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Online learning gained ground during the pandemic and has continued to be used in the post-Covid era. Items related to online learning should be included in service quality assessment. The purpose of this study is to examine the influence of service quality, which includes the online learning dimension, on student satisfaction in higher-education in a blended learning environment.

A total of 452 valid questionnaires were collected from business undergraduate students enrolled in public universities in Greece. A modified version of HEdPERF is used to evaluate service quality. Due to the extensive use of online learning, an additional dimension was added to the HEdPERF scale which focuses on online education, a field that has not yet been widely examined. Structural equation modeling is used to examine the relationships between service quality, and student satisfaction.

The research findings verify the six-structure scale of the HEdPERF instrument (non-academic aspects, academic aspects, reputation, access and programs issues and online learning), providing satisfactory results in terms of reliability and validity tests. Service quality dimensions such as academic aspects, access, program issues and online learning are the influential dimensions of student satisfaction in a blended learning context.

To the best of the authors’ knowledge, no previous study has expanded traditional service quality instruments to include the dimension of service quality of online learning.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

Although E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.

Through a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.

In the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”

Implementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.

Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.

The purpose of this study is to analyse the relationship between servant leadership and job satisfaction and the moderating effect of employees’ proactive behaviour on this relationship.

Survey data were gathered from 256 employees (131 from Brazil and 125 from Spain). Structural equation modelling was used to test the research model.

The results of this study indicate that servant leadership is positively related to job satisfaction, with employees’ proactive behaviour negatively moderating the relationship between servant leadership and job satisfaction.

This study relates leadership and employee behaviour and advances our understanding of the conditions that affect the influence of servant leadership on followers. In addition, the country culture variable is found to be statistically significant. This result opens the way to deeper research into the effect of country culture on the behaviour of employees related to leadership.

The study, grounded on the social cognitive career theory, seeks to analyze the upshot of psychological empowerment on career satisfaction via affective commitment. The study also aims to examine the impact of the interplay among affective commitment and resilience on the career satisfaction of Indian service industry professionals.

In this study, the data has been collected from 277 employees using standardized measures from the North Indian service industry. To test the proposed model, Analysis of Moment Structures (AMOS) (Hayes, 2013) was utilized.

The outcomes of the study offered substantial support for the theorized link between psychological empowerment, affective commitment, resilience and career satisfaction. The outcomes confirmed an affirmative association concerning psychological empowerment and career satisfaction through affective commitment as a mediator and resilience as a moderator. The study concludes that the workforce with extraordinary resilience will perceive a stronger influence of psychological empowerment on career satisfaction.

The study offers a few pertinent inputs for the organizations operating in high-power distance culture to comprehend the role of psychological empowerment and “resilient attributes” of personality in developing a sense of career satisfaction amongst Indian service sector employees.

The present research examines the association between psychological empowerment, affective commitment, resilience and career satisfaction for the first time as mediated moderation model and the same has neither been examined theoretically or empirically.

This study explores the interactive domains of work passion, work–life interface and leadership behavior. Drawing support from the Conservation of Resources Theory and the Work-Home Resources Model, we empirically tested the mediating effect of dualistic work passion (harmonious, obsessive) and work-to-life interface (conflict, enrichment) between leadership behavior (transformational, abusive) and subordinates’ life satisfaction. The moderating effect of psychological detachment was also explored.

Data were collected from 292 full-time white-collar workers from the adult Indian population using an online survey. SEM using SPSS 20.0 and AMOS 22.0 was conducted for empirical analysis.

Harmonious work passion and work-to-life enrichment positively mediated between transformational leadership and life satisfaction, and psychological detachment moderated the relationship between harmonious work passion and work-to-life interface. The mediating role of obsessive work passion and work-to-life conflict between abusive supervision and life satisfaction was not observed, and neither was the moderating role of psychological detachment established.

From the managerial perspective, organizations need to be sensitive to the needs of the diverse workforce they have. Especially in the post-COVID-19 scenario, people are more aware and focused on balancing their work and life domains. Thus, interactive policies and practices are the need of the hour rather than the prevalent blanket one.

This study explores the effect of leadership on subordinates’ life satisfaction, which has not been explored through the pathway of work passion and work-to-family interface. It thus contributes to leadership, work passion and work–life interface research.

This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.

This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.

The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.

In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.

The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.

The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.

This study aims to provide a new perspective and path to reduce the unsafe behavior of new generation of construction workers (NGCWs) in China. The purpose of this study is to explore the influencing mechanism of work-family balance on the unsafe behavior of NGCWs and test the mediating effect of job satisfaction and the moderating effect of group safety climate.

A theoretical model on the influencing mechanism of work-family balance on unsafe behavior of NGCWs was constructed through theoretical analysis. Research data were collected from 502 NGCWs via a questionnaire survey, and research hypotheses were testified with regression analysis.

The results show that work-family balance not only directly reduces NGCWs’ unsafe behavior but also indirectly reduces it through job satisfaction, which plays a partial mediating role. In addition to positively moderating the relationship between work-family balance and NGCWs’ unsafe behavior, group safety climate can also moderate the relationship between work-family balance and job satisfaction in a positive way.

This study provides practical implications for construction companies to reduce the unsafe behaviors of NGCWs from the perspective of work-family balance. Specifically, construction companies should adopt more flexible work rules, such as flexible organization and rotation systems, to increase their work autonomy. Meanwhile, construction companies need to improve the work environment and basic conditions for NGCWs, establish a reasonable salary system and provide attractive promotion opportunities to increase their job satisfaction. In addition, construction companies should provide active safety lectures and training, and supervisors should improve safety communication and interaction levels. Co-workers should remind workers about their safety attitudes and behaviors promptly. A good group safety climate will be created through the efforts of construction companies, supervisors and co-workers.

This study clarifies the influencing mechanism of work-family balance on the NGCWs’ unsafe behavior and further tests the partial mediating role of job satisfaction and the positively moderating effect of group safety climate on the influence relationship of work-family balance on job satisfaction and NGCWs’ unsafe behavior, which defines the boundary conditions of the relationship between work-family balance and NGCWs’ unsafe behavior, and promotes the effective integration of social exchange theory and theoretical system of influencing mechanism of construction workers’ unsafe behavior.

In the wake of the COVID-19 pandemic, remote working (RW) has emerged as a viable alternative to working employees in general and knowledge workers in particular. However, previous researchers have worked on the concept, development and facilitation of RW since the 1970s. Therefore, this study aims to review the existing literature on RW to ascertain the evolution of the concept in the business and management domain and provide for requisite arguments to extend the settings for future research agendas.

The authors based this study on a bibliometric analysis of articles (n = 349) retrieved from the Web of Science database published between January 1990 and October 2021. The authors have used a bibliometric toolbox comprising performance analysis, science mapping and network analysis in various software namely, VOSviewer, Gephi and Biblioshiny package in R.

The study’s results accentuated important themes like work–life balance, strengthening digital infrastructure, performance and productivity, hybrid work models and well-being and clustered them under four heads with proposed future research questions.

The study is based on a single database; the authors have used an extensive but not exhaustive list of keywords to retrieve the articles. The analysis employs certain threshold limits while using the science mapping technique.

This study would enable managers and academics to comprehensively understand remote work and offer logical implications to appreciate its nuances.

This study is unique as it recognizes the intellectual structure in the existing literature on RW and traces the advancements and exponential growth post-COVID-19. The authors recapitulated the literature as network analysis of the RW facilitation model comprising the antecedents, outcomes, mediators and moderators.