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The rapid adoption of social media has resulted in a fundamental shift in the way communication and collaboration take place. While social media is recognized as an important marketing communication tool, it has become overlooked how social media marketing activities (user-generated and firm-generated content) influence brand equity creation in the higher education sector. Drawing from social identity theory, this study identifies how higher education institutions develop customer-based brand equity using social media marketing and social brand engagement, taking cross-comparison between high and low subjective norms.

A survey was used to collect data from a sample of 936 undergraduates of private higher education institutions in Sri Lanka and Vietnam. These data were gathered using purposive sampling, and in testing the hypothesis and structure among the variables, structural equation modeling was used to determine the relationship between the study variables.

For the conceptual framework, the authors found that the structural equation model complies with the empirical data. The structural equation model shows that social brand engagement mediates the relationship between user-generated content, firm-generated content and brand equity. Further, the subjective norms were found to moderate the relationship between user-generated content, firm-generated content and social brand engagement, highlighting that the lower the subjective norms the higher the influence on social brand engagement as students receive low pressure and influence from external parties.

The study was conducted at private higher education institutes in Sri Lanka and Vietnam. Future research could benefit from the perceptions of undergraduates in public higher education institutes. Future researchers could widen the diversity of service settings in the sample and replicate this investigation to discover if the results are consistent across the whole services sector.

The current research contributes to the services marketing and branding literature in the higher education context. The paper presents the crucial elements in building brand equity for higher education institutes to fill the existing gaps in higher education branding literature. The findings of the current study provide strategies to improve the higher education sector.

The purpose of this study is to investigate the structural relationship model among narcissism, work centrality, employee engagement and discretionary effort.

Respecting the quantitative approach, the data were gathered by means of the survey completed by 1,190 respondents of Generation X, Y and Z working in the Thai service and manufacturing industries.

The findings of the study indicated positive associations between narcissism and work centrality, narcissism and employee engagement, work centrality and employee engagement and employee engagement and discretionary effort. It was observed that work centrality played a partially mediating role in the relationships between narcissism and employee engagement, while employee engagement fully mediated the associations between work centrality and discretionary effort, as well as between narcissism and discretionary effort. The structural model demonstrated variations across different generational cohorts, suggesting that the relationships differed among generations. However, the model did not exhibit any variations across different types of industries. Furthermore, the findings from the Thai samples indicated that generational differences had a moderating effect on the path relationships between narcissism and work centrality (with Generation Y having a stronger effect compared to Generation Z and Generation X), narcissism and employee engagement (with Generation Y having a stronger effect compared to Generation Z and Generation X) and narcissism and discretionary effort (with Generation X having a stronger effect compared to Generation Y and Generation Z), all with a significance level of 95%. Additionally, the relationship between employee engagement and discretionary effort showed a significant difference across generations, with Generation Z exhibiting a stronger effect compared to Generation Y and Generation X, at a significance level of 99%.

This study provides empirical evidence supporting the positive relationships between narcissism and work centrality, as well as narcissism and employee engagement, contrary to previous research findings. The results reveal that employee engagement fully mediates the associations between work centrality and discretionary effort, as well as between narcissism and discretionary effort, offering valuable contributions to the existing literature. Furthermore, this study expands on previous research by examining the moderating effect of industry type, specifically comparing manufacturing and service industries. The findings suggest that the model exhibits variations across different generational cohorts, highlighting the importance of considering generational differences in understanding these relationships. However, the model does not exhibit variations across different types of industries.

Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.

This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.

According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.

In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.

The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.

Though the concept of work engagement has been extensively explored in the academic literature, however, with engagement levels declining globally – causing hike in undesired employee attitudes and behaviours – there is a need to revisit its antecedents and consequences that bear higher current relevance. Within the context of the Indian information technology (IT) sector, this study aims to explore the role of job security and value congruence as two critical antecedents which not only lead to increased engagement levels but also consequently yield the enhanced perception of change, amplified general life satisfaction and reduced intent to leave among employees.

Data were collected from 363 software developers (SDs) in India using the survey questionnaire method and structured equation modelling was used to test the proposed measurement and structural model. The results supported the proposed hypotheses and confirmed the role of work engagement as a mediator between the studied antecedents and consequences.

Results from a study of 363 SDs across India support the proposed hypotheses and confirm the role of work engagement as a mediator between the studied antecedents and consequences.

This study was cross-sectional; therefore, caution is necessary while making any causal inferences. Further work based on longitudinal data would strengthen these findings.

The findings of the study will provide the decision-makers of IT companies with tools to increase engagement among SDs thereby increasing favorable outcomes for organizations and individual employees in the current times.

The study establishes job security and value congruence, as two critical yet cost-effective measures that today’s organization need to integrate into its human resources functions not just to boost employee engagement levels but also to control spiraling costs due to unintended turnover, employee’s resistance of organizational changes and employee ill-being. Future research avenues and practical implications have been discussed.

