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The purpose of this paper is to investigate the impact of blended working (BW) on individual payoffs like psychological ownership (PO), affective organizational commitment (AOC) and digital stress (DS). Additionally, the study also examines the moderating role of organizational optimism (OO) on the relationships stated to determine the boundary condition of the relationship between BW and the individual payoffs.

A longitudinal field survey based on executives employed in the Indian service industries (comprised of state-owned banks, three healthcare and four MNCs) was conducted. Levels of BW, AOC, PO, DS and OO were measured through a validated scale, and the relationships' significance was explored.

The result indicated that BW positively influences AOC and DS, while OO influences PO positively and DS negatively. OO also moderates the influence of BW on PO and DS.

This research extends its contribution to the extant literature by (1) exploring the unique context of research in work conditions (BW) across India, (2) examining macro level factor (OO) in the linkage between BW and psychosocial factors, (3) investigating the moderating effect of OO and (4) considering a relatively large sample for empirical analysis in several waves to study BW and its individual pay-offs.

Acknowledging the significance of perceived organizational support (POS) for employees’ performance, this study aims to examine the underlying mechanism of task performance in a COVID-19 pandemic-induced blended working (TPBW) environment and the role of perceived usefulness of digitalization (PUDBW) in the process.

Survey data collected from 204 managers of Indian public sector undertakings pursuing blended working for the first time were analyzed using structural equation modelling. A qualitative study on 31 such managers was also performed.

Although employees perceived an improvement in POS, PUDBW and TPBW (during the COVID pandemic) in comparison to the pre-COVID time when traditional work design was operational, yet the improvement in task performance was not directly influenced by POS. POS had a positive effect on PUDBW, which in turn positively affected TPBW. PUD acted as a mediator. A negative moderation effect of POS on the relationship between PUDBW and TPBW was found.

Findings of the study may help organizations and policymakers to focus on key enablers, such as organizational support and relevant digital initiatives, for ensuring better task performance by their employees during a blended working environment, even in difficult times as the COVID-19 pandemic.

This study, for the first time, examined the proposed relationships in a new work setting of blended working and explained the underlying mediation and moderation mechanisms in their relationships.

The purpose of this study is to evaluate the development of a blended e‐learning pedagogical model for an undergraduate enterprise programme. The proliferation of e‐learning programmes offers new opportunities and challenges for universities to meet the learning needs of new student markets. However, the use of e‐learning as an enabling mechanism for enterprise education remains largely unexplored within academic literature.

The case study methodology comprises a series of focus groups with key stakeholders in the project, namely online tutors, students and scheme leaders from a number of partner colleges involved in the delivery of the course.

The study charts the evolution of the blended learning pedagogy which was found to best meet the learning requirements of non‐traditional learners on an undergraduate programme. The blended learning pedagogy strategy which was developed replicated the best informal practice that had emerged through each of the partner institutions and the learning needs of the students. Constituent elements of the pedagogy included the provision of structured face‐to‐face events, a range of student supports systems and the creation of a code of practice for online tutors. As a result, a model of best practice for blended learning is proposed.

This study contributes to the literature in terms of proposing a working framework for online undergraduate enterprise education with identification of critical success factors including supportive induction, viable pedagogy and effective support systems. The framework can be utilised by practitioners and theoreticians as a guide to the effective management of pedagogical issues associated with blended online education.

The purpose of this paper is to evaluate learners' attitudes to the use of simulation‐based e‐learning as part of workplace learning when socially situated interaction and blended learning are specifically included in the instructional design.

Responses to a survey questionnaire of 298 sales personnel were collected and analysed. Additionally, quantitative and qualitative data from 37 sales directors were obtained to further address the research question.

It was found that a majority of the participants conveyed improvement in their overall level of customer service skills applied in their own work tasks. In addition to the on‐line simulation being an engaging and fun way of learning, the socially situated interaction and blended delivery of the training program encouraged and facilitated discussion and fruitful debates about customer service in the workplace.

This study was limited by its potentially non‐representative sample, representing those who voluntarily participated to improve their sales and customer service skills in one chain bookstore.

A high rate of positive participant responses is attributable to the proper opportunity to supplement learning with practice, achieved through the design features of the program. The work has relevance for other corporate training providers considering incorporating live facilitation into on‐line simulation solutions.

Previously, not much attention has been paid to the use of a coach physically present working with learners using on‐line simulation‐based training, nor to differential benefits such arrangements may provide. Nor were many practical examples of socially situated e‐learning found in the literature. Feedback from both sales personnel and their directors provided a unique opportunity to analyse a work‐based training program using such arrangements.

