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The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

Digital forensic investigators (DFIs) encounter traumatic material, and this is associated with the development of secondary traumatic stress (STS). Limited research has been conducted with UK DFIs, a significant concern given their role. This study aims to explore levels of self-reported STS by DFIs, the relationship to gender, years as a DFI, frequency of exposure to traumatic material and difficulty coping with such material. This study also aims to provide insight into the psychological impact, identify potential risk groups and explore coping strategies within this specific group of professionals.

A correlational cross-sectional design was conducted at a fixed point in time, with a sample of 114 currently employed DFIs, recruited through the Forensic Capability Network.

Mean STS scores fell within the moderate range, although 29.9% of participants reported high to severe levels. Significant correlations were found between STS total and subscales with difficulty viewing child sexual abuse material (CSAM). While females reported higher mean STS scores, the difference was not statistically significant, however, females did score significantly higher on the arousal sub-scale of the STS. Regression analysis included the variables (COPE scale and subscales, frequency of viewing child abuse material, years spent working as a DFI, age, gender) that identified mental disengagement, difficulty viewing CSAM and younger age as predictors of increased STS.

Primarily, the reliance on self-report instruments lacks external validation of STS. Furthermore, possible response or selection basis could have stemmed from participants experiencing high stress. Hosting the study online hindered exploring this further, suggesting the potential for future research. Although the regression model explained 28% of STS variance, unaccounted factors remain, constituting 72% unexplained variance. A mixed method approach might unveil additional variables, addressing potential limitations. Additionally, this study was cross-sectional meaning that the authors cannot infer causation.

These findings underscore the need for educational efforts targeting DFI’s to raise awareness about potential mental health risks associated with CSAM-related work. Equally crucial is emphasising the hazards associated with adopting negative coping strategies. Equipping DFI’s with this knowledge may enable them to make informed decisions aimed at minimising the impact of job-related stressors. Moreover, it highlights the necessity of recognising DFIs as a group deserving access to professional and mental health support. It is pertinent to consider recent research highlighting the stigma of therapy and a prevailing perception of a “critical or judgemental workplace culture” among UK investigators.

To the best of the authors’ knowledge, this study represents the first known exploration of STS in UK-based DFI’s, encompassing an investigation into potential risk and protective factors. A proportion of the sample reported experiencing mild to severe levels of STS, with the mean STS score falling within the moderate range. Notably, 29.9% of participants reported high to severe levels of STS.

The findings provide an inaugural exploration of STS among UK-based DFI’s, offering crucial insight into the psychological impact, vulnerable demographics and coping strategies within this unique professional context. Practical implications based on the findings are considered.

This exploratory study aimed to investigate law enforcement officers’ decision-making processes in high-stress scenarios, exploring variations based on experience and how cognitive demands influence officer decision-making processes.

Employing a naturalistic decision-making approach and macrocognitive framework, the study utilizes scenario-based virtual reality simulations and qualitative interviews to examine the decision-making processes of law enforcement officers in high-stress policing contexts.

Thematic coding of interview data from twelve LEOs immediately following a high-stress virtual reality task revealed differences in decision-making processes and cognitive demands between novice and expert officers. Findings also revealed differences in the type of cognitive demands experienced by officers at key points in the simulated scenario.

The authors offer theoretical and practical contributions toward an increased understanding of officer decision-making, factors and conditions that impact LEO decisions and potential mitigation strategies that law enforcement organizations may leverage to improve officer decision-making in high-stress contexts.