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The purpose of this study is to explore how digital technologies at work serve as environments for informal workplace learning in knowledge work.

Digital ethnography was used to investigate the digital environments of one public sector workplace. The data included observations, interviews and participant diaries.

The digital work environment consisted of a complex network of technologies and people connected to them. The ethnographic accounts revealed both expansive and restrictive features of the digital environment. Digital technology extended learning opportunities by providing flexible possibilities for interaction, collaboration and access to a wealth of information. On the contrary, digitally mediated presence could restrict learning if the attendance and learning remained superficial. The complexity and constant change in digital workplace environments presented challenges that could potentially restrict learning. Information overload, constant interruptions and changes were burdens that required employees’ skills to manage these challenges.

The authors take a novel approach to view the workplace as a phygital environment in which social, physical and digital environments are combined. Because digital environments are becoming increasingly essential parts of the workplace, it is important to understand how they can support learning.

This study aims to investigate the negative interpersonal antecedents, emotional mediators and boundary conditions of knowledge sabotage behavior.

The authors collected data from 275 Chinese employees using convenience sampling and snowball sampling across three stages. Subsequently, the authors used both hierarchical regression and bootstrap methods to test the proposed hypotheses.

The results confirmed that workplace ostracism has positive effects on employee knowledge sabotage behavior both directly and via employee anger. In addition, the authors found that employee bottom-line mentality (BLM) moderates not only the direct effect of workplace ostracism on employee anger but also the indirect effect of employee anger in this context. Employee conscientiousness moderates only the direct effect of workplace ostracism on employee anger and does not moderate the indirect effect.

To the best of the authors’ knowledge, this study not only explores the influence of workplace ostracism on employee knowledge sabotage behavior for the first time but also elucidates the underlying emotional mechanisms (anger) and boundary conditions (employee BLM and conscientiousness) by which workplace ostracism influences employee knowledge sabotage behavior, thus deepening the understanding of how knowledge sabotage emerges in organizations.

This study is intended to investigate the relationship between supervisor bottom-line mentality (BLM) and employee workplace well-being. In addition, this study discusses the mediating roles of perception of organizational politics and job anxiety in this relationship.

Data were gathered from a two-wave survey of 301 full-time employees in southern China. The PROCESS macro in SPSS was applied to test the hypotheses.

Results showed that supervisor BLM was negatively related to employee workplace well-being. Moreover, perceptions of organizational politics and job anxiety played multiple mediating roles in the relationship between supervisor BLM and employee workplace well-being.

Drawing on the conservation of resource (COR) theory and cognitive-affective personality system (CAPS) theory, this study proposes a multiple mediation model to advance our understanding of how supervisor BLM affects employee workplace well-being.

This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration.

Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.

The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice.

The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.

Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios.

This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

Workplace incivility has become a global issue; therefore, this study aims to investigate how spiritual leadership can help employees to overcome uncivil behaviors in the workplace. Specifically, the authors explored the mediating mechanism between spiritual leadership and workplace incivility through workplace spirituality. The authors further examined how negative personalities (i.e. Machiavellianism, psychopathy and narcissism) moderate workplace spirituality and workplace incivility.

This study collected data from 369 employees working in the banking sector on a convenience basis. The authors applied structural equation modeling for hypotheses testing.

The authors noted that spiritual leaders help employees to reduce uncivil workplace behaviors and employees’ perception of workplace spirituality intervenes the same. The authors further identified that the negative association between workplace spirituality and workplace incivility is moderated by the dark triad (Machiavellianism, psychopathy and narcissism) such that individuals high in Machiavellianism, psychopathy and narcissism weaken this negative association.

The cross-sectional design may restrict causality. However, our findings not only contribute to social cognitive theory but also suggest management includes civility intervention as an essential part of organizations’ training and development.

This study not only highlighted the role of spiritual leadership and workplace spirituality toward workplace incivility but also shed light on how negative personalities can ignore workplace spirituality to exhibit uncivil behavior.

Epistemological beliefs are fundamental assumptions about the nature of knowledge and learning. Research in university contexts has shown that they affect the ways and results of student learning. This article transfers the concept of epistemological beliefs on workplace learning. The basic assumption is that employees' epistemological beliefs affect whether they perceive their workplace as learning environments. A study was conducted in which the interrelation of employees' epistemological beliefs with their appraisal of the workplace as supportive for learning was investigated. Additionally, the role of professional hierarchical levels concerning work‐related epistemological beliefs was analyzed. No significant interrelation between epistemological beliefs and workplace appraisal was found. Groups from different professional hierarchical levels did not differ in their workplace appraisal. Consequences about future research about the role of epistemological for workplace learning are discussed.

Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals’ engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.

The purpose of this paper is to extend awareness that workplace bullying impacts on the health of individuals both within and outside the workplace and that there are implications for workplace health management.

The paper contextualises the problem of workplace bullying and workplace health management and introduces the five articles in the special issue.

Workplace health management is becoming more prominent in some organizations and workplace health management, and a corporate culture based on partnership, trust and respect, offers considerable potential to move the agenda forward. Moreover, there appears to be a paucity of knowledge available as to how workplace health management strategies and programmes impact on organizational culture and assembling and sharing such a knowledge base could be a useful step.

Further research is required to extend the studies presented and to address workplace bullying from the perspective of workplace health management.

Research is required to explore the extent to which the potential of workplace health management programmes to impact positively on corporate approaches to bullying and harassment has been realised and how those programmes have influenced corporate culture.

A partnership approach to knowledge creation and sharing has the most potential for successful outcomes and accords closely with the inferred ideals of the Luxembourg Declaration for Workplace Health promotion.

The paper addresses a perceived gap in the literature linking workplace bullying to the impact on individual health and the implications for workplace health management.

This paper seeks to examine the dissemination of high‐involvement innovation practices at Finnish workplaces and to consider how their adoption can be promoted by means of a publicly‐funded R&D programme.

The empirical material is based on a survey by the Finnish Workplace Development Programme TYKES. (TYKES is a governmental R&D programme for promoting simultaneous improvements in productivity and the quality of working life by granting funding to development projects at Finnish workplaces.)

The interim results of the survey provide a strong evidence‐based argument in favour of the supportive role of the programme.

The paper suggests areas where governments might introduce support programmes to foster the spread of innovative activity.

The paper provides insights into support policy issues in Finland and will be of interest to those involved in that field.

The workplace is an ideal setting to promote physical activity. The purpose of this study is to examine associations with physical activity at and around the workplace.

Participants were recruited from a random sample of employed adults (n=1,107) in capital cities and major regional centres in Australia. Self‐reported barriers and participation in physical activity at and around the workplace were assessed. A multivariable logistic regression model adjusting for age, sex, occupational status, and overall physical activity assessed the odds of being active in this setting.

Of participants, 61 percent perceived being active in the workplace. Those who perceived their work colleagues and managers to be physically active, and those who indicated that their workplace provides facilities to support them being active had higher odds of being physically active at or around the workplace.

A poor response rate, physically active sample and cross‐sectional analysis prevent inferences about the causality of the findings.

The paper provides evidence of the potential for the multiple levels of influence on physical activity at and around the workplace.