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Over the last two decades, there has been a significant increase in incivility within the higher education sector, potentially due to mounting pressure and demands on academics, both collectively and individually. The effects on various aspects of academia, such as knowledge and learning, however, remain largely unexplored. The purpose of this research is to fill the gap by performing a theoretical trend analysis and subsequently empirically investigating the impact of workplace incivility on research scholars’ learning engagement and knowledge sharing intentions, including the mediating role of self-esteem.

This study uses a three-stage methodological process: first, a thorough theoretical (bibliographic) analysis of scientific publications, using Biblioshiny, to identify the trends of workplace incivility; second, an empirical, qualitative exploration of the emergent themes and subthemes based on 102 in-depth interviews with research scholars, using NVivo 12 Plus; and third, quantitative testing, using 154 responses and structural equation modeling.

The authors verify a visible negative association between incivility and learning engagement, incivility and knowledge sharing intentions as well as self-esteem’s mediating effect on this relationship. Also, the thematic analysis revealed three distinct themes: the type of incivility; reasons for such incidences; and the impact of such incidences on research scholars.

The research bears implications both to theory and practice. Regarding the former, the gravity and graveness of incivility versus knowledge and learning, within the academic workplace environment, are not simply highlighted, but analyzed and refined, with explicit findings of both scholarly and practicable worth; that also provide solid foundations and avenues for future research.

Further to its primary findings, the research contributes to extant knowledge by elucidating and explicating the topic, both theoretically and empirically, as well as by presenting implications for theory and practice. Regarding practical implications, this research sheds light on how to develop an appropriate organizational culture that facilitates learning engagement and increases knowledge sharing intentions, by nurturing the identified explicit and underlying motivators of civility.

Supervisor phubbing is an increasingly common behavior depicted by supervisors despite the significance of supervisor–subordinate interactions. This study explores the impact of this behavior on workplace incivility and workplace presenteeism and analyzes the mediating role of self-esteem and the moderating role of power distance.

Data were collected from employees belonging to IT sector. The research was cross-sectional in nature and the data were collected using a structured questionnaire.

The findings indicate a significant impact of supervisor phubbing on self-esteem, workplace incivility and workplace presenteeism. Additionally, results reveal the mediating role of self-esteem between supervisor phubbing and workplace presenteeism. However, the moderating effect of power distance on the relationship between supervisor phubbing and self-esteem was not supported.

The research contributes to the existing literature and theory, especially in the area of supervisor phubbing and communications management. The study suggests a need for comprehensive approach that involves both organizational policies and individual behavior change.

This study aims to discuss relationship between job resources and employees adaptive job performance. Using the job demands-resource (JD-R) theory, the paper examines the mediating role of work engagement in the relationship between job resources and adaptive job performance. The study also explores the moderating role of psychological contract fulfillment.

The study is based on data gathered from 254 employees of hospitality sector in Pakistan through a Web-based survey. The statistical verification conducted through using partial least squares structural equation modeling.

Findings has confirmed that job resources positively related to employees’ adaptive job performance. Furthermore, the mediation effect is explained by employees’ work engagement. Interestingly, employee psychological contract fulfillment moderated the positive relationship between job resources and employees’ work engagement.

The present study expands the previous research that validates the assumptions of job demand-resources theory into hospitality employees to harness job resources with employees’ engagement and performance as well as highlight the role of psychological contract fulfillment.

Incivility constitutes an increasing trend in different workplaces across the world. However, incivility has largely been overlooked in public organizational settings and mainly in the field of secondary education. The purpose of this paper is to provide a better understanding of the effects of supervisor incivility (SI) on psychological safety and work engagement of teachers of secondary schools, through the schools' level of perceived insider status (PIS).

Data were collected through an online questionnaire that was based on previously validated scales. The final sample included 396 educators who taught different subjects in a Greek region.

Results revealed a negative correlation between head teacher incivility and teacher attitudes (psychological safety/work engagement) through the mediating role of PIS. However, a direct link between SI and psychological safety was also discovered.

The contribution of the study is in exploring one part of the dark side of leadership behavior, e.g. SI, at school and leadership behavior's effects on teacher attitudes, which remain largely unexplored due to teacher embarrassment or fear in acknowledging supervisor misbehavior. Further, the study does not only examine direct, but also indirect effects of incivility. Finally, the current study is the first study to investigate the phenomenon of SI in the Greek context, therefore, extending the geographical and cultural data base concerning incivility.

Based on positive organizational scholarship, this study aims to examine the role of faculty engagement in mediating the relationship between quality of work-life (QWL) and organizational commitment. The paper also analyses how spiritual leadership moderates the relationship between QWL and faculty engagement.

The data was collected through structured questionnaires from undergraduate and postgraduate teachers working in various business schools across major cities in India. The sample was selected through the snowball sampling technique. The sample size was 486, and analysis was done through the structural equation modelling approach using the bootstrapping method.

Findings indicate that faculty engagement mediates the relationship between QWL and organizational commitment among teachers. Furthermore, results show that educational institutions that practice spiritual leadership support higher positive psychological and emotional states of engagement.

The paper provides an integrated model of engagement, commitment and QWL through a study of mediation and moderation effects and adds value to the psychology and workplace spirituality literature. There is the future scope for further generalizations of the model in different geographical contexts to analyse the influence of other leadership styles.

