Chapter 4 explores how the ideas discussed in the previous three chapters can be used for strategy development, which can help reframe the workplace challenges associated with dyslexia and identify personal solutions. This chapter initially explores positive and negative aspects of dyslexia as part of a further discussion of developing self-understanding of individual skills/abilities. It also includes a model to explain the difficulties experienced by adults with dyslexia in different contexts, and the role of metacognitive skill in mitigating these difficulties. A focus on the strategies that individuals can use to support success will involve outlining issues related to (i) understanding your dyslexia and yourself, (ii) being strategic, and using metacognitive and executive skills, (iii) never underestimating memory as it may be as good as that of others, (iv) making the most of your time through planning, goal setting and time management, (v) maximising motivation to build self-efficacy and confidence, (vi) seeking support from your social ecologies to find out how others can help, and (vii) promoting yourself positively, including disclosing dyslexia when appropriate.

Chapter 7 aims to further explore the impact of dyslexia on performance at work. It will incorporate the framework of adult dyslexia outlined earlier in the book along with ideas for strategy development so that the latter can be put into practise to manage job demands. In the chapter, we will explore the main areas that our dyslexia contributors have most commonly identified as challenges over-and-above the literacy/language challenges discussed in chapters 5 and 6. This chapter, therefore, discusses the common challenges in the workplace related to new situations or novelty, as well as time management, stress and work overload, and remembering information. It also covers how dyslexia can impact on workplace training and professional examinations. Ideas related to developing job specific expertise will be covered as these can reduce the impact of challenges and increase confidence. The 4 M’s strategy that we introduced in chapter 6 will be something we will discuss further in this chapter. It will also discuss issues related to organisation and prioritisation, which links to metacognition and planning discussed in previous chapters.

In this chapter we discuss how people try to achieve work-life balance and maintain an acceptable level of life satisfaction by reducing role conflict. Reducing role conflict is typically operationalized by (1) matching role resources with role demands, (2) managing time, and (3) managing stress. We also discuss intervention programs that organizations can use to help their employees achieve greater work-life balance through managing role conflict.

Faculty readiness in any context is a measure of the preparedness of faculty to teach in that context. This quantitative case study examines the higher education instructors’ perceptions of their readiness to teach online. It highlights how the sudden pandemic triggered transformation of higher education to the virtual modality has disrupted teaching at places like Pakistan where the educators were not ready enough for the transition since it involves more than switching to an online modality as Kaplan propounds (see chapter 1 of this volume). The urgency of the situation made teachers feel overwhelmed without necessary guidance and training. This chapter also offers recommendations on what can be done about the situation. The teacher-readiness questionnaire developed by Martin, Budhrani and Wang (2019) was adapted according to the context of the study. The data collected from 170 instructors were analysed statistically by employing descriptive statistics and MANOVA through SPSS. The findings of the survey have significant implications for instructors, heads of higher education institutions, higher education commission and policy makers in similar countries.

This chapter gives examples of applying the creative abilities to common research challenges, using the examples of choosing a dissertation topic, cultivating your relationship with your advisor, and managing time efficiently.

This chapter gives examples of applying the creative abilities to common research challenges, using the examples of choosing a dissertation topic, cultivating your relationship with your advisor, and managing time efficiently.