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This chapter provides an overview of the factors influencing interpersonal dynamics in contemporary culture, including high levels of volatility, uncertainty, complexity, and ambiguity (VUCA), new technologies, growing competition for resources, highly diverse societies, and changing needs of professions and their likely effect on Generation Z's perspectives on interpersonal dynamics. Gen Zers prefer to do a task than lead it; like to work in groups; and are motivated by relational indicators. Overall, this is a generation that wants to come together to find solutions to epic challenges.

In this paper, I explore what shapes the identities of digital nomads (DNs), a class of remote workers who travel and work concurrently. Through extensive fieldwork and interviews with 50 digital nomads conducted in seven coworking hostels in Mexico in 2022, I construct a theory of DN identity. I base this upon the frequent transformations they undergo in their Circumstances, which regularly change their worker identity.

DNs relinquish traditional social determinants of identity, such as nationality and religion. They define their personal identities by their passions and interests, which are influenced by the people they meet. DNs exist in inherently transitive social spaces and, without rigid social roles to fulfil, they represent themselves authentically. They form close relationships with other long-term travellers to combat loneliness and homesickness. Digital nomads define their worker identities around their location independence. This study shows that DNs value their nomadic lifestyle above promotions and financial gain. They define themselves by productivity and professionalism to ensure the sustainability of their lifestyle. Furthermore, digital nomad coworking hubs serve focused, individual work, leaving workplace politics and strict ‘office image’ norms behind. Without fixed social and professional roles to play, digital nomads define themselves personally according to their ever-evolving passions and the sustainability of their nomadic life. Based on these findings, I present a cyclical framework for DN identity evolution which demonstrates how relational, logistical, and socio-personal flux evolves DN’s worker identities.

This study investigates the various themes around the demand-driven approach of vocational education and training (VET). The study focuses on investigating two major aspects of VET. Firstly, the extant literature has been systematically classified based on seven parameters: Geography, Focus on Vocational Education, Research Methods, Economic Sector, Origin of Study, Type of Training and Level of Skill. Secondly, this study has explored various themes around the VET implementation, performance gaps and road ahead.

Thematic analysis with the systematic literature review (SLR) method is applied to 50 research papers on VET, published between 2011 and 2022.

This systematic review has found that experiential compliments VET and VET is the medium of skill development. Further, it was extracted through themes that VET may help ensure alternate employment in rural areas and contribute to micro- and macro-level economic development. Also, there is a requirement to adopt a demand-driven approach to VET by localizing VT content and delivery.

The study's findings are directed towards the need for demand-driven and customized VET. This study also explores many potential areas for further empirical research through various themes.

This study is a novel effort that extracts the themes constituting the effect of VETs along with the descriptive analysis of the extant literature using the SLR approach. The study has rationalized the findings by providing due coding to various parameters in the previous studies under investigation.

The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences.

A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange.

Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group.

To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.

The purpose of this study is to predict cooperation in negotiation through the lens of individual differences. Specifically, this paper examines how a social competence variable called “political skill” relates to cooperation and subsequent effects on negotiation process, outcomes and negotiator reputation. The authors demonstrate how political skill fits in the evolving literature focusing on individual differences in negotiation by comparing political skill to a wide range of other individual difference measures.

This study was conducted by assessing individual difference measures at the beginning of graduate-level negotiation courses and tracking negotiation behaviors and outcomes over several months. This approach was chosen to minimize the potential for short, time-limited interactions to mask existing relationships. It also allowed the authors to include multiple negotiation interactions, which takes a broader view of negotiation performance, and assess negotiator reputation by allowing it to emerge over time.

The results of this study show that political skill, self-rated at the beginning of this study, is significantly related to a negotiator’s overall use of cooperative behavior as rated by peers. Political skill also showed a significant relationship with reputation for cooperativeness and aggregate outcomes in negotiations. These results control for other individual difference measures such as personality, implicit negotiation beliefs, social value orientation and negotiation self-efficacy.

Using a method that allows the effects of an individual difference to materialize over time, this study empirically establishes the connection between political skill and negotiation reputation, process and outcomes. The methodological contributions of this study explore the relations between self-rated individual difference variables, peer-rated cooperative behaviors and objective coded negotiation outcomes in evaluating political skill in negotiation.

The role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.

This study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.

The research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.

It is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.

The study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.

The originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

Diversity in entrepreneurship has become a noteworthy topic of research since consistent differences – and few similarities, if any – exist among entrepreneurial profiles. The present paper aims to compare different entrepreneurial profiles managing innovation processes in new technology-based firms (NTBFs). In particular, attention is focussed on young entrepreneurs who are in a critical phase of their lifelong learning, the school-to-work transition.

Statistical elaborations are based on data retrieved from Italian Ministry of Economic Development in January 2021 and carried out through stochastic frontier analyses. Respectively, 1,699 young entrepreneurs, 1,079 female entrepreneurs, 205 ethnic entrepreneurs and 8,224 stereotyped entrepreneurs are considered.

Factors affecting the performance of innovation processes managed in NTBFs are the same for stereotyped and female entrepreneurs, but they consistently differ for young and ethnic entrepreneurs. Achieved results are not in the position to offer a complete analysis of the phenomenon but – hopefully – can corroborate a very interesting and up-to-date research path that merits further development. In particular, young entrepreneurs disclose an unexpected skills mismatch that should be investigated in-depth.

Most contributions offer a narrow view of entrepreneurial profiles since they focus on one profile per time. The present paper, instead, considers four entrepreneurial profiles and compares them. Moreover, young entrepreneurs reveal an unexpected skills mismatch that underlines the relevance of specific activities of on-the-job training and apprenticeships in order to try to overcome it and improve the results achievable by young entrepreneurs.

This study aims to integrate the social cognitive theory and flow theory to examine how e-skills self-efficacy (ESSE) and trust-building self-efficacy (TBSE) impact work-related flow in remote work. It also explores how work-related flow (WOLF) mediates the connection between these factors and employee resilience (ER) in the context of the growing shift toward remote work.

The study tested an empirical mediation model with 535 remote workers from Indian organizations that adopted remote work either before or during the pandemic. Hypotheses were tested using Hayes’ PROCESS macro.

The study confirmed the direct influence of ESSE and TBSE on WOLF. Moreover, a mediation analysis demonstrated that WOLF significantly mediates the association linking ESSE, TBSE and ER.

This study, evaluating experienced remote employees in the quaternary sector, offers data-driven insights for informed organizational decisions. These findings aims to guide HR and training departments in formulating recruitment and training strategies, emphasizing digital skill development to enhance knowledge and skills effectively.

This study highlights the need for remote workers and organizations to be aware of the challenges of remote work. It is among the first to explore the link between ESSE, TBSE and ER, addressing psychological factor, i.e. WOLF, often overlooked in organizational contexts.