This research aims to review literature on development finance and its challenge and to examine blended learning and insurance as a catalysts of development finance. In particular, this paper provides new insights and practical examples of blended finance and insurance.

This research basically relies on literature review and case study to show the value of the emerging methods of blended learning in development finance and insurance system.

Basic finding in this paper includes new insight of blended finance and insurance as a partnership between public and private sector, which offers new arena for academic research and practice.

As the research relies on literature review and authors' insight, originality may not be valued so much, but if may be introducing or creating new ideas or thinking about development finance or international development cooperation where relevant data or experience is still lacking.

Teleworking, working from home and flexible work have gained popularity over the last few years. A shift in policies and practices in the workplace is required owing to the COVID-19 pandemic accelerating current trends in work-from-everywhere (WFE) research. This article presents a systematic literature review of WFE research from 1990 to early 2023 to understand the transformation of the field.

The Web of Science database was used to conduct this review based on rigorous bibliometric and network analysis techniques. The prominence of the research studied using SPAR-4-SLR and a collection of bibliometric techniques on selected journal articles, reviews and early access articles. Performance and keyword co-occurrence analysis form the premise of cluster analysis. The content analysis of recently published papers revealed the driving and restraining forces that help define and operationalize the concept of WFE.

The major findings indicate that the five established and accelerated trends from cluster analysis are COVID-19 and the pandemic, telework(ing), remote working, work from home and well-being and productivity. Driving and restraining forces identified through content analysis include technological breakthroughs, work–life integration challenges, inequality in the distribution of jobs, gender, shifts in industry and sector preferences, upskilling and reskilling and many more have been published post-COVID in the restraining forces category of WFE.

A key contribution of this pioneering study of “work from everywhere” is the linking of the bibliometric trends of the past three decades to the influencing and restraining factors during the pandemic. This study illustrates how WFE could be perceived differently post-COVID, which is of great concern to practitioners and future researchers.

A wide range of publications on WFE and multiple synonyms can create confusion if a systematic and effective system does not classify and associate them. This study uses both bibliometric and scientometric analyses in the context of WFE using systematic literature review (SLR) methods.

COVID-19 placed millions of employees under work-from-home/telework. Employers intend extending telework for the long-term, anticipating business benefits. But the benefits are impacted by employees' well-being/ill-being, which is affected by the satisfaction of psychological needs. In turn, need satisfaction is influenced by employees' personal/job attributes. As work-from-home's blended environment disrupts routines, the satisfaction of the psychological need for structure or routines was examined in this study, along with the effect of personal/job attributes.

Cross-section primary data were collected from 500 teleworking information technology employees from India and analysed using partial least squares structural equation modelling. Vigour and exhaustion represented well-being and ill-being. Telework self-efficacy, standardised job, technology assistance and supervisor social support were the determinants or personal/job attributes. Need for structure satisfaction was the mediator.

Telework self-efficacy, technology assistance and supervisor social support were positively associated with structure satisfaction. In turn, structure satisfaction was related positively with vigour and negatively with exhaustion, and thus mediated between personal/job attributes and vigour/exhaustion. Standardised job did not affect vigour, exhaustion or structure satisfaction.

Need for structure is mostly studied as a trait, with implications of greater/lesser preference for structure examined. However, this work acknowledges structure as a basic ubiquitous need. Everyone needs some structure. Hence, need for structure is researched from the novel perspective of its satisfaction. This paper also uniquely combines job demands–resources model which identifies personal/job attributes, with concepts of epistemic which posit the need for structure.

This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines.

The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning.

The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper.

The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field.

This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.

This paper aims to define and articulate the concept of digital protestainment, to address how technologies have enabled boundaries to become more permeable, and in which this permeability leads to the engendering of new cultures.

Two case studies, within Second Life and EVE Online, are examined to see how digital protestainment, through the lens of cultural borderlands, creates a hybridized culture. Recorded interviews and textual analysis of web sites are used to illustrate the concepts of play, work, and blended activities.

Within virtual environments the process of hybridization is not only increased in size, scope, form, and function. The borderlands process draws in cultural elements through a complex interchange between the online and the offline, in which hybridized cultural bits are carried out into other spaces.

The success of the cases does not represent all digital protest examples and so this study is limited in its ability to generalize to the population of virtual protests. This study limits the realm of digital protestainment to virtual worlds but the concept could be applied to any form of virtual community.

Companies that host these worlds will need to become aware not only of what their audience is but also how that audience will mobilize and the likely outcomes of their mobilization. Virtual worlds offer organizational leaders a new resource for training, support, and recruitment.

The theoretical concept of cultural borderlands is expanded to the digital environment and introduced as a potentially new and useful tool to internet researchers.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.