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Technostress reduces employees' work performance and increases their turnover intentions, such that technostress harms organizations' success. This paper investigates how the digital mindset of employees, reflecting their cognitive filter while using digital technologies, influences reactions to techno-stressors.

In this quantitative study, the authors conducted a survey among 151 employees who regularly use digital technologies and encounter various techno-stressors in their daily work. To build this research model and evaluate the influence of employees’ digital mindset on technostress, the authors followed arguments from the transactional model of stress. The authors evaluated our research model using the covariance-based structural equation model.

The study findings reveal that employees’ digital mindset influences technostress. Employees with high levels of digital mindset react with less adverse effects on perceived techno-stressors. Further, the authors find that employees with high levels of digital mindset perform well and are satisfied with their job. The authors contribute to technostress research by revealing that digital mindset buffers the adverse effects of techno-stressors. The authors also contribute to research on digital mindset by showing that it influences psychological and behavioral reactions to techno-stressors.

This study develops and empirically tests an integrated model of technostress to explain how digital mindset mitigates technostress. The study findings outline relevant research avenues for studies investigating employees’ characteristics and technostress.

This study in Iran examined the role of internal and external psychological factors that affected green purchase intention. Moreover, it examined these variables' direct and indirect effects and green purchase intention on green purchase behavior.

An extended version of the theory of planned behavior (TPB) was employed, based on which a theoretical model was designed to reach the authors’ aim. An online questionnaire was used to collect data. For data analysis, confirmatory factor analysis, structural equation modeling, the bootstrapping method and the Preschool Language Scale (PLS) product-indicator approach were conducted to test the proposed conceptual model.

Results show that self-identity, self-interest, self-efficacy and a growth mindset have a positive impact on green purchase intention. However, the study found no predictive effect from peer influence and warm glow. In addition, self-efficacy and green purchase intention significantly affect green purchase behavior. The study reveals that green purchase intention substantially mediates the relationship between self-interest, growth mindset, warm glow and green purchase behavior. Further, warm glow moderates the impact of peer influence, self-identity and self-efficacy on green purchase intention. This study emphasizes the critical role of dispositional factors on green purchase intention and behavior.

Few studies consider the effect of the individual self, a growth mindset, a warm glow and peer influence on green purchase intention simultaneously. In addition, the authors introduced a different version of the TPB model. Further, this research also conducted how these variables, directly and indirectly, affect green purchase behavior.

To respond to recent calls for better understanding of the complexities related to happiness management, especially from the employees' perspective, this study examines how corporate volunteering (CV), as one form of corporate social responsibility (CSR), creates sustainable happiness in business organizations.

Theoretical knowledge of CSR and CV as well as the literature on happiness management was examined to form a preliminary understanding of the phenomenon. The empirical section includes a qualitative multiple case study including two company cases of CV in Finland. The data were collected through qualitative interviews. Empirical analysis was made using thematical coding based on existing theory but also by allowing themes to emerge inductively from the data as well.

The study found that CV enables the emergence of sustainable happiness by allowing individual employee volunteers to transition from individual and rational mindsets to collective and emotional mindsets. A third transition was also identified, a process of change in the volunteers' approach in life that the authors describe as “from actual to potential”.

The study provides a theoretical contribution to the existing literature on happiness management by identifying the third dimension, from actual to potential, and depicting the way this allows employees to move from a state of being to becoming and thus the emergence of sustainable happiness. The study also contributes to existing literature on CV and CSR by revealing the way CV, as a form of practical CSR activity, generates happiness. This study concludes that companies' strategic activities that engage with society can create sustainable happiness for employees who participate. In order to achieve this, volunteering employees should have the chance to reflect on their experience and constant support from managers.

In post-normal times, when surprises and conflicts rule and the concept of normal is increasingly useless (Dufva & Rowley, 2022), leaders in organisations are faced with new and never-before-faced problems. That’s why it becomes crucial to focus on innovation leadership and its components. This chapter introduces Design2Be, a new methodology developed by Evidentia, a consulting firm, that changes the paradigm of leadership development. The very structure of Design2Be guides participants into an innovative experience of learning, no longer linear and sequential but circular and holistic, in which the goal is the development of an innovative self and team leadership mindset, by discovering and acting out a personal growth towards self-expression and fulfilment. We reflect on the development and application of this new approach, through a case story in a large Italian company with a group of (future) leaders testing and applying the new methodology. The chapter uses Paton’s (2001) reflective model to reflect on our roles as consultants, co-creating the approach with our client.

