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The purpose of this study is to explore the human resource development (HRD) implications of perceived higher education (HEd) leadership effectiveness on academics’ quality of worklife (QWL) in the context of COVID-19. Drawing on conservation of resource theory, this study explains the mediating role of resource adequacy (RA); then this study investigates the moderating role of COVID-19-related risk perception (CRP) on the relationship between university leadership (UL) and both academics’ turnover intention (TI) and academics’ QWL.

This study used a quantitative research exploiting the pandemic experiences and perceptions survey, PEPS, to collect data from 300 academic staff in private and public HEd institutions in Lebanon. The analyses include the test of the mediating effect of RA as well as the moderated mediation effect of CRP through regressions, PROCESS and bootstrapping.

The findings suggest that by enhancing RA, effective UL positively influences the QWL and mitigate the TI in Lebanese HEd. Furthermore, this study found that CRP weakens the direct relationship of UL on RA and the indirect effect of UL on the QWL and TI via RA such that the relationships are weakened when COVID-19 risk perception was high rather than low.

The results imply that HEd HRD professionals could think of effective human resource interventions of how to maintain good working environment where academics are facilitated to acquire high level of resources which lead to improving their QWL and mitigating the negative outcome (TIs).

To the best of the authors’ knowledge, no research has been made to investigate the moderated mediation model of the “pandemic experience and leadership perceptions” (PEPS) in the HEd sector in Lebanon, addressing academics’ experiences in business schools. This study is unique because it was conducted during the utmost pandemic outbreak (mid academic year 2021) collecting data in real time. This research contributes to the HRD literature by showing empirical evidence of the relationships in the context of Lebanese HEd institutions.

There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.

Adapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.

BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.

The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

Our study centered on activity-based workspaces (ABWs), unassigned open-plan configurations where users’ activities determine the workplace. These workspaces are conceived and shaped by accommodation professionals (APs) like managers and architects and are loaded with their ideas, ideals, norms and values; therefore, they are normative and hegemonic. Previous research has largely failed to consider how APs’ spatial conceptions materialize in the workplace. To address this omission, we adopted a narrative approach to study APs’ impact during the conceptualization stage.

The data were collected via a 10-year at-home ethnographic study at a Dutch university, including observations, interviews, documents and reports. Studying the researchers’ organization allowed for a longitudinal research approach and participative observations. The data focused on the narrative techniques of APs when establishing an ABW.

In introducing ABWs, APs resorted to two principal narrative strategies. Firstly, the ABW concept was lauded as a solution to a host of existing problems. Yet, in the face of shortcomings, lecturers were often blamed.

Despite the considerable influence of APs on both the physical layout of workspaces and the nature of academic labor, there is little insight into their conceptions of the academic workspace. Our research contributes a novel perspective by revealing how APs’ workspace conceptions drive the narratives that underpin the roll-out of ABWs and how they construct narratives of success and failure.

This study aims to investigate the impact of empowering leadership (EL) on employee innovative work behavior (IWB), using an interactionist perspective on creativity and conservation of resources theory. Following the premise, the study unravels the mediating role of job crafting (JC) and creative self-efficacy (CSE) as a boundary condition that likely triggers and facilitates this process.

Using a dyadic cross-sectional design, this study focuses on academic staff at four universities in Pakistan. Participants were surveyed, and questionnaires were distributed to collect data pertaining to accomplish the study objectives.

The study results reveal that JC plays a pivotal role as an intervening factor in establishing the connection between EL and employees’ IWB. This implies that EL likely promotes employees’ JC behavior, thus contributing to a greater manifestation of innovative behaviors at work. Furthermore, this interplay is further enhanced by using CSE as a moderator.

This study accentuates the importance of JC in eliciting the mechanism which effectively channelizes and translates the impact of EL on IWB. It also offers the valuable and fresh perspective on the conditions favoring the innovative behaviors at work.

Guided by the affective events theory (AET), the purpose of this paper was to explore the impact of interpersonal trust in peers, as an affective work event, on two affect-driven behaviors (i.e. job performance and organizational citizenship behavior toward individuals [OCBI]) via positive affect during the Covid-19 pandemic, particularly in the Asia–Pacific region.

This study is quantitative in approach, and longitudinal survey study in design. The authors collected data from lecturers in 2020 at the beginning, at the end and two months after the first Covid-19 lockdown in Malaysia. Then, the authors utilized the efficient partial least squares (PLSe2) estimator to investigate the relationships between the variables, while also considering gender as a control variable.

The findings show that positive affect fully mediates the relationship between interpersonal trust in peers and job performance and partially mediates the relationship between interpersonal trust in peers and OCBI. Given that gender did not demonstrate any significant relationships with interpersonal trust in peers, positive affect, job performance and OCBI, the recommended policies can be universally developed and applied, irrespective of the gender of academics.

