Recording police officers can result in distraction, fear, and false perceptions of law enforcement personnel when citizens upload the videos to social media, though little is understood about police perceptions of this phenomenon. Using evaluation apprehension theory, emotional labor theory, and emotional intelligence as the foundation, the purpose of this phenomenological study was to explore the feelings and experiences of police officers recorded by citizens with cell phone cameras while working. Data were collected through semi-structured interviews with 10 police officers in the State of Indiana who were recorded with cell phone cameras. The data were transcribed, inductively coded, and then subjected to descriptive 7 steps, thematic, and cross-case analysis procedures. Key findings suggest officers experienced feelings of disengagement from duties when recorded by citizens. Results revealed concerns of professional appearance, self-reputation, and self-esteem. However, the study also indicated that the application of emotional intelligence and emotional labor from leadership could be used to assist officers in managing such disengagement. The implications for social change provided by this study include the development of training materials for law enforcement professionals who work through emotional intelligence while fostering opportunities for community engagement. For the public, this study provides an educational opportunity for the community to understand the feelings and significances of police officers who are recorded.

African American entrepreneurs in Houston, TX, lack the emotional intelligence required to be self-employed and remain in business. The purpose of this qualitative interview study was to gain a robust understanding of what strategies African American entrepreneurs can adopt to increase emotional intelligence, which will aid them in remaining in business beyond the first 5 years. The central research question focused on common understandings of the strategies African-American entrepreneurs in Houston, TX, adopt to increase their emotional intelligence such that it contributes to them remaining in business beyond the initial 5 years. The conceptual framework that grounded the study was the emotional intelligence theory. Data were collected from semi-structured interviews with a purposeful sample consisting of 15 African American entrepreneurs from Houston, TX who have been in business for a minimum of 5 years. The interviews consisted of open-ended questions. A thematic analysis was conducted on 15 interviews. Eight themes were developed from the data analysis: emotional intelligence, leadership styles, emotional reactions, maturity level, training, business sustainability, communication, and flexibility. Consistent emotional intelligence training emerged as useful in African American entrepreneurs' business sustainability. The potential implications for positive social change stem from African American entrepreneurs developing more sustainable organizations. The findings of this study may be used by stakeholders and organizational leaders to provide the opportunity to build more emotionally intelligent organization.

Amidst the ever-evolving dynamics of the labour market, business graduates continuallyfind themselves adapting their skill sets to stay competitive and relevant. Extensiveresearch has delved into employability, highlighting the pivotal role of soft skills inadequately preparing business students for today's labour market. Notably, existingliterature indicates that the cultivation of these skills often occurs during youth and isparticularly profound within university settings. However, a debate arises regarding theeffectiveness of business universities in imparting soft skills to students. Given this, priorstudies advocate for closer collaboration between business schools and industry to aligneducation with professional demands and equip students with essential soft skills. In thiscontext, internships emerge as a focal point, with previous research emphasizing theirrole in effectively developing soft skills among students. However, there remains a needfor further research to comprehensively understand how internships influence the processof the development of soft skills. Through a qualitative study and the incorporation ofwell-known theories related to this area, we will delve deeper into this subject. The purpose of this study is to examine the role of internships in enhancing theemployability of business students by contribution to the process of developing four keysoft skills: communication, teamwork, self-management, and problem-solving. Thisobjective is pursued by addressing the following research questions: How can internshipscontribute to the process of the development of communication, teamwork, self-management, and problem-solving skills among Swedish nationals enrolled in businesseducation programs? To achieve this, we conducted in-depth interviews with sevenformer business administration students, all of whom completed internships. Theseindividuals secured employment before their graduation dates, spanning from 2022 to2023, and are all Swedish nationals who pursued their business education at universitiesin Sweden. Through these interviews, we gained insights into their subjectiveexperiences. It has been found, with the application of the experiential learning theory, human capitaltheory, and emotional intelligence theory, that internships indeed contribute to the processof developing communication, teamwork, self-management, and problem-solving skillsamong business students. Furthermore, enhances students’ employability. The analysisindicates that alumni collectively emphasize that internships significantly contribute tothe development of these soft skills, crediting practical experiences, increasedresponsibility, and exposure to workplace dynamics. Consequently, we suggest thatbusiness students should engage in internships. Further, that both business universitiesand organizations at large should encourage and support them in achieving this goal