The context in which health professionals help people has evolved: as evidence-based technologies are implemented to improve patient and consumer health outcomes, new roles, tasks, responsibilities and accountabilities develop as a consequence. The health industry is challenged with fundamental change, not only forcing health professionals to acquire new skills continuously, but also to contribute towards changing the environments in which health services are delivered. Demands on the individual have also changed, including the need for the individual to actively participate and plan their personal development.

More than ever before, we are surrounded by many forms of media technologies, including film, television, the internet, games, print and audio. The Australian Curriculum focuses on media arts, which incorporates the creative use of these technologies as an art form. The aims, according to ACARA, are that students develop: enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them; creative and critical thinking skills through engagement as producers and consumers of media; aesthetic knowledge and a sense of curiosity and discovery as they explore images, text and sound to express ideas, concepts and stories for different audiences; and knowledge and understanding of their active participation in existing and evolving local and global media cultures. In Media Arts, students use images, sound, text, interactive elements and technologies to creatively explore, produce and interpret stories about people, ideas and the world around them. They explore the diverse cultural, social and organisational influences on media practices, and draw on this understanding when producing and responding to media arts works.

Past decades have shown an increase in research into employee responses to organizational change (OC). However, little attention has been paid to the impact of the type of change. Different types of change are likely to affect change recipients’ learning and well-being in a different way. Our study aimed to identify OC types and investigate whether these are differentially associated with employee responses. Exploring OC types, two dimensions were distinguished and combined: a qualitative axis representing the prevalence of innovation; and a quantitative axis distinguishing between growth and decline. In a representative sample of private sector employees from a longitudinal survey, cluster analyses identified six OC types. We investigated whether these OC types are differentially associated with active workplace learning and emotional exhaustion. Results indicated that active learning is stimulated by OC types characterized by innovation/growth, while OC types characterized by decline and restructuring without innovation are associated with higher emotional exhaustion. In conclusion, various OC types revealed differential effects on employee personal development and well-being.

This chapter provides a nontechnical introduction to the components of human motivation (goals, emotions, and personal agency beliefs) that capitalizes on the intuitive understandings that readers already have about motivation from their own everyday experience. This is done through thought questions that encompass motivation of both self and others. The concept of “motivation at its (human) best” – what we call Thriving with Social Purpose – is also introduced as an advance organizer for the chapters to follow.