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The COVID-19 pandemic has dramatically altered the daily lives of millions of people around the world, substantially increasing anxiety and stress levels for many. Psychological capital (PsyCap), a multidimensional construct that includes hope, optimism, resilience and self-efficacy, may serve as a resource for helping people more effectively cope with uncertainty resulting in lower levels of perceived stress. The authors hypothesize a negative relationship between PsyCap and perceived stress that is partially and differentially mediated by adaptive and maladaptive coping styles. The authors further hypothesize that work context (home vs workplace) will moderate the relationships between coping styles and perceived stress.

After receiving Institutional Review Board approval, data were collected during the first week of May 2020 using an online survey. The hypothesized model was tested using structural equation modeling (SEM) techniques, specifically Mplus 8. The authors validated their initial findings using PROCESS Model 14 with 5,000 boot-strapped samples and a 95% confidence interval.

The authors’ results show that adaptive and maladaptive coping styles differentially mediate the effects of PsyCap on perceived stress with the indirect effects of PsyCap on perceived stress through maladaptive coping being stronger than the indirect effects through adaptive coping. The authors found support for the relationships in our hypothesized model.

The authors’ findings suggest that health interventions aimed at increasing PsyCap may be an effective means of reducing maladaptive coping and perceived stress. Future research should continue to explore PsyCap as a potential means of shaping positive health behaviors.

This study makes a unique contribution to the literature by explaining how PsyCap operates through coping to affect perceptions of stress in the context of the COVID-19 pandemic.

Education is foundational for creating caring sustainable leaders and organizations. This paper aims to investigate whether historically eminent Lebanese universities are integrating sustainability courses and practices in their curriculum, and to discern whether these universities’ administrators are currently providing, or plan to provide, positive educational experience through addressing sustainability concepts and tools in their respective universities.

The authors based their qualitative study on a multimodal design for explorative and recommendation purposes. The review of literature and online search facilitated setting standards and benchmarking. Face-to-face interviews and observation corroborated the findings and provided insight. The information was systematically ordered to tackle sustainability as a product and as a process on different campuses. All research was subject to ethical clearance from the studied subjects.

Compiling the input from all participants revealed that there is an urgent need to reform universities’ products and processes, in addition to a necessary call for support from governmental entities. The seeds of environmental sustainability are present in varying degrees in universities that have been continuously functional in the service of higher education in Lebanon for a period of 50 years or more.

The lack of contextual, comprehensive models, toward which change can be geared, presents a limitation to this work. Another limitation is that this study was restricted to historically prominent universities with the valid assumption that they play a leadership role in higher education. More universities should be investigated to further validate the findings, to complement this project and to allow for generalizability and comparison with initial findings.

More focus is needed to prepare present students and the future community to rely on available resources. The paper outlines the need to change the educational approach in Lebanese universities. It addresses a call to the administrators of all universities to provide the right policies, tools, materials and other resources to help sustainability.

Universities are called to play a major role especially in inspiring and teaching sustainability concepts. It is worth noting that education can be seen as a social good. If education is well served, it can create jobs, generate high revenues and raise standards of living. But serving the education “well” may require disruption of the status quo, which, if done creatively, will lead to novel approaches and solutions that outweigh the disruption itself.

This paper has exposed the status quo of universities vis-à-vis sustainability, but it has also challenged “what is”, and opened up possibilities of what “could be”. Educational projects should be adapted with the participation of the private sector to stimulate innovation, and experience the lived dimension of sustainability. Implementing such a change represents the bridge between current and needed ways of thinking required by the new environment.

This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students’ goals to address these issues in their careers. This work provides evidence of how students’ agency beliefs may be shaped by higher education, which is essential to workforce development.

Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing.

The results indicate that undergraduate studies tend to reinforce students’ engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges.

The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education.

Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact.

This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance.

This work is a first step toward understanding how undergraduate experiences impact students’ engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students’ engineering agency and goals to make a change through engineering.

The purpose of this paper is to investigate the extent to which Web 2.0 applications are prevalent in government web sites, the ways in which Web 2.0 applications have been used in government web sites, as well as whether the presence of Web 2.0 applications correlates with the perceived quality of government web sites.

Divided equally between developing and advanced economies, a total of 200 government web sites were analysed using content analysis and multiple regression analysis.

The prevalence of seven Web 2.0 applications in descending order was: RSS, multimedia sharing services, blogs, forums, social tagging services, social networking services and wikis. More web sites in advanced countries include Web 2.0 applications than those in developing countries. The presence of Web 2.0 applications was found to have a correlation with the overall web site quality, and in particular, service quality.

This paper only covers government web sites in English. Emerging genres of Web 2.0 applications such as mashups and virtual worlds have not been included. Moreover the data were drawn solely from the public domain.

Decision makers and e‐government web developers may benchmark their own efforts in deploying Web 2.0 applications against this study. The numerous exemplars cited here serve as a springboard to generate more ideas on how Web 2.0 applications could be used and harnessed to improve the overall quality of government web sites.

This paper unites two research interests: Web 2.0 and web site quality. It also extends previous studies by investigating the suite of Web 2.0 applications found in government web sites around the world.