The study aimed to assess the relationship between emotional intelligence and work engagement among employees of automobile sectors in Chennai, Tamil Nadu, South India, and also to find out various demographic factors of subordinates who are able to engage vigorously, meaningfully and committedly on their work through their emotional intelligence.

A descriptive cross-sectional study was conducted, and 184 employees were recruited through random sampling to take part in the study. A Google Forms questionnaire consisting of the demographic questionnaire Utrecht Work Engagement Scale (UWES) and Emotional Intelligence Scale (EIS) was constructed and sent via e-mail to the employees, and the data were collected; after the data cleaning process, it was analysed through SPSS Version 20 using independent t-test, ANOVA and Pearson's correlation.

The results showed that educational qualification and income significantly influenced work engagement in all dimensions, while gender, designation and work experience partially influenced work engagement. It showed a strong correlation between work engagement and emotional intelligence.

This study assessed a small number of employees due to which the external validity reduces, and it assessed only the interplay between different dimensions of work engagement and emotional intelligence but not linked with any other mediating factors. The final sample size of the present study was relatively small due to the time constraint; hence, the study yielded less accurate results. Some linking variables, such as job security, motivation, knowledge management and transformational leadership, can be added to find out the association of emotional intelligence and work engagement and to understand how the factors influence each other.

For every output in the organisation, the work engagement or performance, there is an emotion behind each and every individual. The person cannot put his/her whole effort at work and concentrate without his/her self-awareness and management; at the same time, socialising is also very important to maintain good relationships at work; without these influences, one cannot have engagement in his/her work, which ultimately leads to  job satisfaction. It improves the strong attitude and behaviour that intend to be engaged at work.

This study would benefit in focusing more on rewards and recognition, empowering employees and building a bond between the organisation and employees in a strategic manner. The management can utilise the employee's engagement and make various financial outcomes, such as profitability and growth, increasing the share value and the turnover of the productivity. It improves the communication between business leaders and the organisation that benefits the business practices to be more effective which leads to a positive social change. Employee engagement strategies could fill the gap between employees' job involvement and the productive outcome. On the whole, employees' work engagement makes them to invest themselves wholeheartedly into cognitively, physically and emotionally on the job.

Work engagement and emotional intelligence, as well as their dimensions, illustrate a clear relationship and are also shown to be predictive of each other in the workplace.

The purpose of this paper is to examine perceptions of organisational politics (POP) as a mediator of the relationship between high-involvement work practices (HIWPs) and employee outcomes (trust in employer and employee engagement).

Using a longitudinal time-lagged quantitative survey design, data were collected in two waves (n = 1,554, time 1, and n = 970, time 2). Direct and indirect (mediation) effects were tested through structural equation modelling (SEM) in AMOS.

The results of SEM suggest that HIWPs are positively associated with trust in the employer and employee engagement and negatively associated with POP. The data supported a partial mediation model in which POP mediated the relationship between HIWPs and both trust in the employer and employee engagement levels.

HIWPs reduce employees’ perceptions of the degree to which their work environment is politicised, enhance employee engagement and develop a more trusting relationship between employee and employer.

Perceptions that workplace environments are characterised by political behaviours are ubiquitous and a large body of research has highlighted their detrimental effects on both employees and employers. This is the first study that has examined the potential of HIWPs in reducing such perceptions, which in turn, can foster employee engagement and enhance trust in the employer. Longitudinal studies of the effect HIWPs have on employee perceptions and attitudes are also still scarce.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.

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.

Actor engagement (AE) literature shows inconsistent understandings of engagement intensity. However, a holistic picture of the nature of AE intensity is foundational to advance empirical AE models and measurement frameworks. This paper provides a nuanced understanding of what engagement intensity is and how it unfolds on different network levels.

This conceptual study draws from a literature review and offers a comprehensive classification scheme of AE intensity. The literature review extends beyond marketing and service research and draws from the etymology of AE intensity in management and social science, specifically, the fields of student, employee and civic engagement.

The classification scheme clarifies that AE intensity at the individual level refers to actors' affective and cognitive tone and varying magnitudes (i.e. efforts, duration, activeness) of resource investments. At the dyad level, AE intensity represents relational strength, and at the network level, it refers to the degree of connectedness in the network.

The research reconciles conceptual inconsistencies in the AE literature. Our classification scheme goes beyond the individual actor and actor–actor dyad and offers a holistic overview of possible ways to operationalize AE intensity in networks.

The classification scheme can be used as a strategic checklist to include AE intensities of individual actors (e.g. customers and employees), relationships between these actors and network connectedness, when further developing engagement measurement tools and benchmarks.

This is the first study providing a comprehensive understanding of AE intensity from an individual, dyadic and network perspective.

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.