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In the time of coronavirus disease 2019 (COVID-19) epidemic, the effective leadership is what all the organisations are now requiring. Retaining and satisfying the employees in these tough times has become very difficult. In view of this, the present study attempts to investigate three objectives: first, to find out the direct effect of effective leadership on job satisfaction and organisational citizenship behaviour (OCB); second, to examine the relationship between job satisfaction and OCB and, third, to investigate whether effective leadership positively moderate and mediate the link between job satisfaction and OCB among managerial employees of private manufacturing firms of Chhattisgarh state.

Correlational research design was applied in the present study. Cluster sampling was used to finalise sample region, and simple random technique was applied to collect primary responses. Employees working at the managerial positions were chosen as participants in the present study. About 530 questionnaires were sent to the participants in which 400 responses were found useable for analysis.

The results explained a significant relation of effective leadership with job satisfaction and OCB. In addition, job satisfaction also revealed a positive correlation with OCB. The moderating and mediating effect of effective leadership in the link between job satisfaction and OCB was also noted in significant association.

Private sector enterprises were economically harmed by COVID-19's sudden arrival. This forced corporations to minimise expenses by cutting staff, production and operations. Employees felt alone, needed assistance and guidance. This research demonstrates how effective leadership may reconnect workers and boost organisational performance.

The main aim of this study is to highlight the significance of fostering social capital and improving the quality of work life (QWL) for the well-being of healthcare workers. The second objective of this research is to address a notable gap in the current knowledge by examining the mediating influence of QWL on the relationship between work-related social capital and life satisfaction within the healthcare profession.

This study used a cross-sectional research methodology to examine the complex relationships among the variables and included a sample of 330 individuals who are employed full-time in the healthcare profession in the North Indian Region.

The study confirms all research hypotheses, showing that social capital improves work life. Thus, work-life quality improves life satisfaction significantly. The mediation analysis in this study used bootstrapping to show that work-life quality mediates the association between social capital and life satisfaction.

Addressing social support issues and using effective human resource management tactics can improve employees’ work life and satisfaction. The findings are essential in collectivistic cultures because strong workplace relationships improve professional welfare.

This study differentiates itself by analysing social capital and QWL as multi-dimensional constructs inside the workplace, ensuring the results’ correctness and validity. This study provides a distinct viewpoint for scholars and practitioners, enhancing comprehension of the correlation between life satisfaction and work-related social capital within the healthcare industry.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

The study aims to examine the digital competence of young employees (under 30 years of age) who graduated from the technical university. Self-assessment of selected digital competencies was examined along with the determination of a self-efficacy level in the area of using digital competencies.

Quantitative research was conducted using the computer-assisted web interview method on a sample of 4532 respondents.

Young employees' self-assessment of digital competencies and self-efficacy in the area of using them is high, and it can be assumed that they perceive themselves as digitally competent. Both digital self-efficacy and assessed digital competencies have a positive impact on satisfaction with the university.

The research sample consisted only of employees who graduated from the technical university, but the results may provide feedback on the demand for digital competencies sought in the labor market and constitute valuable information useful in university curriculum development and in vocational education and training.

This is the first study that focuses on the Kozanoglu and Abedin approach to the concept of digital literacy in the context of research on self-assessment and self-efficacy in using digital competencies among technical university graduates, adapting the creative self-efficacy scale by Tierney and Farmer, for measuring digital self-efficacy.

1. Young employees' digital competencies self-assessment is high.

2. Young employees' self-efficacy of using digital competencies is high.

3. Graduating from a DT-focused department has a positive impact on satisfaction.

4. Digital self-efficacy has a positive impact on satisfaction with the university.

5. Assessed digital competencies have a positive impact on satisfaction.

Young employees' digital competencies self-assessment is high.

Young employees' self-efficacy of using digital competencies is high.

Graduating from a DT-focused department has a positive impact on satisfaction.

Digital self-efficacy has a positive impact on satisfaction with the university.

Assessed digital competencies have a positive impact on satisfaction.

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

Keeping happy and committed workers is an imperative goal for organisations in any field, including higher education. Institutions must, however, have a thorough understanding of the elements that influence various organisational commitment levels before they can develop human resource management guidelines and procedures that work. Hence, by using social exchange theory, this study aimed to investigate the connection between work–life balance (WLB), job satisfaction and organisational commitment among a sample of Zimbabwean higher education institutions. These factors have received relatively minimal attention in academic institutions, particularly in developing nations.

