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Recently, work-related social media use (WSMU) in organisations and its association with employee outcomes have received considerable research attention. This study examines the association between WSMU, psychological well-being (PW) and innovative work performance (IP). In addition, it explores the mediating role of PW and the moderating role of fear of missing out (FoMO).

A sample of 233 employees working in different organisations was recruited from India to complete the survey. Structural equation modelling was applied to analyse the data.

The result reveals that WSMU has a positive and direct effect on IP. Moreover, the indirect effect via PW among the association was positive and significant. Furthermore, FoMO moderates the indirect relationship between WSMU and IP.

This research is a pioneering work that has contributed to the scarce literature by exploring the relationship between employees' social media use, PW and IP. This research has important theoretical and management contributions because it examines the impact of WSMU on IP, mediating role of PW and moderating role of FoMO among the association between WSMU and employee outcomes.

Employees have gradually adopted social media sites and their applications that have been associated with enhanced communication and collaboration at the workplace. However, social technologies have both positive as well as negative consequences. The current study examines the impact of loneliness on employees' psychological well-being (PW); subsequently, the mediating role of social media use intensity (SMI) at the workplace. It also examines the moderating role of gender and management status of employees.

The present study conducted an online and offline survey using a cross-sectional design. Data were collected from 206 working professionals from the IT industry in India. Structural equation modelling was applied to analyse data.

Results revealed that employee loneliness is positively associated with SMI. Employee's SMI was positively associated with enhanced PW. Unexpectedly, employee loneliness is positively and significantly related to PW. However, the moderating roles of gender and management status of employees were not supported.

The current study can help managers, policymakers and organizations better understand the role of employee social media use in the workplace. Using the insights and understanding offered by the study, social media can be effectively utilized in the workplace. The study recommends that organizations may allow the use of social media at the workplace. Social media resources may also be helpful in improving employee communication and digital literacy.

The current study is a pioneer work and contributes to the literature by examining the relationship between loneliness, SMI and PW. This study has essential theoretical and managerial contributions.

The current study examines the impact of various psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education.

A cross-sectional survey was conducted to collect data from 204 academicians and scholars from India. Structural equation modelling (SEM) was employed to examine data.

Results revealed that teachers' attitudes, university environment and spirituality had a positive and significant association with intention to incorporate inclusive education. Path analysis showed that teachers' attitude was the most prominent predictor of intention to incorporate inclusive education, followed by spirituality and university environment.

The study determines the key predictors of teachers' intention to incorporate inclusive education. The identified factors can help the government and public policymakers foster inclusive education. The study determines that teachers have the capability to drive inclusive education through intrinsic spiritual views and feelings of satisfaction and happiness. Marketers must capitalize on the spiritual aspect of individuals and accordingly develop long-term inclusive strategies.

The current study addresses prevailing gaps in existing literature on teachers' attitude and intention to adopt inclusive education. The study examines the impact of key predictors of teachers' intention to adopt inclusive education and focuses on emerging factors such as university environment, spirituality, teachers' self-efficacy, concern and sustainable behaviour.

Despite the efforts of governments and firms, consumer resistance toward digital innovations in the retail finance space continues to manifest rather visibly. Yet, the causes of consumer resistance toward innovations such as online procurement of financial products continue to remain under-explored. The present study attempts to address this gap by examining barriers that may constitute Indian consumers' resistance to buying financial products marketed digitally, using insurance as an exemplar. Precisely, the study measures five classic innovation resistance theory (IRT) barriers constituting consumers' resistance toward procuring digitally marketed insurance and examines the influence of consumers' demographic characteristics, measured through age and gender.

The conceptual model, resting on the theoretical proposition of IRT, was tested using data collected from 420 smartphone users. Given that, the data did not satisfy the multivariate assumptions of normality, homoscedasticity and linearity, artificial neural network approach was used for analysis. The analysis served as the basis for determining the relative importance of the five barriers in influencing consumer resistance.

The results indicated that the image barrier was the most influential barrier impacting consumer resistance, followed by usage, tradition, risk and value barriers. Moreover, as revealed by the values of correlations, the direction of influence was positive. Notably, the relationship of all barriers except tradition with consumer resistance was found to be nonlinear.

The study makes a novel contribution in two ways – one by extending IRT to a new area, i.e., resistance to buying financial products online, thereby further enhancing its applicability, and the other by exploring consumer resistance to e-procurement of life and nonlife insurance, which to the best of the authors' knowledge, has not been examined so far despite the established exigency.

This chapter discusses inspiration and innovation through social transformation taking place in Asia through leadership utilizing concepts of Buddhism. In India, values of the Buddhist dhamma are grounded in a permeating esthetic system dating back to early historical times. It was lost there and revitalized in 1956. For Taiwan, inspiration came in the name of humanistic Buddhism that developed in late 19th century China. It offered a moral and practical value system for society at large.

Buddhism became socially engaged as part of a cultural ethos for over a generation with underlying integrated roots in local beliefs, esthetics, and practices. The broader question to discuss is how Buddhist values influence policy leadership. Here, we feature engaged Buddhism that emphasizes awareness, compassion, and non-violence, while embracing modern ways of organizing and communication.

Cases are provided where Buddhism has shaped leaders’ roles and aims, as well as those of followers guiding reforms for best governance. In India Dr. Ambedkar (1891–1956) embraced Buddhism as a platform for deliverance and championed social equality. His life’s struggle concerned issues of caste, as he was born “untouchable.” The second example is about Dhamma Master Cheng Yen (b. 1937) who established Tzu Chi in eastern Taiwan as a relief agency that became international. Both leaders helped life’s embetterment through Buddhism based on modernity, science, advanced technology, leadership, and democracy. These examples of engaged Buddhism have made tremendous impact pertaining to the people of their nation and serve a model for world development.

This chapter critically explores the colonial model of education in a Buddhist society in postcolonial Bangladesh, as the Buddhist value-based contemplative learning and ethical practices have been constantly challenged due to the fact that the western value-based cultural knowledge is considered for economic development. In such a context, Buddhist learners are unable to learn the social history, cultural heritage, Buddhist/social economy, and spiritual values and practices in the educational institutions. Even teachers are not trained in preparing learners for cultivation of wisdom (Paññā in Pāli) and ecocentric development of the community in the country. On the other hand, Buddhist notion of contemplative learning pedagogy believes in decolonization of the mind and reflective practice for social transformation and development of wisdom through deep meditative mind by nurturing critical dialogue as opposed to capital accumulation and greed-based society. The Buddhist pedagogical approach focuses on mindful concentration (bhavana) and ethical (sila) practice within the learning context and environment, as emancipatory ideology to promote cultural diversity instead of political and social imposition. Such mindfulness would allow both the learners and teachers to create collaborative learning opportunities for life-sustaining practice and wholesome (kusala karma) activity in the community setting. The Buddhist learning pedagogy tends to nurture nonviolence (ahimsa) in order to develop mutual respect among the diverse communities to renewing ground for mind-expanding pursuits in the learning institutions for the wellbeing of all community members in the country.

The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students.

ASAP is applied as a case study to examine the employability enhancement initiative in India.

Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages.

The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.