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Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.

Disciplinary school exclusion has negative consequences in terms of academic achievement, well-being, mental health, and future prospects. Permanent and temporary school exclusions rates in England are much higher than in the rest of the United Kingdom and disproportionately affect students with special needs, from care backgrounds, living in poverty, and from particular ethnic backgrounds. This chapter argues that looking at the issue of school exclusion is another way of looking at issues of inclusion and diversity in schools and that these are central concerns for initial teacher education programs. The chapter illustrates this argument by reporting some of the preliminary findings from the 4-year ESRC funded project The Political Economies of School Exclusion Across the UK (2019–2023) led by the Excluded Lives Research team at the University of Oxford. The main objective of this research has been to develop a home international multidisciplinary understanding of the landscapes of political economies and the experiences and consequences of school exclusion across the United Kingdom.

In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe have set out to internationalise or become world-class universities as part of their strategic ambitions. Thus, finding ways to become visible on a global scale and transcend beyond the countries in which they operate has become of major interest to most universities. The authors of this chapter were curious to determine how universities adopt imported organisational templates as a strategic ambition. One should not assume that the semblance of such imported concepts is mere institutional isomorphism stemming from internationalisation and globalisation. The study employed semi-structured interviews and institutional documents as data collection tools among ten (10) university actors in a flagship university in Ghana. The study used postcolonial theory to critically examine the drivers and current practices embedded in dominant hegemonic global discourses, such as internationalisation. The findings revealed that the drivers and reforms underpinning university internationalisation ambition are framed within economic rationalities, producing human capital, self-marketisation to promote visibility, and a quest for global competition couched within global neoliberal ideology. The study recommends the need for university actors to (re)focus and (re)evaluate university internationalisation discourse to ensure a balance between local relevance and global forces.

The International Network of Research Management Societies (INORMS) celebrated its 20^th anniversary in 2021. It was established to increase communication among research management societies. The need for a formal international research management community developed because there was (1) increased international funding of research, (2) the number of international research collaborations was growing, and (3) there was a need to understand research regulations in other countries. INORMS sought to address these issues through international congresses and by providing a forum for member societies to work more closely together on common issues. Membership in INORMS steadily increased over the years. The 20^th anniversary meeting was highlighted with the signing of the Hiroshima Statement that described a research manager’s principles and responsibilities, which include collegiality, inclusiveness, professionalisation, innovation, and accountability. This chapter summarises the factors that led to the formation of INORMS and its history.

The direct selling model adopted in the beauty and cosmetics industry puts female consumer entrepreneurs at the heart of the business model. A neglected phenomenon in female entrepreneurship, this study aims to focus on female sales agents’ capabilities that are linked to sales performance and examine which capabilities might be shaped and enhanced through coaching and training in an emerging economy context.

Survey data were generated from a sample of 249 female sales agents who agreed to participate in a coaching and training programme run by a focal firm. Data were collected in two phases to investigate the capabilities linked to sales performance pre-intervention and the impact of coaching and training on the relationships between the capabilities and sales performance post-intervention. The time-lag data were analysed using partial least squares structural equation modelling.

For female sales agents, self-efficacy and sales experience have a significant positive effect on adaptive sales performance both before and after the coaching and training intervention. In contrast, intellectual capital and self-motivation had a non-significant relationship with sales performance before the intervention. However, after the intervention, the relationship between these variables became positive and significant.

The study demonstrates the effects of pre- and post-coaching and training on female consumer entrepreneurs’ capabilities and the links to sales performance. These findings add critical empirical knowledge on how female consumer entrepreneurship may be developed and the role of entrepreneurship for female empowerment in the Asian context. Collectively, the findings bring to the fore the female sphere in consumer entrepreneurship research in emerging economies.