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The purpose of this paper is to examine the impact of social and economic changes, particularly the transition from a collectivistic to an individualistic society, on the meaning of work (MOW) in Israel.

A questionnaire probing the MOW domains (economic orientation, intrinsic orientation, interpersonal relations, entitlement and obligation norms and job satisfaction) was conducted on a representative sample of the Israeli labor force in 1981 (n=973) and 2006 (n=898).

A comparison between the results of the 1981 and 2006 surveys shows a significant increase in economic and intrinsic orientation, and a significant decrease in interpersonal relations orientation, job satisfaction and obligation and entitlement norms. Work centrality remained stable. The demographic factors, especially education, have some impact on the MOW domains.

The transformation of work values reflects the changes in employees’ expectations and needs. Therefore, organizations are compelled to find new material and non-material reward systems and methods to maintain employee commitment, motivation and satisfaction. Various implications for organizations and management are discussed.

This cross-sectional study explores how the combination of economic and social changes is reflected in employees’ job satisfaction and other work values. Furthermore, the study examines the impact of the main demographic factors on the MOW and offers suggestions to gain employees loyalty and commitment based on all the findings.

The purpose of this paper is to clarify and re‐position the debate on the role of women in employment in the Arab Middle East by drawing on the findings of empirical research to critique the paradigm of “neo‐patriarchy” defined by Sharabi and used uncritically by others.

A review of the literature on neo‐patriarchy is followed by some findings from an empirical study of 197 women in the Jordanian labour market, from a sample drawn on a population basis.

The findings indicate generally positive attitudes towards the employment of women and to the involvement of husbands in employment decisions, and to a slight preference on the part of managers for women as employees.

These findings need to be supplemented by more intensive studies in work situations and by case‐studies of specific employment sites.

The attitudes of women in Jordan are in general positive towards employment and policy is evolving accordingly.

These findings point to the limitations of the “neo‐patriarchy” discourse and to the likelihood that the employment situations of women in Jordan do not need to be characterized by the discourse of under‐development and traditionalism.

Women's participation in the workforce and in managerial positions, which has led to greater diversity, reconstructs professional perceptions and preferences. The purpose of this research is to examine “Work Outcome Preferences” among men and women according to organizational status and the impact of other demographic factors.

The Meaning of Work (MOW) questionnaire was filled by 1,161 men and women employees in organizations: 744 workers, 256 junior managers and 161 middle managers. To examine the hypotheses, authors conducted an analysis of variance (ANOVA) test and a linear regression analysis for women and men.

The gender differences regarding work outcomes preferences decreases with career promotion. Further, the higher the organizational status, the higher the need for interesting and satisfying work among both men and women. Among women, the higher the organizational status, the higher the need for status and prestige and for serving society and the lower the need for interpersonal contacts and income.

Better understanding of the preferred outcomes among women and men in the three organizational statuses and the impact of promotion and varied demographic variables can help in the planning of material and non-material reward systems and methods suitable to the different sub-groups.

As far as authors know, there is not a single study focusing on the differences between narrow career stages such as workers, junior and middle managers according to gender regarding work values/work outcome preferences.

Explains corrosion protection and how it works. Discusses the effect of environmental legislation on corrosion protective paints, which necessitates the removal of solvents and toxic additives, making the protection weaker. In order to remedy this one must determine how protection is provided, which involves the separation of barrier properties and electrochemical passivation. Describes methods and tests involved in this and discusses the results. Concludes with recommendations and a suggestion for further tests.

Following Starratt’s (1991) proposed conceptual framework for ethical leadership that is no longer defined as a style or an attitude, but as the basis for moral dimensions and actions that can be developed and based on the ethics of care, critique, and justice, this chapter traces the following questions: (a) How does cultural and social context influence the meaning and practices of unethical leadership in the school? (b) How do principals and vice-principals preserve and interpret their unethical practices? Using Langlois’s interview guide on ethical dilemmas (1997), 10 interviews were conducted with school principals and vice-principals in the Arab education system in Israel. The chapter presents unethical behaviors emerging from content analysis of the interviews such as personal development versus loyalty to others (unethical behaviors that are related to managing staff underperformance or appointing candidate teachers); or loyalty to my minority-society or to the government. The chapter fosters better understanding of both national specificities and universal commonalities associated with unethical leadership, as well as of the cultural and social characteristics that facilitate or hinder the development of ethical leadership, and finally explains some approaches to leadership that would improve the practice.