A cross-sectional survey was conducted, using convenience sampling, to examine 224 members of the teaching staff from two universities in western Zimbabwe. The collected data were analysed using partial least squares structural equation modelling.

The results revealed that WLB significantly predicted job satisfaction. Furthermore, the relationship between WLB and affective and normative commitment was found to be indirect and mediated by job satisfaction.

The results of this study suggest that WLB and job satisfaction are crucial factors for higher education institutions that aim to secure their talented faculty's affective and normative commitment. Therefore, universities should implement firm policies and practices that encourage academic staff to maintain a healthy WLB and enhance job satisfaction.

The study's main contribution is the development of a conceptual model that contributes to the ongoing scholarly discourse on how to enhance organisational commitment among academic staff in under-resourced higher education institutions, as well as the concomitant implications for human resource policies within these institutions.

This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to demonstrate the importance of faculty to engagement and success, and emphasize a faculty member's role in lessening the power divide that can exist in classrooms.

First, archival survey data were explored that provide a baseline for student perceptions of the interactions with faculty that have been shown to impact student engagement. Second, an in-depth description of the course taught by this author is provided, along with the relationship-building and pedagogical strategies employed to promote student engagement and learning. Finally, a mixed-methods approach was utilized to capture whether improved engagement and learning occurred. Both qualitative data, in the form of student opinionnaires, and quantitative data gathered from the institution's assessment instrument were reviewed.

A review of the qualitative survey data found that students believe faculty should be very intentional about building relationships with them. Student opinionnaires confirmed the efficacy of the relationship-building tactics employed by the instructor. Additionally, data analysis of the learning assessment tool yielded an 18% increase in performance, lending further support to the classroom strategies utilized during this time.

The results of this study add to the body of literature addressing the impact faculty have on student engagement. Additionally, these results can be used to help inform institutional strategies, such as faculty development seminars, to improve retention as a result of an engaged student body.

This study aims to investigate university staff relocation from multiple separate buildings to a new building with activity-based flexible offices (AFOs) at a University in Sweden. The aim was to assess staff perceptions of the physical and psychosocial work environment and whether there were any changes in these perceptions before and after the move.

A mixed-methods design was used, analyzing closed-ended survey data at two time points (T1, n = 169 and T2, n = 160) and open-ended responses (n = 180) at T2.

The main findings revealed that employees started working more from home and that there were significant decreases in perceptions of the physical and psychosocial work environment, as well as job satisfaction, after the move to the new premises.

A comprehensive analysis of existing work processes, tasks and collaborations is crucial when planning new university premises. The planning process needs to be done in close collaboration with different stakeholders with multiple perspectives.

Introduction of AFOs in an academic setting can lead to negative consequences for occupational health and efficiency.

This study aims to provide insight into the determinants of wellness tourism satisfaction, thereby taking a nonlinear approach regarding the relationships between attribute-level performance of wellness facility attributes, on the one hand, and wellness destination attributes, on the other hand, and global wellness tourist satisfaction. In addition, scores of impact range are calculated to reveal the potentially most determinant wellness facility and destination attributes.

This study uses data from a survey-based study conducted among 1,331 wellness tourists who have engaged in wellness tourism activities at one of 28 hotels with wellness offerings and 10 spas in Croatia. Impact-asymmetry analysis and impact-range analysis are used to quantify the potential of individual wellness attributes to generate satisfaction and dissatisfaction among wellness tourists and to perform a classification of wellness attributes according to the three-factor theory of customer satisfaction.

Operators of wellness tourism facilities, as well as managers of wellness destinations, must not make any compromises in quality levels because most wellness attributes have significantly higher potential to frustrate than please tourists. Basic factors such as cleanliness, punctuality or safety turned out to have the strongest influence on global satisfaction levels. Moreover, in line with previous research, wellness tourists have large expectations from destinations to have a preserved and beautiful nature, which is by far the most influential destination attribute. In addition to a safe environment and high-quality accommodation, wellness tourists further prefer rich cultural offerings.

