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Although affective accounts of organizational justice theory have been offered, suggesting a role played by trait affectivity dimensions – trait positive affectivity (TPA) and trait negative affectivity (TNA) - in shaping applicant reactions to selection procedures, research in this area relies on cognitive information processing accounts of justice perceptions. Thus, the role played by TPA and TNA in shaping applicant reactions is an underexplored area. This study explicates and tests the role of TPA and TNA in shaping reactions.

The authors carried out a three-wave field study of police job applicants, measuring TPA and TNA before testing and applicant justice perceptions and recommendation intentions pre-feedback and post-feedback.

TPA, but not TNA, was positively associated with justice perceptions and recommendation intentions. Mediation analyses suggested that the TPA-recommendation intentions relationship was mediated through justice perceptions.

Recruiting high TPA applicants can benefit future applicant pools due to enhanced recommendation intentions. High TPA applicants react more favorably to positive features; thus, procedures should conform to procedural justice rules so that favorable aspects exist for high TPA applicants to respond favorably towards.

The authors’ work is the first to integrate affective accounts of the justice perception formation process into applicant reactions research. Their work supports a role served by affect in shaping applicant fairness perceptions and provides novel and important insights for both theory and practice.

Despite the abundance of research on work social support and work-family conflict, the generalizability of these relationships to immigrant and non-immigrant Hispanics is still unknown. Based on role and cultural theories, the purpose of this paper is to provide an empirical examination of these relationships within this growing yet understudied population.

Survey data were collected from a diverse sample of employed immigrant and non-immigrant Hispanics from a broad set of occupational groups within Miami, Florida (USA). Structural equation modeling (SEM) was used to test hypotheses. Multi-group analyses were conducted to test for differences in model fit and parameter estimates between the immigrant and non-immigrant subgroups.

The hypothesized model fit the data well, with a significant positive relationship between perceived organizational social support and perceived supervisor social support, a significant negative relationship between perceived organizational social support and work-to-family conflict, and a significant negative relationship between perceived supervisor social support and family-to-work conflict. Multi-group SEM, which offered acceptable model fit, suggests that perceived organizational social support is associated with reduced work-family conflict for immigrant but not for non-immigrant Hispanics, and perceived supervisor social support is associated with reduced work-family conflict for non-immigrant but not for immigrant Hispanics.

Cross-sectional data do not allow for strong causal interpretations.

Perceived work social support is an important indicator of work-family conflict for both immigrant and non-immigrant Hispanics, although specific relationships can differ based on immigration status.

Few studies have investigated differences in work-family conflict between non-immigrant and immigrant Hispanics.

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

Is there a relationship between the nature and intensity of the action orientations of the members of a team and group effectiveness? This problem was explored with a sample of 21 educational workshop groups taken from a population of 138 such groups associated with elementary schools in Quebec (Canada), categorized according to their rated effectiveness. Four other Measures, test V (values), N (Norms), R (roles) and F (facilities), were administered to parents, teachers and administrators who formed each educational workshop group. Effective groups differed from less effective groups in the areas of shared values, adherence to norms related to participation, methods of participating in the work and in the area of satisfaction with the human and material resources which affected their group behavior.

What is the future of work going to look like? The aim of this paper is to show how the sociology of expectations (SE) – which deals with the power of visions – can make important contributions in terms of thinking about this issue by critically evaluating the dominant expert positions related to the future-of-employment- and artificial intelligence (AI) debate.

After providing a literature review regarding SE, an approach based on the latter is applied to interpret the dominant ideal-type expert positions in the future of work debate to illustrate the value of this perspective.

Dominant future scripts can be characterized by a focus on the effects of AI technology that give agency to technology and to the future, involve the hype of expectations with polarized frames, and obscure uncertainty. It is argued that these expectations can have significant consequences. They contribute to the closing off of alternative pathways to the future by making some conversations possible, while hindering others. In order to advance understanding, more sophisticated theorizing is needed which goes beyond these positions and which takes uncertainty and the mutual shaping of technology and society into account – including the role expectations play.

The study asserts that the dominant positions contain problematic assumptions. It makes suggestions for helping move beyond these current framings of the debate theoretically. It also argues that scenario building and backcasting are two tools that could help move forward thinking about the future of work – especially if this is done in a way so as to build strongly on SE.

The arguments presented herein enhance sense-making in relation to the future-of-work debate, and can contribute to policy development.

There is a lack of adequate exploration of the role of visions related to AI and their consequences. This paper attempts to address this gap by applying an SE approach and emphasizing the performative force of visions.

Contends that predictions of the end of work as we know it, and a bleak jobless future, as we head into the twenty‐first century, derive from a modernist paradigm of work ‐ a paradigm that has been the prevailing paradigm for the past 100 years. Seeks to provide a more hopeful and humane paradigm for the future of work ‐ a model based on spiritual guidelines and principles. Describes characteristics of each paradigm and then contrasts them on both the individual manager and organization levels. Explores how these principles could be applied to produce power in organizational settings.