home in existing literature. Qualitatively unlike in the ‘West’, analyses have identified the varying meanings/consequences of parental divorce and parental death in Nigeria/Ghana.

Unlike existing data, this paper has contrasted the differential impacts of parental death and parental divorce with more refined variables (e.g. the sociocultural penalties of divorce such as stigma in terms of parental divorce and other social facts such as burial ceremonies, kinship nurturing, in relation to parental death), which helped to fill in the missing gap in comparative criminology literature.

This paper explores the link between employee stress and the high-power distance (HPD) culture in Nigeria. The study context is the banking and manufacturing sectors in Nigeria, which have a history of exploitation, unconducive work environments to productivity, work-life imbalance, work overload, burnout and employee stress.

Using a qualitative, interpretive methodology, this article adopts a thematic analysis of data drawn from semi-structured interviews with 24 managerial and non-managerial workers to explore the process by which Nigerian manufacturing and banking sectors' work (mal)practices go unchallenged, thereby triggering and exacerbating employees' stress levels.

The study found that the high power distance culture promotes a servant-master relationship type, making it impossible for employees to challenge employers on issues relating to stressors such as work overload, unconducive work environments, work-life imbalance and burnout, thereby exacerbating their stress levels in a country in which stress has become a way of life.

Research on the relationship between employee stress and HPD culture is relatively underdeveloped. This article sheds light on issues associated with stressors in Nigeria's human resource management (HRM) and employment relations practices. The link between the inability of employees to challenge these stressors (which are consequences of an HPD culture) and increased employee stress has substantial implications for employment and work-related policies and practices in general. The study is constrained by the limited sample size, which inhibits the generalisation of its findings.

The article adds to the scarcity of studies underscoring the relationship between high-power distance and the inability of employees to challenge work-related stressors as a predictor of employee stress and a mediator between workplace practices and employee stress, particularly in the emerging economies.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.