With changing employment conditions, technological advancement, frequent manpower reduction and global competition, the relevance of the protean and boundaryless career concepts is increasing. With this, the country’s culture plays a pivotal role in career choice. The purpose of this paper is to develop and validate protean and boundaryless career scales for college passing out students and in the Indian context. The protean career scale was measured by self-directed and values-driven dimensions, while the boundaryless career scale was measured by boundaryless mindset and organizational mobility preference.

The first step involved defining construct and determining face validity. The data collected via questionnaire from India’s final year engineering students were subjected to exploratory factor analysis and confirmatory factor analysis in the second and third steps, respectively. Finally, the nomological validity was tested by establishing the relationship between factors influencing career choice and newly developed protean and boundaryless career.

The result suggested using a two-factor model with a protean career (combining self-directed and values-driven items) and a boundaryless career as a separate construct for college passing out students.

The developed scale has nine items that can be used to conduct surveys at the time of campus hiring by academic scholars, HR managers, and practitioners who are working on the identification, development and management of human talent as a part of any human resource management system.

To the best of the authors’ knowledge, this is the first approach to developing the protean and boundaryless career scale for college passing out students and in the Indian context which can be replicable for South Asian countries.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

In this chapter, the author explains the three components of Trilogy of Taoist Leadership – responsible business, responsible management and responsible leadership. The concepts of business, management and leadership are defined from multiple angles, including an etymological perspective. The historical origins and evolution of these three areas are explored to provide a comprehensive understanding. The chapter concludes with a discussion of the interconnections among the trilogy's components and illustrates how the trilogy can contribute to the development of sustainable organizations.

This paper aims to explore how service organizations can improve the effectiveness of well-being creation efforts given the pressing societal issues and global crises. In this paper, the authors examine two essential dimensions (dignity and vulnerability approach) to develop a theoretical framework. This framework can be used to increase the effectiveness of well-being outcomes created by transformative service initiatives (TSIs) and minimize their negative unintentional consequences.

Drawing on social marketing and humanistic management literature, this paper develops a framework for TSIs based on whether human dignity is recognized or ignored and whether a deficit-based or strength-based approach to vulnerability is used. This framework explains different types of TSIs and provides real-life examples.

The framework developed in this paper discusses four different types of TSIs: (1) exclusionary, a deficit-based approach where dignity is ignored; (2) opportunistic, a strength-based approach where dignity is ignored; (3) paternalistic, a deficit-based approach where dignity is recognized; and (4) humanistic, a strength-based approach where dignity is recognized. The paper also identifies five pathways that service organizations could use to implement these approaches, including two traps (utility and charity) and three opportunities (resourcing, humanizing and full awakening) embedded within these pathways.

This paper provides examples of service industries and specific companies to exemplify the framework developed. Also, it discusses the well-being implications and potential well-being outcomes associated with each type of TSI.

This paper offers a novel framework based on two dimensions that are relatively new to the service literature, i.e. dignity and vulnerability approach. This paper also highlights the importance of including these two dimensions in future service research.

This paper offers a novel framework based on two relatively new dimensions to the service literature: dignity and strengths-based approach. This paper also highlights the importance of including these two dimensions in future service research.

This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.

Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.

Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.

The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

This study examines whether engagement with Sustainable Development Goal (SDG)-focused specialized training programs enable senior public officials (focal actor) to collectively deliver on public services that have a transformational societal impact over time. Further, the study explores the factors that impede and facilitate the delivery of such services. The authors do so by using service mechanics theorization and drawing on the lens of actor and collective engagement.

This study undertakes a longitudinal exploratory qualitative study design. SDG-focused training programs were delivered, as interventions, for two cohorts of senior public officials from Bangladesh in an Australian University in 2017 and 2019. In-depth interviews were conducted upon the training's completion and then after 8- and 12-month intervals to assess the short- and long-term impact respectively.

An empirical framework is proposed from the study findings. It shows that engagement – cognitive, emotional and behavioral – with SDG-focused specialized training programs enables focal actors (i.e. senior public officials) to engage other actors (other public officials, community members) in networks, facilitated the delivery of SDG-aligned public services. Such engagement results in a transformative impact that spans micro (individual), meso (organizational) and macro (societal) levels over time. Factors that impede and facilitate SDG-aligned delivery of public services are also identified.

Theoretically, the authors contribute to the literature that relates to actor and collective engagement, SDG-focused capacity-building training programs and service mechanics. Practically, this study informs organizations about the ways that they can effectively engage their senior employees with capacity-building training programs that focus on sustainability.

This study is one of the few that connects the interface between public service delivery for enacting societal changes and SDG-focused capacity-building training programs through service mechanics theorization and using the lens of actor and collective engagement.