This research contributes originality by integrating the widely recognized theoretical framework of AET and investigating a less explored context, specifically the Malaysian higher education sector during the challenging initial phase of the Covid-19 pandemic. Furthermore, the authors adopt a novel and robust methodological approach, utilizing the efficient partial least squares (PLSe2) estimator, to thoroughly examine and validate the longitudinal theoretical model from both explanatory and predictive perspectives.

In this chapter, we delve into our journey of establishing and nurturing a global network comprising early- and mid-career women researchers in the realm of doctoral education. Formed and sustained amid the backdrop of the pandemic since 2020, our endeavours of community building have acquired unique attributes, rewards and trials. We begin by tracing the evolution of our collective journey and the collaborative process that has shaped this network. This, in turn, will spotlight the driving forces and expectations that underpinned the birth of this international alliance tailored for aspiring mid-career women researchers. We also delve into the fundamental characteristics of the network and consider the benefits it offers to its members. Lastly, we will address the challenges the network faces, particularly regarding its sustainable development in the context of competitive, academic work environments.

The purpose of this study is to analyze the integration of sustainable practices in the strategies and operations of world-class higher education institutions (HEIs) under the theoretical guidance of Max Weber's instrumental and value rationalities.

The results of the Quacquarelli-Symonds World University Ranking, Times Higher Education World University Rankings, THE Impact Rankings and GreenMetric World University Ranking rankings from 2019 to 2022 were paired, and the correlation between them was verified. Institutions with simultaneous occurrence in the four rankings in at least one of the years were also classified. A quantitative and qualitative methodology was used to explore how elite HEIs integrate sustainable practices into their operations and strategies, under the theoretical guidance of Max Weber's instrumental and value rationalities. Furthermore, multivariate regression models with supervised data mining techniques were applied, using the SMOReg algorithm on 368 instances with multiple attributes, to predict the numerical value of sustainability in the rankings. Coefficients were assigned to variables to determine their relative importance in predicting rankings.

The results of this study suggest that although many HEIs demonstrate a commitment to sustainability, this rarely translates into improvements in traditional rankings, indicating a disconnect between sustainable practices and global academic recognition.

The research has limitations, including the analysis being restricted to data from specific rankings between 2019 and 2022, which may limit generalization to future editions or rankings. The predictive models used selected data and, therefore, cannot cover the full complexity of metrics from other rankings. Furthermore, internal factors of HEIs were not considered, and the correlations identified do not imply direct causality. The limited sample and potential methodological biases, together with the heterogeneity of the rankings, restrict the generalization of the results. These limitations should be considered in future studies.

The theoretical contributions of this study include an in-depth understanding of the intersection between academic excellence and environmental and social responsibility. From a management perspective, guidance is provided on integrating sustainability into HEI strategies to enhance visibility and classification in global rankings, while maintaining academic integrity and commitment to sustainability.

This highlights the importance of reassessing academic rankings criteria to include sustainability assessments, thereby encouraging institutions to adopt practices that genuinely contribute to global sustainable development.

The originality lies in the predictive analysis between these rankings, examining the link between the level of sustainability of an HEI and its classification as a World Class University. Furthermore, it combines theories of rationality with the analysis of sustainability integration in elite HEIs, introducing new analytical perspectives that can influence future educational policies and institutional practices.

This paper aims to explore how nurses stay engaged in their work with the impact of structural empowerment and civility. It delves deeper into how kind, empathetic and respectful behaviours (civility) among colleagues influence the link between structural empowerment and nurses’ engagement.

Data was collected from 580 nurses working in a Public Hospital in the metropolitan area of Lisbon. Self-report questionnaires measuring civility, structural empowerment and engagement were administered. Hayes’ PROCESS macro for mediation analysis in SPSS was used to test the hypothesised model.

Results demonstrated that civility and structural empowerment were positively associated (r = 0.491, p < 0.01) also showing a positive influence on nurses’ engagement (r = 0.492, p < 0.01; r = 0.485, p < 0.01, respectively). Civility was found to partially mediate the association between structural empowerment and engagement (ß = 0.315, 95% CI [0.222, 0.417], 5,000 bootstrap resamples).

Findings from this study may be used for health-care employees and organisations, implying that when nurses perceive themselves as structurally empowered at work within a respectful environment, they experience an enhanced sense of community and involvement in their organization.

To the best of the authors’ knowledge, this is the first attempt in exploring the relationship of combined workplace civility, structural empowerment and engagement in a sample of Portuguese nurses. Future research could substantially increase our understanding of how civility contributes to a positive workplace.

