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This paper aims to describe the process and outcomes of restorative justice (RJ) between a detained patient with autism and a person he harmed.

A single case study design was used to provide an in-depth description of a RJ referral.

Restorative outcomes that align with the theories of RJ, in particular trauma processing and emotional reconnection, were observed by RJ practitioners and reported by participants. The person harmed reported a “safer” memory of the offence.

The absence of outcome assessments limits the findings to observational data and self-reported experiences from participants. A triangulated outcome approach is recommended.

RJ practices can safely be applied within a secure hospital environment. The RJ process can also be followed by a person with difficulties in social and emotional processing.

The RJ process provides a safe framework within which forensic mental health services can respond to the needs of victims, which are not routinely addressed in standard clinical practice, and in worst case scenarios, may even be overlooked.

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly journal entries of eight ULTAs were analyzed to assess their perspectives on the experience. Findings revealed the ULTAs developed cognitive skills through the generation of mostly divergent discussion questions on the knowledge and comprehension level of the Taxonomy of Educational Objectives: Cognitive Domain (Bloom et al, 1956). ULTAs applied their learning from the experience to both personal and professional roles and intend to model behaviors in seven skill areas: (a) communication; (b) active listening; (c) mentoring; (d) responsibility; (e) followership; (f) professionalism; and (g) collaboration.

Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.

This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.

The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.

This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact practice for undergraduates studying leadership. The ULTA experience at Texas A&M University in the Agricultural Leadership, Education, and Communications (ALEC) department was examined using the six characteristics purported by Kuh (2008) to describe effective high- impact practices: considerable time and effort to purposeful tasks, interaction with faculty and peers on substantive matters, increased likelihood of experiencing diversity, frequent feedback on performance, application of learning to different settings, and better understanding of self in relation to others. The ULTA experience can be a high-impact practice that provides leadership students with the opportunities to apply their leadership learning to their teaching roles and reflect on their experience to gain new leadership perspectives. Recommendations for implementing this practice include: purposeful interactions with ULTAs, feedback and assessment of experience, training, and a rigorous recruitment process.

Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy studies to engage in textual analysis, this chapter argues for the affordances of the theoretical underpinnings of Bernstein's pedagogic device and critical discourse studies in investigating connections between policy and practice. Drawing on the sociology of pedagogy and applied linguistics, this chapter aims to explore the theoretical complementarities of the chosen approaches for exploring how policy ideas move through time and space. A focus on the notion of recontextualisation enables an understanding of how influences beyond the discipline itself, including policy discourses, can shape learning, teaching and assessment practices. The illustrating case examines policy on learning and teaching and how these ideas are recontextualised from national policy through to institutional policy and individual practices. The critical or questioning angle of both approaches in seeing ideas, including policy, as never value-free but as situated within their sociopolitical context can shed light on how policy ideas make their way into universities and in whose interests.

The purpose of this paper is to investigate safety goal commitment as a potential mediator of the relationship between safety-specific transformational leadership and safety performance.

A field study was conducted in a sample of municipal utilities workers. All workers were asked to take a survey during work time.

The results suggest that safety-specific transformational leadership is positively related to safety performance and safety goal commitment, safety goal commitment is positively related to safety performance, and goal commitment is a significant mediator of the relationship between transformational leadership and safety performance.

Goal-setting theory and subsequent research has suggested a variety of strategies that can be employed to enhance the goal commitment of employees, and this study suggests that some of these strategies could be explored in the occupational safety realm. Future research could explore what transformational behaviors might be taught which would aid in setting safety goals with employees and motivating them to commit to those goals.

These findings add to existing research which supports connections between transformational leadership and job behaviors. Furthermore, they add to the limited research which has explored possible explanatory mechanisms and underscores the importance of safety goal commitment as the focus of future research and/or organizational interventions.

This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy.

The Embedding Diversity project allowed a reflective and process-based deep learning to occur which enabled practical and meaningful Reconciliation to transpire between Aboriginal and non-Aboriginal staff at an Australian University. Within the Faculty of Education and Social Work, staff collaborated with, listened to, and were taught by Aboriginal people in a range of contexts. Through this partnership, training, engagement, and conversations were had that shifted perspectives and changed thinking.

The outcome of this project was a commitment to change and advocacy for cultural competence to embedding stronger and more informed Aboriginal education, Aboriginal Studies Units of Study (subjects), and perspectives in teacher education curriculum. We present this project as it is reflective of the meaningful Reconciliation and educational reform which may be possible in other learning communities.

This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.

Guided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.

Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.

My main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern.

This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives.

The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field.

Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.