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This study aims to test the experiential advantage argument from both the hedonic and eudaimonic well-being perspectives and seeks to explore the mediating roles of a sense of meaning, as well as the moderating effects of consumers’ motivational autonomy, in a novel context – China.

Study 1 (n = 203) used a between-subject experiment where participants role-played an imaginary purchase with experiential versus material focus; Study 2 (n = 290) used a recall method where participants were asked to recall their past experiential purchase or material purchase that cost more than RMB500 (about US$70); Study 3 (n = 185) used a between-subject experiment where participants were assigned to one of the four scenarios (two types of purchases (experiential vs material) × 2 levels of motivational autonomy (high vs low).

The authors find that the experiential advantage argument holds true for eudaimonic well-being as well as hedonic well-being in three studies with Chinese consumers. In addition, the authors find that a sense of meaning serves as an additional mediator for the experiential advantage argument. Further, the authors find that the level of motivational autonomy positively moderates the effect size of experiential advantages and the mediating roles of a sense of meaning.

The authors only address the two ends of the experiential–material purchase continuum. Whether the discovered mediation roles of a sense of meaning and the moderation roles of motivational autonomy hold for hybrid experiential products remain unknown.

The authors enriched the experiential advantage literature through exploring the mediation roles of a sense of meaning and the moderating effects of motivational autonomy in the experiential advantage model.

This paper aims to assess the various impacts of tourism development in Chiang Mai on the local populace’s sense of well-being. The moderating effect of employment in and affiliation with the tourism industry on perception of tourism development is also examined.

A sequential explanatory mixed method design is adopted, beginning with the development of a conceptual model that links residents’ perceived impact of tourism development with their general and life domain-specific well-beings. The model is tested with a survey of 567 respondents who are long-term residents of Chiang Mai. The findings are subsequently used in the semi-structured in-depth interviews with selected tourism stakeholders to provide qualitative explanation and meaning to the data.

The results suggest a reciprocal relationship between perceived economic, cultural and environmental impact of tourism development and Chiang Mai residents’ general sense of well-being. It also revealed that community well-being and material well-being accounted the most and the least, respectively, on overall well-being for Chiang Mai residents. Another interesting observation was that Chiang Mai residents feel the same way about the various perceived impact of tourism development on overall sense of well-being, regardless of whether they are employed or affiliated with the tourism industry or otherwise.

With limited literature on the perceived impact of tourism development by residents in Asia, this research provides a Thai perspective of the said impact on general well-being. A sequential explanatory mixed method provides an added lens to induce insights and explain the results deduced from the earlier quantitative study.

The purpose of this multiyear research study is to examine leadership in K-12 schools using a positive organizational perspective to understand how to foster, support and encourage flourishing in schools. In this article, the authors describe the lived experiences of a small group of principals and vice-principals in K-12 schools describing how they have experienced flourishing in their work.

The research was carried out using a qualitative, phenomenological approach to examine the lived, concrete and situated experiences of a small sample of school administrators (N = 9) in two school districts in the province of British Columbia, Canada. Data were collected through individual interviews that were designed to be appreciative in nature. These lasted between 60 and 90 min, were recorded and transcribed. The interview data were deductively and inductively analyzed and arranged into themes that demonstrate the key components of positive leadership for flourishing in schools, derived from these participants' experiences.

Building on and extending their findings that school administrators feel a sense of flourishing when they focus on their work from the values of purpose, passion and play, the authors found that a fourth value, presence, was important for these participants to experience well-being at work. Principals’ sense of well-being was strongly related to the notion of balance in their work and life, which helped them address potential stress and ill-being. Findings suggest that a strengths-based, positive approach to school leadership offers an alternative perspective for supporting and encouraging well-being at work.

Limitations of this research include the small sample size and the appreciative focus with which the data were collected that meant that participants were providing their experiences from a positive perspective. This article offers a complementary perspective for researching well-being in schools, from a positive, strengths-based approach to examining the work of administrators.

The authors offer insights into the work of school leaders from an appreciative, strengths-based perspective on understandings and practices that may be useful to principals and vice-principals who wish to enhance their workplace well-being. The authors suggest that administrators can learn to craft their work in ways that highlight existing well-being conditions toward amplifying and sustaining well-being. Working from four animating values for flourishing seemed to promote well-being for this small sample of administrators within the existing challenges and complexities of their work.

This article offers examples of lived experiences of principal and vice-principal well-being that highlight what happens when school leaders attend to their work from a positive, appreciative, strength-based perspective. This research perspective is an additional source of knowledge about well-being in schools complementing the existing research on well-being from a stress management and reduction perspective.

This study aims to provide an understanding of how the participation of vulnerable customers in the co-creation of health-care provision influences their individual well-being outcomes. Using self-determination theory, it demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being.

A qualitative approach is adopted to identify the various customer well-being outcomes. Two case studies of health-care organisations, comprising ten in-depth interviews and eight focus groups, as well as documents and noted observations are used for thematic analysis.

The study demonstrates ways in which vulnerable customers integrate resources to co-create value outcomes. It shows how differing co-creative role of customers with mental illness lead to different customer well-being outcomes. These roles manifest not only the hedonic well-being characteristics of pleasure and happiness but also eudaimonic well-being, which provides a sense of achievement and purpose to customers. The study used self-determination theory to identify different forms of eudaimonic well-being derived from the co-creation roles of co-producer, strategic partner and community citizen.

The co-creation and transformative service literature is extended by demonstrating that a feeling of self-efficacy and self-determination because of value co-creation foster customer well-being. This study demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being.

The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.

Twenty-one South American Elementary Level teachers were interviewed for this qualitative study.

The paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.

This paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.