Este artículo explora cómo las enfermeras se mantienen comprometidas (work engagement) en su trabajo con el impacto del empoderamiento estructural y la civilidad. Profundiza en cómo los comportamientos amables, empáticos y respetuosos (civilidad) entre colegas influyen en el vínculo entre el empoderamiento estructural y el work engagement de las enfermeras/os.

Se recogieron datos de 580 enfermeras que trabajaban en un hospital público del área metropolitana de Lisboa. Se administraron cuestionarios de autoinforme que medían la civilidad, el empoderamiento estructural y el work engagement. Se utilizó la macro PROCESS de Hayes para el análisis de mediación en SPSS con el fin de probar el modelo hipotetizado.

Los resultados demostraron que la civilidad y el empoderamiento estructural estaban positivamente asociados (r = 0.491, p < 0.01) mostrando también una influencia positiva en el work engagement de las enfermeras (r = 0.492, p < 0.01; r = 0.485, p < 0.01, respectivamente). Se observó que la civilidad mediaba parcialmente la asociación entre el empoderamiento estructural y el work engagement (β = 0.315, 95% CI [0.222, 0.417], 5,000 resamples bootstrap).

Los resultados de este estudio pueden ser utilizados por los empleados y las organizaciones sanitarias, ya que implican que cuando las enfermeras se perciben a sí mismas como estructuralmente empoderadas en el trabajo dentro de un entorno respetuoso, experimentan un mayor sentido de comunidad e implicación en su organización.

Hasta donde sabemos, este es el primer intento de explorar la relación entre la civilidad en el lugar de trabajo, el empoderamiento estructural y el work engagement en una muestra de enfermeras portuguesas. Futuras investigaciones podrían aumentar sustancialmente nuestra comprensión de cómo el civismo contribuye a un lugar de trabajo positivo.

Este documento explora a forma como os enfermeiras/os se mantêm empenhados e envolvidos (work engagement) no seu trabalho, tendo em conta o impacto do empoderamento estrutural e da civilidade. Aprofunda a forma como os comportamentos de gentileza, empatia e respeito (civilidade) entre colegas influenciam a relação entre o empoderamento estrutural e o work engagement dos enfermeiros.

Foram recolhidos dados de 580 enfermeiros de um Hospital Público da área metropolitana de Lisboa. Foram aplicados questionários de auto-relato para avaliar a civilidade, o empoderamento estrutural e o work engagement. A macro PROCESS de Hayes para análise de mediação no SPSS foi utilizada para testar o modelo hipotético.

Os resultados demonstraram que a civilidade e o empoderamento estrutural estavam positivamente associados (r = 0.491, p < 0.01), mostrando também uma influência positiva no work engagement dos enfermeiros (r = 0.492, p < 0.01; r = 0.485, p < 0.01, respetivamente). Verificou-se que a civilidade medeia, parcialmente, a associação entre a empoderamento estrutural e o work engagement (β = 0.315, 95% CI [0.222, 0.417], 5,000 resamples bootstrap).

Os resultados deste estudo podem ser uteis para os trabalhadores e organizações de cuidados de saúde, implicando que, quando os enfermeiros se consideram estruturalmente capacitados no trabalho num ambiente de respeito, experimentam um maior sentido de comunidade e envolvimento na sua organização.

Até à data, esta é a primeira tentativa de explorar a relação entre civilidade no local de trabalho, empoderamento estrutural e work engagement numa amostra de enfermeiros portugueses. Futuras investigações poderão aumentar substancialmente a nossa compreensão de como a civilidade contribui para um ambiente laboral positivo.

Prior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early employment years, which impacts their career progression. This paper aims to examine whether different learning styles between these early PAs and their qualified accounting employers and trainers diverge.

Using Kolb’s learning styles inventory and interviews, this study explores the learning styles of early PAs and their employers, examining changes in these learning styles over time.

This research shows the necessity for different learning styles to be integrated into early PA training and learning, as research participants’ learning styles tend to prefer active experimentation requiring practical examples and self-learning opportunities. In contrast, their senior, qualified accounting employers prefer conceptualisation-based learning styles. As early PAs’ career progression requires them to succeed in employer-supported training, some early PAs change their learning style preferences to progress, whereas others with incompatible learning styles either moved to different employers or reassessed their choice of profession.

To reduce career dissatisfaction, develop and retain competent accountants, early PAs must be supported to learn effectively. By reducing early PAs’ dissatisfaction early PA educators and employers will potentially increase the attractiveness of accounting as a profession.

Few studies interrogate how accounting professionals utilise learning and training post-graduation nor do they examine the learning styles of workplace trainers and learners. This exploratory study uniquely analyses the learning styles of both early PAs and their employers.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.