To the best of the authors' knowledge, this is the first study to apply a nonlinear analysis approach to the quality–satisfaction relationship in a wellness tourism setting. Moreover, to the knowledge of the authors, this is the only study that used separate attribute models for wellness facilities, on the one hand, and wellness destinations, on the other hand, based on a nation-wide sample that covers multiple cases (i.e. multiple facilities and destinations).

本研究旨在深入了解养生旅游满意度的决定因素, 从而采用非线性方法来研究（i）养生设施属性和 （ii）养生目的地属性对国际养生游客满意度的关系。此外, 本文还计算了影响范围的分数, 以揭示潜在的最具决定性的养生设施和目的地属性。

本研究使用了基于对 1,331 名养生游客进行调查问卷的数据, 这些游客曾在克罗地亚 28 的酒店以及10个水疗中心进行了养生旅游活动。本文采用影响不对称分析（IAA）和影响范围分析（IRA）来量化个体养生属性在健康游客中产生满意度和不满意的潜力, 并根据顾客三因素满意度理论对健康属性进行分类。

养生旅游设施的运营商以及养生目的地的管理者不能在质量水平上做出任何妥协, 因为大多数养生属性很可能使游客感到沮丧, 而不是取悦游客。事实证明, 清洁、准时及安全等基本因素对全球满意度影响最大。此外, 根据之前的研究, 健康游客对目的地抱有很大的期望, 希望拥有保存完好且美丽的自然风光, 这是最具影响力的目的地属性。除了安全的环境和高品质的住宿外, 养生游客更看重丰富的文化产品。

这是第一项将非线性分析方法应用于养生旅游环境中的质量与满意度关系的研究。此外, 据作者所知, 这是唯一一项基于涵盖多个案例（即多个设施及目的地）的国家样本, 一方面对养生设施使用单独的属性模型, 另一方面对养生目的地使用单独的属性模型的研究。

Este estudio tiene como objetivo proporcionar información sobre los determinantes de la satisfacción del turismo de bienestar, adoptando así un enfoque no lineal con respecto a las relaciones entre el rendimiento a nivel de atributos de (i) atributos de instalaciones de bienestar, por un lado, y (ii) atributos de destino de bienestar, por otro lado, y la satisfacción del turista de bienestar global. Además, se calculan puntajes de rango de impacto para revelar las instalaciones de bienestar y los atributos de destino potencialmente más determinantes.

este estudio utiliza datos de un estudio basado en encuestas realizado entre 1,331 turistas de bienestar que participaron en actividades de turismo de bienestar en uno de los 28 hoteles con ofertas de bienestar y diez spas en Croacia. El análisis de asimetría de impacto (IAA) y el análisis de rango de impacto (IRA) se utilizan para cuantificar el potencial de los atributos de bienestar individuales para generar satisfacción e insatisfacción entre los turistas de bienestar y para realizar una clasificación de los atributos de bienestar de acuerdo con la teoría de los tres factores del cliente. satisfacción.

Los operadores de instalaciones de turismo de bienestar, así como los administradores de destinos de bienestar, no deben comprometer los niveles de calidad porque la mayoría de los atributos de bienestar tienen un potencial significativamente mayor para frustrar que para complacer a los turistas. Los factores básicos, como la limpieza, la puntualidad o la seguridad, resultaron ser los que más influyeron en los niveles de satisfacción global. En consecuencia, estos atributos no deben verse como fuentes potenciales de satisfacción y deleite del cliente, sino que deben otorgarse altos niveles de desempeño para evitar una fuerte insatisfacción. Además, en línea con investigaciones anteriores, los turistas de bienestar tienen grandes expectativas de que los destinos tengan una naturaleza preservada y hermosa, que es, con mucho, el atributo de destino más influyente. Además de un entorno seguro y un alojamiento de alta calidad, los turistas de bienestar prefieren una rica oferta cultural. Aplicando la teoría de los tres factores, una visión más matizada de la formación de la satisfacción del turista de bienestar mostró que estos atributos del destino tienen un potencial mucho mayor para crear una fuerte insatisfacción que satisfacción.

Este es el primer estudio que aplica un enfoque de análisis no lineal a la relación calidad-satisfacción en un entorno de turismo de bienestar. Además, según el conocimiento de los autores, este es el único estudio que utilizó modelos de atributos separados para instalaciones de bienestar, por un lado, y destinos de bienestar, por el otro, en base a una muestra nacional que cubre múltiples casos (es decir, múltiples instalaciones y destinos).

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.