The need for developing empathy skills in the workplace continues to challenge organizations today. Findings from earlier research highlighted the need for developing these empathy skills. Interviews were undertaken in early 2017 with a mix of empathy trainers and managers of organizations where empathy is signalled as a key skill. The purpose of the inquiry was to explore their perspectives of empathy so as to discover emerging themes that increase our understanding of empathy in the workplace, elucidate optimal ways for developing one's empathy and for reducing or mitigating empathy burnout. Challenges that emerged from the findings were: maintaining empathy across professional and personal environments; generally, participants found they had the energy for one of other, not both; caring too much; having time to empathize; managing expectations; professional boundaries; empathy equality i.e. to victim and offender; communicating empathy, and desensitisation. This paper explores these challenges. Four themes emerged from the findings: interpretations of empathy, context; including the theory of mind, empathy burnout, and strategies for developing empathy. These themes informed the development of a Flow Model of Empathy.

Purpose The purpose of this paper is to better understand what helps and hinders the engagement of students in a project-based learning (PjBL) approach as the sole mode of teaching and learning for the entire first year of a Bachelor of Applied Management. Design/methodology/approach This study takes an action research approach by investigating the perceptions of students of an interdisciplinary PjBL programme, and then taking action and responding to the students. Students were asked to share their experiences through a series of surveys spanning the first two years of the programme’s introduction. Findings Results indicate that there were significant challenges associated with the introduction of a PjBL programme. Students expressed both their positive and negative experiences in relation to working in groups, the way the programme and projects were designed and how the programme was communicated and integrated. The comments and suggestions students made led to a number of recommendations to further improve student engagement and learning outcomes. Research limitations/implications The research was conducted at a state-funded tertiary provider located in New Zealand and may not necessarily be applied to other geographical regions or cultures. Practical implications The results and recommendations have value for international education in business providers that are interested to introduce or further develop an interdisciplinary PjBL approach. Social implications Further understanding of how students may be further engaged has value for a variety of different contexts where engagement and motivation feature as a desired outcome. Originality/value This research study contributes to the understanding of how PjBL can be implemented to increase student motivation and engagement, and the insights provided practical suggestions for similar programmes of an interdisciplinary nature.

No abstract

No abstract