The current study aims to analyze the role of International Federation of Accountants (IFAC) in sustainability issues and its impact on the attitude of practitioners (auditors) in industrial companies. The current study relies on the analytical method, one of the tools of the inductive approach, by examining the literature of researchers, international and local organizations, publications, series, alerts, and topics dealt with by the IFAC, as well as reviewing studies, theoretical and applied research, periodicals, books, and statistics. And specialized publications for this subject, which is related to other sciences – such as – environmental science, economic, and political sciences. The study reached many results, the most important of which are: (1) The first half of the current decade has seen high interest from the IFAC, has led to the issuance of International Auditing and Assurance Standards Board (IAASB) international standard on assurance engagements 3410, (GHG) Statements. (2) Sustainability has become important to a growing number of enterprises, and may have a significant influence, in certain cases, the financial statements, also became the sustainability of the topics under increasing attention from users of financial statements. Thus, the financial statements will need a practitioner to take into consideration sustainability issues and a private greenhouse gas when auditing the financial statements. This study is distinguished by analyzing the role of the IFAC and the IAASB for the period from 1998 to 2023 regarding sustainability issues.

Emotional intelligence (EI) has been known to play an important role in teaching for long. Interactions, teaching environment, and emotional responses of students and instructors all have a demonstrable, complex interplay which spills over to behaviour. Particularly predictive and powerfully pattern-inducing in this regard, are emotional responses to events in the external environment. COVID-19 was a critical disruption in the teaching environment on account of its far-reaching effects over the modes and contents of instruction. Thus, there is a clear and present need to connect the emotional responses among students and instructors due to COVID-19 with the practice and interactions occurring during teaching. The authors present a narrative analysis based on qualitative inputs from instructors in a graduate course setting to find the effects of emotional responses to COVID-19 on teaching virtually. The authors bring in the concept of EI to explain the observations made from the analysis. The conclusions drawn are of direct and immediate importance for the future of teaching and learning in times of disruptions such as COVID-19. The study contributes by updating the knowledge base on emotion management in the classroom on the one hand, while adding to newer streams of research on virtual classroom settings and disruption-induced changes in teaching on the other hand. Some significant directions for praxis of business are also included.

Online learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance.

The authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention.

The mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students.

The results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students.

The design of the study provides evidence that is an added value for higher education institutions.

The purpose of this paper is to understand the meaning and operationalisation of quality of service (QoS) in the context of higher education institutions (HEIs).

A systematic literature review of 167 articles published in various peer-reviewed journals between 1990 and 2019 is performed.

The findings reveal that around 40 dimensions have been used to conceptualise QoS in HEIs. Reliability followed by responsiveness, tangibility, empathy, assurance, programme design, academic and non-academic processes, reputation and facilities have received the highest attention. The most popular approach is empirical, and surveys and single-context studies are the most popular methods. The United Kingdom (UK) leads research on quality in HEIs, followed by the United States of America (USA) and India.

This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing QoS in HEIs.

Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The discussion on HEIs’ and students’ perspectives will help policymakers create teaching excellence.

This paper contributes to the body of knowledge by presenting a unified synthesis of various strands of the literature on QoS in HEIs.

The spread of the Internet has transformed the dating landscape. Given the increasing popularity of online dating and rising immigration to Canada, this study takes an intersectional lens to examine nativity and gender differentials in heterosexual online dating.

In 2018, a random-digit-dial telephone survey was conducted in Canada. Logistic regression models were used to analyze original data from this survey (N = 1,373).

Results show that immigrants are more likely than native-born people to have used online dating in Canada, possibly because international relocation makes it more difficult for immigrants to meet romantic partners in other ways. In online-to-offline transitions, both native-born and immigrant online daters follow gendered scripts where men ask women out for a first date. Finally, immigrant men, who likely have disadvantaged positions in offline dating markets, also experience the least success in finding a long-term partner online.

Extending search theory of relationship formation to online dating, this study advances the understanding of change and continuity in gendered rituals and mate-selection processes in the digital and globalization era. Integrating search theory and intersectionality theory, this study highlights the efficiency of using the Internet to search for romantic partners and the socially constructed hierarchy of desirability as interrelated mechanisms that produce divergent online dating outcomes across social groups. Internet dating, instead of acting as an agent of social change, may reproduce normative dating practices and existing hierarchies of desirability.