Experience sampling methods (ESM) have enabled researchers to capture intensive longitudinal data and how worker well-being changes over time. The conceptual advances in understanding the variability of well-being are discussed. These emerging forms in the literature include affective inertia, affective variability, affective reactivity, and density distributions. While most ESM research has relied on the active provision of data by participants (i.e., self-reports), technological advances have enabled different forms of passive sensing that are useful for assessing and tracking well-being and its contextual factors. These include accelerometer data, location data, and physiological data. The strengths and weaknesses of passively sensed data and future ways forward are discussed, where the use of both active and passive forms of ESM data in the assessment and promotion of worker well-being is expected.

The COVID-19 pandemic found deliberate and idiosyncratic adoption of telecommuting and other flexibility practices across industries. With the pandemic waning, many organizations adopted various models for employee work locations. Based on Self-Determination Theory and Social Comparison Theory, the authors examine the impact of the dissonance between employee preference for their work location and enforced work location norms and its impact on general well-being and organizational commitment.

The authors’ empirical study is based on a sample of 881 respondents across multiple industries in India over six months of the COVID pandemic. The authors use PLS-SEM for data analysis to examine the model and the moderating influence of individual resilience on control at work.

The authors find that increased dissonance between work locations reduces general well-being, control and work. Further, higher individual resilience reduces the impact of this dissonance on control at work.

The study informs policy and practices that choice of work location is important for employees to feel a higher sense of control, impacting their affective commitment and general well-being. While implementation of policies across an organization for varying job roles and complexities presents a challenge, practitioners may ignore this need of employees at their peril, as employees are likely to demonstrate lower well-being, engagement and organizational commitment and eventually leave.

This study is significant as it provides relevant scholarship based on the COVID-19 pandemic, guiding practice on future ways of working. This study further supports the impact of an individual's sense of control on where work is done. The authors build a strong theoretical foundation to justify the impact of the lack of autonomy in the emerging working norms on employees' general well-being and organizational commitment.

The public service motivation (PSM) theory implies that public employees are spiritual people called “public servants” who have a desire to affect the community and are characterized by compassion and serving others. Owing to their commitment to public welfare, spirituality is apparently inherited in public employees as an occupation/employment effort, which entails attaching a “meaning” to the work being done in the workplace for the spiritual satisfaction of the employees. A sense of well-being among the employees of an organization can prove instrumental in developing their motivation level and improving the quality of their services. The literature depicts that workplace spirituality (WPS) is a feature that enhances multiple forms of employee well-being (EWB). Considering the importance of these concepts in terms of enhancing the productivity of the organizations, the current study aimed to gain an understanding of the PSM together with two other positive attributes namely WPS and EWB and determine their interrelationship. The aim of this study is to examine a significant positive relationship between PSM and WPS mediated by EWB.

The study has been conducted in the context of the public sector of Pakistan where a sample of the academic staff of higher educational institutions in the Punjab province was selected through probability sampling techniques for conducting the survey. The data collected from 394 respondents from the selected faculties of the universities were analyzed using relevant statistical tools (SPSS and AMOS: 22) to answer the research questions.

This study supported a significant positive relationship between PSM and WPS mediated by EWB. The quantitative findings of this study, thus, demonstrated that the culture of spirituality in the workplace significantly affects the PSM of employees by way of creating a sense of well-being among the employees.

This study is unique as it serves as an effort to understand the spiritual experience of the public sector employees involved in public service. This infers that spirituality in the workplace improved employees’ well-being by giving them a strong sense of purpose and these employees in a healthy state of mind are more likely to perform above and beyond and have a high motivation to serve the public.

An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment.

The authors surveyed students in different locations (including three green and one non-green campus spaces) across a large UK campus-based Northern institution. 146 students participated in the study in one of the four campus locations. The authors investigated how being in green spaces on campus may impact students’ sense of belonging, well-being and place attachment. The authors also qualitatively explored students’ perceptions of campus spaces through Ahn’s (2017) 10 Words Question measure.

Analyses demonstrate that students surveyed in green spaces reported significantly more positive sense of belonging, compared to students surveyed in non-green campus spaces. Campus location did not impact well-being, however. Students associated green spaces on campus with “calm”, “positive emotion” and “nature” words and non-green spaces with “busy”, “social” and “students”.

Taken together, the results of this paper suggest that access to green spaces can be important for campus sense of belonging. Thus, efforts should be made to ensure the sustainability of these important spaces across university campuses.

This study crucially examines how occupying green spaces on university campuses may impact students’ feelings of belongingness. To the best of the authors’ knowledge, this is the first study that uses field-based methods to understand students’ feelings whilst occupying green spaces.

This research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and well-being to overcome stress, leading to positive outcomes for supervisors and students.

Research is in two parts: first, rescrutinising previous work, and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and well-being strategies.

Supervisor professional identity and well-being are aligned with research progress, and effective supervision. Stress and well-being/resilience strategies emerged across three dimensions, namely, personal, learning and institutional, related to emotional, professional and intellectual issues, affecting identity and well-being. Problematic relationships, change in supervision arrangements, loss of students and lack of student progress cause stress. Balances between responsibility and autonomy; uncomfortable conflicts arising from personality clashes; and the nature of the research work, burnout and lack of time for their own work, all cause supervisor stress. Developing community support, handling guilt and a sense of underachievement and self-management practices help maintain well-being.

Only experienced supervisors (each with four doctoral students completed) were interviewed. The research relies on interview responses.

Sharing information can lead to informed, positive action minimising stress and isolation; development of personal coping strategies and institutional support enhance the supervisory experience for supervisors and students.

The research contributes new knowledge concerning doctoral supervisor experience, identity and well-being, offering research-based information and ideas on a hitherto under-researched focus: supervisor stress, well-being and resilience impacting on supervisors’ professional identity.