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This study aims to focus on how the design of an organization influences employee sustainability. It also highlights how top management support can mediate this relationship.

In order to examine the role of employee quality of life on performance sustainability, a quantitative survey approach was adopted. A questionnaire was distributed using simple random sampling to the employees working in the hotel sector.

Results suggest that organizations can enhance employee sustainability, including performance, commitment, motivation and retention, by investing in values that align with their employees, providing suitable health and wellness initiatives, and adopting in career growth policies. In that, values, health and wellness and human development are confirmed to be core determinants of employee sustainability, with a negligible role of fair compensation and physical artifacts. Top management support is found to mediate the relationship between employee quality of life and sustainability.

This study contributes to a better understanding of how organizational design for quality of life can assist employee sustainability with the mediation role of top management support. The study recommends that the hotel organizations should consider designing their work environments to promote their employee quality of life, which affects their sustainability within the hotel industry.

This study contributes to a better understanding of how organizational design for quality of life can assist employee sustainability with the mediation role of top management support. The study recommends that the hotel organizations should consider designing their work environments to promote their employees’ quality of life, which affects their sustainability within the hotel industry.

While there is ample research in business and management literature on the economic and environmental factors of sustainability, social sustainability has received less concentration. This study gives more attention to how employee social sustainability can be affected by the managerial and organizational factors of ensuring work life balance and top management support.

This study aims to deepen our understanding of how inclusionary practices are used within organizations and how they satisfy specific inclusion needs.

We adopt a qualitative research design, reporting on data from semi-structured interviews conducted with 15 diversity and inclusion (D&I) directors/leads and using a thematic approach to analysis.

Our study expands understanding of inclusion practices, showing that they are not uniformly implemented and that practices may satisfy both needs to belong and differences valued, with interviewees prioritizing belonging. Well-being and career development are seen as important inclusion practices demonstrating support and appreciation of difference, thus as inputs, not outputs, of inclusion challenging existing assumptions. Inclusionary practices are malleable, and their impact depends critically on the leaders involved and their commitment to EDI.

Our study shows how practices satisfy inclusion needs and that the implementation of practices varies depending on the leaders involved.

This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.

An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.

The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.

In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.

Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.