The coronavirus disease-2019 pandemic changed regular life and work around the world. Educational institutions moved to a virtual environment, in many cases without any experience and preparation. This paper explores the impact of institutional support on educators' subjective well-being during the pandemic lockdown. A quantitative study was conducted in Lithuania with 1,851 educators in April 2020. Institutional support was found to have a positive impact on work–life balance and well-being, as well as reducing work-related, client-related and personal burnout. This study begins a dialog on institutional support and its impact on employee well-being in unexpected work and life conditions.

This case study examines the role of a university and academics in improving the learning experiences of BAME students, drawing on student-led participatory action research with Social Sciences BAME students at Bournemouth University (BU henceforth) between 2018-2020. The paper seeks to illuminate the critical role of the university by focusing on three inter-related facets at macro, meso and micro levels (Bronfenbrenner, 1979): financial and temporal/spatial support for students; collaboration between academic staff at departmental and faculty levels to address any issues that arose from student meetings; and its consequential impact on student wellbeing, self-worth and their overall engagement in their learning. I argue that to achieve the utmost improvement in BAME students’ learning experiences, these different levels of the support system need to work together. I further argue that maximising the potentiality of ‘ethnic capital’ (Modood, 2004) could be a powerful resource that could bring significant changes to the experiences of BAME students and subsequent outcomes of their learning during and after university.

What allows unpopular judiciaries to gain the trust of the public? Some suggest that judicial confidence depends on procedural integrity. Others emphasize the importance of ideological congruence between the court and the public. This article examines the explanatory power of these two leading hypotheses while also paying closer attention to the moderating effects of political and economic inclusion. It finds that confidence in the judiciary is driven by normative considerations when inclusion is high, but by ideological proximity when inclusion is low. The findings highlight that institutional support does not emerge from a single causal path. Instead, inequalities in the economic and political structure make people trust institutions for different—and sometimes contrasting—reasons.

Emergency medicine (EM) is defined, in part, by clinical excellence across an immense breadth of content and the provision of exemplary bedside teaching to a wide variety of learners. The specialty is also well-suited to a number of emerging areas of education scholarship, particularly in relation to team-based learning, clinical reasoning, acute care response, and simulation-based teaching. The success of EM education scholarship will be predicated on systematic, collective attention to providing the infrastructure for this to occur. Specifically, as a new generation of emergency physicians prepares for education careers, academic organizations need to develop means not only to identify potential scholars but also to mentor, support, and encourage theircareers. This paper summarizes the supporting literature and presents related recommendations from a 2013 consensus conference on EM education scholarship led by the Academic Section of the Canadian Association of Emergency Physicians.

A mail survey of Iowa farmers with membership in the Practical Farmers of Iowa, a sustainable agriculture organization, was used to examine perceptions of institutional support for information on reducing chemical inputs, needed research for farming with sustainable practices, and policy needs for encouraging farmers to adopt sustainable practices. We first developed a chemical input index to measure commitment to sustainable practices and to analyze information sources and research and policy needs. Results indicate that sustainable farmers rely primarily on each other and on their personal experience for information about sustainable practices; they use conventional farm practice information sources considerably less. The primary research need identified by the respondents was for better nonchemical weed control. Other important research needs identified were: nonchemical insect control, new seed varieties, cover crops, alternative tillage methods, and the economics of sustainable systems. The primary policy needs identified were more information and educational programs about sustainable agriculture and increased taxes on farm chemical use. We discuss the implications of the relationship between institutional support and the adoption of sustainable agriculture practices.