Furthermore, it would help educational institutions to design QWL strategies for engaging teachers psychologically, emotionally and cognitively by accelerating employees’ positive emotions and behaviours. Finally, the paper shows implications for developing the QWL strategies to create a committed and engaged workforce through spiritual leadership.

The paper contributes to the academic literature by investigating interrelationships among variables from a positive organizational scholarship perspective. The paper would help practitioners to comprehend the importance of spiritual leadership in educational institutions.

The purpose of this study is to examine the serial mediating mechanism between self-leadership and employee creativity through organizational commitment and work engagement. Drawing on the self-determination theory and broaden and build theory, this study investigates the indirect effect of self-leadership on employee creativity through organizational commitment and work engagement.

The relationships were investigated using PROCESS macro for SPSS. Data were collected from 324 employees working in the Indian automobile industry. Structural equation modelling was used to evaluate the model fit of the measurement model.

The results of the study revealed that self-leadership impacts employee creativity. Further, the findings showed that both organizational commitment and work engagement individually mediate the relationship between self-leadership and employee creativity. The key finding of this research was the partial serial mediation of organizational commitment and work engagement in the relationship between self-leadership and employee creativity.

This is one of the primary studies that examined the serial mediating effect of organizational commitment and work engagement in the relationship between self-leadership and employee creativity. This study contributes to the existing literature on self-leadership and employee creativity by evincing the mediating mechanism of organizational commitment and work engagement.

This research seeks to explain the mediating function of workplace happiness in enhancing employee engagement through the drivers of employee engagement among the IT sector employees of India.

Quantitative data were acquired from 104 respondents from the Indian IT industry via an online survey utilizing Google Forms, employing a stratified random sample method. The study hypotheses were tested using PLS-SEM.

Results indicated that workplace happiness positively mediates employee engagement and drivers of employee engagement.

The current study followed a cross-sectional analysis where establishing causality is difficult; however, there is a scope to do longitudinal study on the same phenomenon. Research data are produced through online surveys. Possible sources of bias may be selective memory, attribution and/or exaggeration. This study covers specific variables of workplace happiness and drivers of employee engagement other variables remain unaddressed, such as COVID-19-related impacts. The nature of the industry and sample size were limited.

This study shows that workplace happiness has a mediating effect on both drivers of employee engagement and employee engagement; as a result, organizations should consider the function of workplace happiness as a mediating factor when implementing drivers of employee engagement and employee engagement.

On the social level, this research will help organizations to understand the drivers for employee engagement and linkages between workplace happiness and employee engagement. It hopes to create more happy workplaces and have good social impact.

This is the first study to look into the function of workplace happiness as a mediator between the drivers of work engagement and work engagement.

The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.

It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.

Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.

Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.

The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

The family business literature indicates that non-family employees (NFEs) working in private family firms often feel marginalized effecting their ability to flourish at work and contribute to the organization beyond their defined job roles. Therefore, this study examines whether enabling NFEs to craft their own jobs, leads them to reappraise their position in the organization, thus influencing workplace flourishing (WF) and supervisor-assessed extra-role behaviour (ERB).

Building on the Conservation of Resources theory, a set of hypotheses is posited relating the three dimensions of job crafting (resource seeking, challenge seeking and job demand reduction) to ERB, through WF as a mediator. The hypotheses are tested through matched employee–supervisor data collected from 256 individuals working in private family firms, where 232 were NFEs while 24 individuals were supervisors.

The result generated through PLS-SEM indicates that all three dimensions of job crafting have a positive influence on WF. In the case of direct effect on ERB, only the direct relationship between challenge seeking and ERB was significant. However, the relationships between all three dimensions of job crafting and ERB became positive and significant through WF as mediator.

The implications of this study is that merely empowering NFEs to craft their own jobs may not lead them to contribute to the organization beyond their routine tasks. However, if they appraise such empowerment as a resource gain sufficient enough for them to feel that there are flourishing at the workplace, and then it is likely to influence their commitment to the organization to exhibit significant ERB. The study however is limited, as other potential exogenous variables that influence ERB were not considered.

This study presents evidence for family business owners and managers to provide the pertinent resource support to their NFEs, so that they can flourish and contribute to the employer.

The current study contributes to the under-researched and fragmented literature on NFEs working in family firms. Furthermore, this appears to be among the first study that looks into workplace flourishing and ERB among NFEs in the realm of family business.

This paper aims at examining how different types of shop floor performance feedback affect employee motivation and engagement. Based on this dataset, the authors analyzed the relationship between five types of performance feedback (safety, quality, productivity, improvement and individual performance) and three types of human-related outputs (motivation, role clarity and engagement) in light of socio-technical systems theory.

The authors designed a survey instrument and collected data from 492 employees of a large beverage distribution company. The authors used robust construct validity tests and multiple regression analysis to test the hypotheses.

The findings indicated significant positive effects of feedback on overall production, improvements and individual performance on all human-related outputs. In turn, safety and quality performance feedback had no statistically significant impact in motivation or engagement. These findings highlight the mixed nature of the impact of performance feedback on human-related outputs that have been neglected in the literature.

The joint analysis of the social and technical portion of performance feedback is unusual despite its clear relevance, which characterizes an original contribution of the authors’ work. Although previous literature supports the effect of performance feedback on motivation and engagement, previous studies have not tested how different types of feedback affect those social constructs.